Suchergebnisse

1. Policy Knowledge, Politics, and a Proverb of Decisions Making -- 2. No Panacea - The Purposes, Uses, and Limitations of Policy Knowledge -- 3. Challenging the Proverb: A Balanced Model for Governance Decisions -- 4. The Performance Movement and other Evidence-Based Reforms -- 5. The Roots of Modern Federal Education Policy -- 6. Improving Access to Higher Education -- Education for the Disadvantaged -- 8. Contending with the Evidence-Based Proverb -- 9. Moving Beyond the Evidence-Based Proverb.

Secondary education in Nigeria is in a depressed state, which is discouraging, calls for reasonable attention and this study investigated the influence of school factors on the quality of secondary education in Oyo State, Nigeria. A descriptive survey research design of the ex-post facto type was adopted for the study, while simple random sampling technique was employed to select 200 teachers and 20 principals in public secondary schools in Oyo state. Six research questions and six hypotheses were formulated. Data were collected through a structured questionnaire tagged: "School Factors Inventory and Quality Questionnaire" (SFI2Q), and "Principal Perception on School Factors and Quality" (PPSFQ). Data generated from the questionnaire were analyzed using descriptive statistics of frequency count, simple percentage and inferential statistics of multiple regression at 0.05 level of significance. There was a significant relationship between the school factor and quality of secondary education. A non-significant influence of school counseling on quality of secondary education was also observed (r = 0.488; t = 0.694; p> 0.05). The finding also revealed a non relative significant influence of school effectiveness on the quality of secondary education (r = 0.991; t = 0.11; P>0.05), there was significant influence of effective teaching and instruction on quality of secondary education (r= 0.000; t =10.555 P 0.05), There was significant influence of library and teaching facilities on the quality of secondary education (r = 0.005; t = 2.832; P < 0.05).The study concluded that school factor has influence on the quality of secondary education in Oyo state, Nigeria. Therefore, it was recommended that policymakers should formulate improved policies that will be tailored to stimulating the interest of learners. Government further holds the responsibility of providing infrastructure facilities to the public schools across the nation.

This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the "educability" of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.

Governments around the world have turned to higher education to sustain economic development and social welfare. This article uses the concept of the regulatory welfare state (RWS) to examine how state authorities in the United States and Germany have sought to spur structural changes in the education sector. I argue that policy-makers in both countries have pursued the goal of organizing competition among universities by combining fiscal and regulatory policies that strengthen universities' self-reliance, rivalry, and decentralized decision-making. The analysis shows that understanding cross-national patterns of institutional transformation requires putting countries' evolving regimes of state-university relations into historical perspective, and that states' shifting governance strategies are important drivers of higher education's contemporary reimagination. It also clarifies how regulatory approaches to welfare provision have fostered the re-composition of public infrastructures, raising pressing questions about the quality and scope of the welfare that regulatory approaches promote.

Includes index. ; "DHEW publication no. (NIH) 76-943." ; Bibliography: p. 95-99. ; Mode of access: Internet.

Part 1: Understanding the Interplay Between Health And Education in Child Development -- Chapter 1. A Preview of How Health and Education Interact to Influence The Course of a Child's Development -- Chapter 2. The Social Determinants that Shape the Relationship Between Health and Education During a Child's Development -- Chapter 3. The Importance of Physical Health: The Impact of Otitis Media on Hearing Loss and Education Outcomes -- Part 2: Perinatal to Preschool: Health and Development during the Early Years -- Chapter 4. Attachment Security: Influences on Social and Emotional Competence, Executive Functioning and Readiness for School -- Chapter 5. Children on the Edge: Starting School with Additional Health and Developmental Needs -- Chapter 6. Children Who Can Guess What's in the Teacher's Head: Understanding Engagement in Schooling from a Sociocultural Perspective -- Chapter 7. Life-Long Benefits of High Quality Preschool Experiences -- Chapter 8. The Child, Between School, Family and Community: Understanding the Transition to School for Aboriginal Children in the Australian Northern Territory -- Part 3: Health and School Success: The Primary Years -- Chapter 9. Nutrition And Learning in the Australian Context -- Chapter 10: Physical Activity and Learning -- Chapter 11. Social And Emotional Learning and Resilience Education -- Chapter 12. Building Emotional Safety for Students in School Environments: Challenges and Opportunities -- Part 4: Continuing the Journey: Health and Success in High School -- Chapter 13. Who Am I? The Role of Health Promotion and School Education in Young People's Sexual Health and Wellbeing -- Chapter 14. Taking a Skills Focused, Harm Minimisation Approach to School Drug Education -- Part 5: Life-Long Implications of the Health Education Nexus -- Chapter 15. Health Literacy Across the Life Course: Understanding the Influence of Culture and Gender -- Chapter 16. The Role of Epigenetics in Shaping the Foundations of Children's Learning -- Chapter 17. Drawing it Together: Understanding the Interaction of Health and Education in the Development Trajectory.

Much of the state court literature assumes that decisions reached by state courts of last resort are independent of other state courts of last resort. Each state court has its own ideology as well as a particular set of institutional constraints and confronts different governors, publics, and state legislatures in rendering decisions. Scholarly research and its assumption of the independence of state‐level judicial decision making and policy impact stands in marked contrast to much of the literature on the state‐level adoption of policy. This diffusion literature has shown that states learn from and emulate similarly situated states that have previously adopted the policy under consideration. These national or state legislatures look to other nations and states for leadership in particular policy domains. In this manuscript, we apply the concept of diffusion to state courts. We do so through the examination of three waves of court‐ordered state education finance reform. Using a dyadic data set covering the period from 1974 until 2002, we find that state courts do emulate other state courts but that emulation is different from legislative emulation and different for each wave of reform.

"This concise review is one of a series prepared at the request of California legislators." ; Reproduced from type-written copy. ; "Selected reading list": p. 36-37. ; Mode of access: Internet.

This publication focuses on the power forms identified by Joseph Nye: hard, soft, and smart, and evaluates education as a resource of power. Education is a smart power resource since it has both hard and soft power characteristics. The study of Kazakhstan reveals international educational programs allow education to become a power resource

"Serial no. 112-17." ; Shipping list no.: 2011-0347-P ; Mode of access: Internet.