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In an effort to identify strategies for strengthening the relationship between state government and public higher education, the American Association of State Colleges and Universities (AASCU) has appointed a Task Force on Making Public Higher Education a State Priority. Comprised of leaders with extensive higher education experience at the campus and state level, as well as in elected office, the task force has sought to: explore the political context within which higher education operates; recommend strategies for establishing a new compact between states and their public colleges and universities; and identify strategies for advancing higher education as a state investment priority. The task force recommends that leaders from state government and public higher education create a new compact built on a foundation of mutual understanding, trust and accountability. With these principles in place, state and campus leaders must craft a shared public agenda that meets state needs, broadens college access, makes college more affordable, improves student outcomes and ensures academic quality. ; American Association of State Colleges and Universities

In most countries in the world, school education is the business of the state. Even if forms and functions differ, the imparting of elementary knowledge is universally regarded as a public function. Yet this is neither self-evident nor self-explanatory. The degree of involvement of state agencies in the supervision, financing and organization of the school system sometimes varies so much that the usual assumption of a common understanding of 'the state' seems to be an illusion.Making international comparisons and focusing strongly on the historical conditions of the current form of state educa

How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives. The opportunities incorporate ideational relationships with former colonizers as well as the work of language NGOs on the ground. The incentives relate to the current requirements of democratic institutions, and the strategies leaders devise to win elections within these constraints. By contrasting the environment faced by African leaders with that faced by European state-builders, it explains the weakness of education and limited spread of standard languages on the continent. The work combines constructivist understanding about changing preferences with realist insights about the strategies leaders employ to maintain power

Creating a truly national school system has, over the past fifty years, reconfigured local expectations and practices in American public education. Through a 50-year examination of Alexandria, Virginia, this book reveals how the 'education state' is nonetheless shaped by the commitments of local political regimes and their leaders and constituents.

Intro -- EDUCATION IN AMERICA: ISSUES, ANALYSES, POLICIES,AND PROGRAMS: VOLUME 1 -- EDUCATION IN AMERICA: ISSUES, ANALYSES, POLICIES,AND PROGRAMS: VOLUME 1 -- CONTENTS -- PREFACE -- Chapter 1 SELECTED CHURCH-STATE ISSUES IN ELEMENTARY AND SECONDARY EDUCATION -- SUMMARY -- CURRICULUM RESTRICTIONS -- PRAYER IN SCHOOLS -- Government Sponsored Religious Activities -- Privately Initiated Religious Activities -- FUNDING TO RELIGIOUS INSTITUTIONS -- Federal Funding for Programs and Materials at Religious Schools -- Federal Funding of Private School Vouchers -- CIVIL RIGHTS PROTECTIONS RELATED TO RELIGION IN SCHOOLS -- PRIVATE SCHOOL STUDENT PARTICIPATION IN ESEA PROGRAMS -- Title IX-E-1 Requirements -- Consultation -- Expenditures -- Complaint Resolution and Bypass Procedures (Sections 9502-9504) -- Additional Provisions (Section 9506) -- Title I-A Equitable Participation Requirements -- Other Relevant Provisions in the ESEA -- SUPPLEMENTAL EDUCATIONAL SERVICES AND FAITH-BASED PROVIDERS -- End Notes -- Chapter 2 THE LAW OF CHURCH AND STATE: PUBLIC AID TO SECTARIAN SCHOOLS -- SUMMARY -- OVERVIEW -- SPECIFIC DECISIONS CONCERNING PUBLIC AID TO SECTARIAN ELEMENTARY AND SECONDARY SCHOOLS -- Bus Transportation -- Textbooks and Instructional Materials -- Teachers and Other Personnel -- Tests and State-Required Reports -- Maintenance and Repair Costs -- Vouchers and Tax Benefits -- Health and Nutrition Services -- General Public Services -- SPECIFIC DECISIONS CONCERNING PUBLIC AID TO SECTARIAN COLLEGES AND UNIVERSITIES -- General Aid -- Construction Assistance -- Student Publication Subsidy -- Vouchers -- End Notes -- Chapter 3 RELIGIOUS DISCRIMINATION IN PUBLIC SCHOOLS: A LEGAL ANALYSIS -- SUMMARY -- BACKGROUND -- Religious Discrimination in the Context of Schools -- Legal Rules Governing Religion in Schools -- First Amendment Protection of Religion

Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy's orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge. The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases. This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work.

Introduction -- Social and economic transformations -- The changing nature of work -- Conceptualising the relationship between education and work -- Vocationalism, skills and employability -- Lifelong learning, learner identities and work-related learning -- Managing the transition from education to work -- Transforming educational institutions for economic gain -- Higher education, social change and shifting identities -- Conclusion.

Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'. Twelve philosophers of education subject elements of current and recent UK educational policy to critiqueForthright and critical, the contributors are unafraid to challenge current orthodoxiesOffers thought-provoking insights into modern education policy<

WCC staff reviewed state and national law, board rules, and policy decisions related to Indian education in Arizona, Nevada, and Utah. National and state based resources were consulted to inform this effort. WCC also identified prominent organizations that are concerned with improving Indian education in each of the states. In addition, interviews were conducted with state education agency lead staff in the area of Indian education. This report represents a summary of what has been learned from these sources. A brief overview of federal laws and pertinent research is provided as background, followed by highlights from state-level reviews and interviews. The appendix contains detailed summaries of state laws, board rules, and other policy decisions that informed this effort, as well as a list of national resources. ; West Comprehensive Center

Roles, Rights, and Responsibilities in UK Education is an exploration of the complex education systems in the UK in relation to roles, rights and responsibilities that teases out contemporary dilemmas for all those involved in the structures and processes of learning. The UK education system, in spite of political rhetoric and changes in policy and reams of research, continues to a large extent to produce and reproduce social inequalities. McQueen explains some of the tensions and inequalities that are an inevitable part of any system, which vary in the degree of impetus for change or the benefit or harm that they cause to individuals, communities and society. She offers a philosophical perspective on the tensions and inequalities found throughout the book, and shows the reader how they are bound up with the possibilities and demands for institutional, social and individual recognition that continue to dominate education systems in the United Kingdom