Bibliografías temáticas / Government aid to private schools

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Literatura académica sobre el tema "Government aid to private schools"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 28 de julio de 2024

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Artículos de revistas sobre el tema "Government aid to private schools"

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Egbebi, John Oluyemi, and Olayinka Tijani Wakili. "Effective Management of Private Schools in Nigeria: Necessity for Governments’ Intervention." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 208–16. http://dx.doi.org/10.47175/rielsj.v1i2.87.

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Private schools and owners invest a lot of worthwhile input in the provision of functional educational service delivery thus paving way for further access, equity and fair play to every intending learner as complement to the effort of government, the public school providers in Nigeria. This development actually met the world declaration of the expectation from all nations of the world to provide mass, quality and free education to all citizens. By and large, education service delivery as a social service requires huge sum of money in its operations across all levels of educational institutions
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Berg, Thomas C., and Douglas Laycock. "ESPINOZA, GOVERNMENT FUNDING, AND RELIGIOUS CHOICE." Journal of Law and Religion 35, no. 3 (October 26, 2020): 361–79. http://dx.doi.org/10.1017/jlr.2020.40.

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AbstractThe U.S. Supreme Court's decision in Espinoza v. Montana Department of Revenue, holding that religious schools cannot be excluded from a state program of financial aid to private schools, is another incremental step in the Court's long-running project to reform the constitutional law of financial aid to religious institutions. There was nothing surprising about the decision, and it changed little; it was the inevitable next link in a long chain of decisions. To those observers still attached to the most expansive rhetoric of no-aid separationism, it is the world turned upside down. But
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CB, Ahumaraeze. "Comparative Analysis of the Status of Implementation of School Health Services in Public and Primary Schools in Owerri Municipal, Imo State, Nigeria." IDOSR JOURNAL OF BIOLOGY, CHEMISTRY AND PHARMACY 8, no. 2 (May 15, 2023): 92–101. http://dx.doi.org/10.59298/idosr/jbcp/23/10.127.

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Effective school health service helps to reduce ill health, increase school attendance, academic performance, decrease school dropout rates, and additionally plays a role in identifying children with emotional, behavioural, and mental health problems for proper assessment and appropriate interventions. To assess the status of the school health services in selected public and private primary schools within Owerri Municipal Local Government Area, Imo State. A cross sectional descriptive study was carried out from March to April 2017. Out of the 48 government approved primary schools, 36 (12 publ
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Hameed, Shahul, Gousiya Mubashireen Muskan, Chethana K, and Kiran KG. "Prevalence of Anaemia among Adolescent Girls on Weekly Iron and Folic Acid Supplementation (WIFS) and Non WIFS Group in Rural Schools of Mangalore, Karnataka; a Comparative Study." National Journal of Community Medicine 13, no. 2 (February 28, 2022): 104–7. http://dx.doi.org/10.55489/njcm1322022159.

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Background: Weekly Iron and Folic Acid Supplementation (WIFS) Programme is an initiative to decrease the burden of anaemia among adolescents studying in Government schools.
 Objective: To assess the difference in prevalence of anaemia among Government school-going adolescents girls on WIFS as compared to private school girls not on WIFS.
 Methods: Cross-sectional study was conducted among adolescent girls, 7th to 10th standard in Government schools (on WIFS) and private schools (not on WIFS). The sample size in each group was 104, selected by multi-stage sampling. Data was collected
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Eaton, Charlie, Sabrina T. Howell, and Constantine Yannelis. "When Investor Incentives and Consumer Interests Diverge: Private Equity in Higher Education." Review of Financial Studies 33, no. 9 (October 22, 2019): 4024–60. http://dx.doi.org/10.1093/rfs/hhz129.

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Abstract We study how private equity buyouts create value in higher education, a sector with opaque product quality and intense government subsidy. With novel data on 88 private equity deals involving 994 schools, we show that buyouts lead to higher tuition and per-student debt. Exploiting loan limit increases, we find that private equity-owned schools better capture government aid. After buyouts, we observe lower education inputs, graduation rates, loan repayment rates, and earnings among graduates. Neither school selection nor student body changes fully explain the results. The results indic
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Adeyemi, E. O., O. S. Olatunya, A. Ajibola, and O. J. Adebami. "An assessment of barriers to implementation of school health program in primary schools in Ido/Osi, Southwest, Nigeria: a qualitative study." Rwanda Public Health Bulletin 5, no. 1 (June 11, 2024): 45–52. http://dx.doi.org/10.4314/rphb.v5i1.5.

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INTRODUCTION: School Health Program is an event that promotes the understanding, maintenance, and improvement of the school community's health and ensures that children are at all times in a state of optimum health. The implementation of School Health Programme in most parts of Nigeria is, however, poor or suboptimal. The objective of the study was to assess the quality of the School Health Programme being implemented in Ido/Osi Local Government Area, Southwest Nigeria.METHODS: Focused group discussions were carried out among 4 different groups of 8 participants each, with each group comprised
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Atanda, Olatunde, and Sunday Adeseko Olaifa. "Comparative Study of Quality Assurance Practices in Unity Schools and Private Secondary Schools in Kwara And Oyo States, Nigeria." Daengku: Journal of Humanities and Social Sciences Innovation 2, no. 1 (January 15, 2022): 19–27. http://dx.doi.org/10.35877/454ri.daengku680.

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This paper compared the quality assurance practices in Unity and private secondary schools in Kwara and Oyo States, Nigeria touching variables such as infrastructural facilities, staff discipline. The research design employed for the study was a descriptive survey type. The population of the study was made up of all Unity and Privates secondary schools in Kwara and Oyo States, Nigeria. Purposive and random sampling techniques were used to select the respondents in all the sampled schools. The data for the study were gathered through the use of questionnaires tagged “Quality Assurance Practices
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Hussain, Mohammed Sajjad, and Bharati Chand. "EMPIRICAL APPROACH FOR DEVELOPMENT OF PARENTAL PREFERENCES TO ADMIT CHILDREN IN SCHOOLS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 49 (October 31, 2021): 12062–70. http://dx.doi.org/10.21922/srjhsel.v10i49.9747.

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The present study was taken up to research question of Parental Preference for School Type. When government schools do exist in sufficient numbers alongside private schools, will families choose to enroll children in private schools over government schools? Does curriculum matter? Do other cultural factors matter?
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Sotz, Carlos. "Private and Public Education in Kenya: the Case of Strathmore College." Estudios sobre Educación 7 (May 17, 2018): 69–90. http://dx.doi.org/10.15581/004.7.25592.

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After Independence the Kenya Government decided to shape one nation by removing racial discrimination from the education system and providing equal opportunities to all; this was achieved by transferring the management of all secondary schools and colleges to Boards of Governors and giving them Grant-in-aid status. To keep its autonomy Strathmore College opted to operate privately. The integration of the education system enhanced certain human rights but diminished religious freedom. The experience of Strathmore College shows that Boards of Governors and Sponsors may need more freedom to disch
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Lleve, Eduardo Estobio, Leomarich Fortugaliza Casinillo, and Analita Abella Salabao. "Internal and external job stress of high school teachers in a private institution." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 14, no. 1 (February 29, 2024): 25–38. http://dx.doi.org/10.46223/hcmcoujs.soci.en.14.1.3075.2024.

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Private schools are working tirelessly to provide a quality education without support from the government. This article aims to evaluate the internal and external job stress of high school teachers in private schools in Leyte, Philippines, and determine its governing factors. The study involved a complete enumeration process in selecting the participants and gathering primary data. In analyzing and extracting relevant information from the data, standard descriptive metrics, correlation analysis, and Chi-square test for independence were employed with the aid of statistical software. The findin
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Tesis sobre el tema "Government aid to private schools"

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McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.

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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federat
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McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/619.

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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federat
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De, Leuil Heather. "The introduction of recurrent funding to non-government schools in Western Australia : National statesmanship or provincial pragmatism?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/318.

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State aid to private schools has been a controversial issue in Australia since the beginning of European settlement. This was true in all colonies' and remains a national issue in the twenty-first century. At various times colonial governments chose to provide to private schools, principally those operated by the Catholic and major churches. However as the colonies grew and statehood loomed, the of the day sought to withdraw their aid from private schools and their funding on the growing non-denominational, public school systems.
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McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050714.144022/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2003.<br>A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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Hackett, Ursula. "Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.

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This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across
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Fisher, Elaine Kirstin. "A comparison of mathematics education in government and private schools in Mahbubnagar, India." Thesis, University of Newcastle upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438031.

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Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.

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Moyle, Kathryn, and Kathryn Moyle@canberra edu au. "Digital technologies in Australian public schools : a narrative study of government policies." Swinburne University of Technology, 2002. http://adt.lib.swin.edu.au./public/adt-VSWT20060721.132427.

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Policies advocating the use of digital technologies in government schools are promoted by all public school education systems in Australia. This is reflected in the release of political media statements, policies, plans, budgets, digital networking rollouts, curriculum developments, and professional development activities. Resources are being directed towards such initiatives from within school education budgets and from departmental and 'whole of government' initiatives, at state, territory and federal levels. While there is considerable activity being supported by governments, outside of the
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Russon, Jo-Ann Katherine. "Addressing poverty alleviation : the UK government-MNC interface in Sub-Saharan Africa." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677283.

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Kirk, Brian L. "The effects of the outstanding schools act on adequacy, equity, and property tax /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720546.

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Libros sobre el tema "Government aid to private schools"

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Government regulation of private schools: A bibliography. Monticello, Ill: Vance Bibliographies, 1985.

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Alberta. Private Schools Funding Task Force. Funding private schools in Alberta. [Edmonton, Alta.]: The Task Force, 1997.

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Education, Alberta Alberta. Funding for school authorities in the 1996-97 school year: A manual for school jurisdictions, private schools, and private ECS operators. [Edmonton, Alta.]: Alberta Education, 1996.

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MacFarlane, Jeanette. Factors affecting perceptions of experienced public sector teachers concerning the appropriateness of public funding of private schools. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1987.

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Lawton, Stephen B. Alternative methods of financing private schools in Ontario. [Toronto, Ont: Commission on Private Schools in Ontario], 1985.

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Data Research, Inc. (Rosemount, Minn.), ed. State aid to parochial schools: A special report. Rosemount, Minn: Data Research, 1987.

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Witte, John F. Public subsidies for private schools: Implications for Wisconsin's reform efforts. Madison, Wis: Wisconsin Center for Educational Policy, University of Wisconsin-Madison, 1991.

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Swift, Susan. Funding of private religious schools: Adler v. Ontario. Toronto: Legislative Research Service, Ontario Legislative Library, 1997.

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Australia. Parliament. Joint Committee of Public Accounts. Review of efficiency audit, administration of capital grants to non-government schools: (hearings: 27 April, 13, 27 May 1987) : minutes of evidence. [Sydney?]: Parliament of the Commonwealth of Australia, 1987.

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Carter-Yamauchi, Charlotte A. SPRBs for private schools: Practical and constitutional considerations. Honolulu, Hawaii: Legislative Reference Bureau, 2001.

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Capítulos de libros sobre el tema "Government aid to private schools"

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Iwabuchi, Kazuaki, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki. "Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?" In Primary and Secondary Education During Covid-19, 125–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_5.

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AbstractWhile the COVID-19 pandemic posed unprecedented challenges to the education system of Japan, the government and schools took necessary measures to combat the outbreak and ensure student learning continued. The temporary school closure, following the state of emergency, continued for 2 months, from April through May of 2020. Even after the declaration was lifted in May 2020, schools adopted the new-normal way of operations. By shortening the summer break and holding alternative classes, elementary, junior, and senior high schools, except for universities, returned to normal while the COVID-19 pandemic was settling down, and ended the semester regularly in December 2020. The temporary closure, however, led to a huge disparity in implementing online classes, depending on availability of personal laptops in schools. Many private schools, and a substantial number of public schools established by innovative local governments, such as Saga Prefecture and Shibuya Ward, were successful in transitioning to online learning. However, most public schools were unable to hold online courses due to the lack of facilities both in schools and at student households. Aware of the disparities, the government brought forward a policy initiative to distribute personal PCs to all elementary and junior high school students, and to supply high-speed IT networks to each school, with an expected completion of March 2021. In this chapter, we will explore various disparities in depth, particularly underlining the relationship between ICT environments in schools and the issue of school founders. Additionally, we provide an overview on how the government and schools coped with the crisis, capitalized on the policy initiatives, and utilized available resources. As a concluding remark, we aim to leave room for optimism by taking this pandemic as an opportunity to reconsider and reimagine education. Note: This chapter has nothing to do with operations of organizations that respective authors belong to, and the views expressed in this chapter do not represent organizations’, but are authors’ own.
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Schulpen, Lau, and Paul Hoebink. "From Favoritism via Abundance to Austerity—NGDO-government Relations in the Netherlands." In Private Development Aid in Europe, 173–213. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137009777_6.

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Pearigen, Robert W. "Government Aid to Religious Schools Commentary and Analysis." In Information, Computer and Application Engineering, 29–54. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-3.

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Hoebink, Paul, and Lau Schulpen. "From Plains and Mountains: Comparing European Private Aid and Government Support for Private Aid Organizations." In Private Development Aid in Europe, 292–319. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137009777_9.

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Costin, Claudia, and Allan Coutinho. "Experiences with Risk-Management and Remote Learning During the COVID-19 Pandemic in Brazil: Crises, Destitutions, and (Possible) Resolutions." In Primary and Secondary Education During Covid-19, 39–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_2.

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AbstractThe chapter examines the difficult conditions under which states, and municipalities had to struggle to ensure learning continued during the social isolation demanded by the COVID-19 crisis in the country. Although it seemed reasonable to expect that the Federal government would respect the constitution and coordinate the educational response to the pandemic, that simply did not happen. The Minister of Education did not consider that such a responsibility should be carried out at the federal level. In the absence of leadership from the central government, the two organizations that congregate subnational secretaries decided to support their members and promote the exchange of practices, with some support from civil society organizations. Through the think tank established by the senior author of this chapter at a private university, CEIPE- Center for Excellence and Innovation in Education Policies, at the Getúlio Vargas Foundation, she participated in this effort, mentoring state and municipal level secretaries in their efforts to provide distance learning through a combination of media, such as TV, radio, and digital platforms. The chapter includes her own anecdotal observations of this national effort, drawing on interviews with secretaries and their teams as well as documents related to the experience as the evidence basis of the chapter. Unfortunately, this is not a story of triumph, since Brazil has been one of the countries with more months of schools being completely or partially closed. In addition to the ineffective approach to fighting the disease, which made Brazil’s rate of infection and deaths much worse than many countries in Latin America, the fact that mayoral elections coincided with COVID-19, introduced political reasons for schools to remain closed. The final part of the chapter draws lessons learned and discusses future possibilities for the future of education in Brazil.
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Dower, Nigel. "Are Government Aid and Private Charity Morally on a Par?" In Conflict and Change in the 1990s, 63–79. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-12728-3_5.

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Seppänen, Piia, Iida Kiesi, Sonia Lempinen, and Nina Nivanaho. "Businessing Around Comprehensive Schooling." In Finland’s Famous Education System, 137–53. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_9.

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AbstractThe idea of education as a commodity, particularly as a field of export, has gradually taken hold in Finland creating a base for government collaboration with edu-business. In that logic comprehensive schooling for citizens in a small nation like Finland is positioned as a tool for a platform economy and to make profit within a sector of welfare society that has traditionally been considered separate from business-making forces. In this chapter after briefly describing the commercial actors in comprehensive schooling in Finland, we aim to understand how businessing around comprehensive schooling works in Finland based on interviews with different types of actors who aim to create this industry. We distinguish the rationalities, logics and modes of operation of edu-business. The rationale behind private actors’ involvement in comprehensive schooling in Finland rests on their claimed ability to create “innovations” that schools themselves cannot make, mainly related to the use of technology. Possible negative side effects are not discussed. Edu-preneurs emphasise “evidence based” activities done outside the academic community, nevertheless they call this research. Industry-making in education is conducted via networks facilitating various edu-business related activities by connecting interests and actors. We conclude that society needs to be wary of multiple lines of products and policy pressures by global edu-business creating new policies like auditing and quality assurance policies to guide and consult education policy-makers. Overall developments in businessing around comprehensive schooling raise questions about democracy and schooling as public service in a small nation like Finland.
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Pearigen, Robert W. "Federal Court Decisions Concerning Government Aid to and Regulation of Religious Schools." In Information, Computer and Application Engineering, 13–27. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-2.

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Lauer, Lynden, Shirley Watters, Kari Morris, and Sandra Griffin. "Brokering School-Community Partnerships: Cross-Sector Advocacy and Hard Work." In Schools as Community Hubs, 45–59. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_4.

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AbstractCollaboration within government and across sectors can be challenging due to differing priorities, disciplinary perspectives and funding cycles. This complexity can be a barrier when it comes to enabling schools to respond to local contexts and developing strong community partnerships. This chapter shares insights from one Australian state government pilot program that aimed to broker cross-sector relationships to benefit the health, wellbeing and educational outcomes of school children and the broader community. Established in 2014, the Community Hubs and Partnerships (CHaPs) pilot program was initiated by the Queensland Government to work with all levels of government, non-government organisations and the private sector to plan accessible and cost-effective social infrastructure to connect communities and support coordinated delivery of community services. Based on the practical experience obtained over seven years, this chapter discusses strategies for brokering partnerships, along with the types of impact and outcomes that can be achieved through collaborative approaches to planning social infrastructure. To illustrate the approaches and strategies that support the establishment of schools as community hubs, it profiles two related projects: Yarrabilba Family and Community Place, and the Buzz at Yarrabilba.
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Waldron, Kathryn, and Christopher J. Coyne. "You Can’t Develop What You Don’t Know: The Realities and Limitations of Foreign Aid Missions." In International Studies in Entrepreneurship, 191–212. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-49196-2_11.

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AbstractMariana Mazzucato argues that capitalism needs to be rebuilt around private-public partnered “missions.” To facilitate these missions, Mazzucato provides seven pillars to serve as guidelines. Using Mazzucato’s pillars, we critically review US government efforts to develop the local economy and establish new political institutions through foreign aid. We analyze the successfulness of these “missions” by assessing government officials’ ability to overcome the “knowledge problem” and “political economy problems.” We conclude that Mazzucato’s pillars are unlikely to be satisfied due to these dual problems.
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Actas de conferencias sobre el tema "Government aid to private schools"

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Langer-Buchwald, Judit, and Zsolt Langer. "CORRELATIONS BETWEEN GOVERNMENTAL FINANCIAL CONTRIBUTIONS TO EDUCATION AND THE AUTONOMY OF ALTERNATIVE SCHOOLS IN HUNGARY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end047.

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"Besides state-funded schools, private schools play a role in public education both abroad and in Hungary, however the financial aid they receive from the governmental budget is different from country to country. There are countries where they receive the same amount of support that state-funded institutions get. Whereas there are other private institutions that cannot gain any financial resources from the subsidy. Financial contribution by the government to educational costs, however, always goes together with a restriction of the autonomy of schools by said government. These restrictions may
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Min, Zhao, and Lv Youdian. "Notice of Retraction: The study of effects on individual career management of private elementary and middle schools' teachers — Taking private elementary and middle schools of Dongguan city for example." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5881434.

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Ishida, Satoshi. "Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.009.

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Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and i
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Agarwal, Sonakshi, and Purvi Vora. "IMPROVING READING FOR ENGLISH LANGUAGE LEARNERS (ELLS) IN GOVERNMENT SCHOOLS USING A VIRTUAL CLASSROOM PLATFORM- A PUBLIC-PRIVATE PARTNERSHIP MODEL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0638.

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Pozzer, Lilian L. "A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end012.

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"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well
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6

POLCYN, Jan, and Bazyli CZYŻEWSKI. "POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added
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Ola, George Tayo, Christiana Adetunde, and Oluwamumibori Victoria Agboola. "EMPATHY TRAINING AS A MEANS OF PREVENTING BULLYING IN SELECTED SECONDARY SCHOOLS: ALIMOSHO LOCAL GOVERNMENT AREA, LAGOS, NIGERIA." In SOCIOINT 2022- 9th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.46529/socioint.202237.

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Bullying is a maladaptive behaviour that children and adolescents face daily in schools all around the world. It is prevalent in today's schools and is commonly found in secondary schools. It is a complicated social problem that can have serious negative implications for both bullies and victims, especially when the victim is physically or psychologically harmed. The study, therefore, examines empathy training among students to prevent bullying behaviour in selected secondary schools in Alimosho local government area of Lagos state. A survey method was utilized using the structured questionnai
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8

Alcântara, Aline, Gabrielli Queiroz, Laura Bessa Uhl, Ana Paula Peçanha Passos, Aline Siqueira, and Carolina Magalhães. "Lucas law and the teacher training of a private schoolin Campos dos Goytacazes-RJ: A pilot study." In 7th International Congress on Scientific Knowledge. Biológicas & Saúde, 2021. http://dx.doi.org/10.25242/8868113820212418.

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According to the World Health Organization, human safety is based on the development of the individual, understanding the safety of all situations in their daily lives, including safety at school. Consideringthat approximately 80% of school-age children and adolescents attend schools, they have taken on a fundamental role in promoting health and preventing accidents, especially in the school environment. Incidents in the school space occur frequently, most ofthe time, teachers and school employees do not notice risk situations and may even contribute to the aggravation of injured students, sin
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Bruckmayr, Philipp. "PHNOM PENH’S FETHULLAH GÜLEN SCHOOL AS AN ALTERNATIVE TO PREVALENT FORMS OF EDUCATION FOR CAMBODIA’S MUSLIM MINORITY." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/rdcz7621.

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Following the end of Khmer Rouge rule (1975–79), the Cham Muslim minority of Cambodia began to rebuild community structures and religious infrastructure. It was only after 1993 that they became recipients of international Islamic aid, mostly for the establishment of mosques, schools and orphanages. Now Cambodia boasts several Muslim schools, financed and/or run by Saudi Arabian and Kuwaiti NGOs as well as by private enterprise from the Gulf region, most of which rely on a purely religious curriculum. However, Cambodian Muslim leaders are urging attendance of public Khmer schools and seeking to
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Bower, Linda. "Bulgaria's Digital Transformation." In 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002953.

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For over three decades, Bulgaria has been advancing the level of technology in the country. The strategy has evolved from e-government into digital transformation. In the beginning, the country’s e-Government program was focused primarily on developing and upgrading infrastructure elements and main systems. However, the existing regulatory framework was able to accommodate e-Government, but it did not stimulate it. In addition, difficult to achieve high efficiency achieve high efficiency due to a lack of a systematic approach to e-Government development. Some agencies had progressed significan
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Informes sobre el tema "Government aid to private schools"

1

Das, Jishnu, Joanna Härmä, Lant Pritchett, and Jason Silberstein. Forum: Why and How the Public vs. Private Schooling Debate Needs to Change. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/12.

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“Are private schools better than public schools?” This ubiquitous debate in low- and middle-income countries is the wrong one to have. The foreword and three essays collected in this Forum each explore how to move past the stuck “public vs. private” binary. Jason Silberstein is a Research Fellow at RISE. His foreword is titled “A Shift in Perspective: Zooming Out from School Type and Bringing Neighborhood Education Systems into Focus.” It summarizes the current state of the “public vs. private” debate, outlines an alternative approach focused on neighborhood education systems, and then synthes
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2

Ravi, Aparna, Jayna Kothari, Sudhir Krishnaswamy, Varsha Iyengar, and Shruthi Chandrasekaran. Redressal of Teacher Grievances through the Courts – A Comparative Study Across Nine States in India. Centre for Law and Policy Research, October 2014. http://dx.doi.org/10.54999/wqzi8362.

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This Report presents the analysis, findings and recommendations of a study conducted by the Centre for Law and Policy Research on the use of the courts for grievance redressal by teachers in government and government-aided private schools in nine States in India for the period from 2009 to June 2014.
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3

Roy, Pratim, Anita Varghese, Bhavya George, and Madeleine Gefke. Lessons in Experiential Learning from a Biosphere Reserve. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2107.2024.

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Learning from the field is at the core of the approach that Keystone Foundation, a non-governmental organisation (NGO) based in the Nilgiri Biosphere Reserve, Western Ghats, India has been engaged in since its inception in 1993. As a group for eco-development initiatives, we engage with children and the youth from local to global, and formal and non-formal institutions. Through this report, we used the opportunity to reflect on our experiments with field learning and alternative pedagogies that are currently ongoing through the Nilgiri Field Learning Centre (a collaboration between Keystone Fo
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4

Ezegwu, Chidi, Dozie Okoye, and Leonard Wantchekon. Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003). Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe08.

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This study examines how the political interruptions in Nigeria between 1970 to about 2003 altered policies, institutional norms, governance structures, and attitudes in the education sector. Particular attention is given from 1973 to 2003, a period after the civil war, when the Federal Government became fully involved in managing primary and secondary schools (taking over schools from missions and private owners) up to 2003 when the first successful democratic transition took place. Further disruptions to the country’s democracy have been experienced since then, and have continued to inform th
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5

Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making be
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with distr
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7

Ryu, Kirak, and Hanna Moon. Skills for Work: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0007000.

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This study investigates Korea's success in the area of skills development and what role the Korean government played during the stages of Korean economic development since the 1960s. Major achievements connected with the Korean skills development system over the last few decades are described and evaluated. However, it is worth noting that the Korean system has confronted challenges, arising from rapid changes in the economic and social environment that have put the sustainability of its current skills development system into question. In this regard, this study also analyzes the direction the
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8

López Corral, Antonio M. Learning in Twenty-First Century Schools: Note 3: Public-Private Partnerships in School Infrastructure in Latin America. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006291.

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The objective of this chapter is to provide the tools needed to support the governments of Latin American countries in assessing potential operations and opportunities that can be carried out as PPPs, a mechanism which facilitates the development of these countries by promoting the participation of the private sector in the provision and funding for infrastructures, facilities, and educational sector services.
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9

Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. COVID-19 Exodus: Parent preferences for public schools in Peru. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005095.

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In 2020 in Peru, the Ministry of Education (MINEDU), in response to the COVID-19 pandemic, organized a centralized assignment mechanism that allowed thousands of students at multiple levels of education to move from the private sector to the public sector due to an unprecedented rise in demand. Exploiting the randomness in the assignment of students to their new schools, we causally estimate which public school characteristics families that had decided to study in the private sector before COVID-19 value the most and how preferences for school attributes change after parents experience public
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10

Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. Exodus to Public School: Parent Preferences for Public Schools in Peru. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005497.

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Due to an unprecedented rise in demand, in 2020 the Peruvian Ministry of Education implemented a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this paper, we empirically explore the determinants of accepting a public school assignment and, subsequently, remaining in the public system. Specifically, we exploit the randomness in the assignment of students to new public schools to causally estimate the influence of distance on the decision to accept a public school placement, and we explore its
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