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Caption title: State aid to and control of educational institutions in the AUnited States. ; Thesis (Ph. D.)--Columbia university, 1890. ; Mode of access: Internet.

Half Title Page -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication Page -- Contents -- Acknowledgments -- Preface -- 1 The Attack on Progessive Education -- 2 The Enforcement of Discipline -- 3 The Emphasis on Work-Socialization -- 4 Schooling and The State -- 5 The Increase in State Intervention -- 6 The Growing Nexus Between State and Capital -- 7 Women and Education -- 8 Race, Imperialism and Education -- 9 Summary and Conclusions -- Notes -- Index

From an essay on the first principles of government / Joseph Priestley -- "Of national education" / William Godwin -- From the sphere and duties of government / Wilhelm von Humboldt -- "Shall the state educate the people?" / Thomas Hodgskin -- From "on the proper sphere of government" / Herbert Spencer -- "The principle of state education" / Edward Baines, Jr -- "On the progress and efficiency of voluntary education in england" / Edward Baines, Jr -- "A letter to the most noble the marquis of lansdowne, president of the council on the government plan of education" / Edward Baines, Jr -- "On the non-interference of the government with popular education" / Edward Miall -- "The connection of religion with popular education" / Algernon Wells -- "On the parties responsible for the education of the people" / Richard Winter Hamilton -- Reasons against government interference in education / Anonymous -- "The persecution of the child by the state" / A.E. Hake and O.E. Wesslau -- "State education: a help or hindrance?" / Auberon Herbert -- "Some socialist and anarchist views of education" / Benjamin R. Tucker

The nature of the relationship between state government and higher education is problematic for both policy makers and students of higher education governance. The purpose of this study was to provide a better understanding of the position of Secretary of Education, one facet of the multi-faceted relationship between state government and higher education in the Commonwealth of Virginia. The problem of this research effort, therefore, was to describe the historical context of the cabinet-level position and the authority and major areas of responsibility of the Secretary of Education in Virginia. The research methodology used to execute the study was that of an exploratory field study. The investigation was conducted in five phases, with the data collected by means of: (1) reviewing legal and historical documents, and (2) conducting focused interviews. Within the context of the historical development of the Virginia cabinet system, including the position of Secretary of Education, and the intention of the incumbent Governor to test the recommendations of the Hopkins Commission, it was not surprising that the area of budget emerged as the major responsibility of the Secretary of Education in the Dalton Administration. The assignment of budget targets was designated as the primary area of responsibility for the Secretary of Education in order to accomplish the intent of promoting effectiveness and efficiency in state government, including higher education, and controlling its growth. The creation and subsequent development of the position of Secretary of Education, with its attendant oversight and budgetary responsibilities in relation to higher education, modified the "self-denying ordinance" relationship between state government and higher education in Virginia. The cabinet-level education position will remain inthe higher education governance structure without significant alteration of its statutory authority, including budget authority which is formally less than that granted to other functional area Secretaries. The probable future role of the position of Secretary of Education will include developing and implementing policy, especially in the area of budget, and providing executive oversight of the total education function in the Commonwealth of Virginia. ; Ed. D.

Cover title. ; " November 1977"--t.p. verso. ; Includes bibliographical references and index. ; Mode of access: Internet.

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

The book critically examines the overall interplay between privatisation, decentralisation and the role of the State. It draws upon recent studies in the areas of decentralisation, privatisation and the role of the State in education in the global economy and culture. It explores conceptual frameworks and methodological approaches applicable in the research of the State, privatisation, and decentralisation in education globally. It demonstrates the neo-liberal ideological imperatives of privatisation and decentralisation, and illustrates the way the relationship between the State and education policy affects current models and trends in privatisation and decentralisation of schooling. Various book chapters critique the dominant discourses and debates pertaining to the newly constructed and re-invented models of privatization and decentralisation in education. The book explores the ambivalent and problematic relationship between the State, privatisation, and decentralisation in education globally.

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

This book scrutinizes the presentations of Christians and Christianity in Israeli state education system. It reveals that despite the changes in Jewish-Christian relations in the last century and the power relations between Jews and Christians in Israel, Christianity has a crucial role in the construction of modern Jewish identity in Israel.

"One of a series of papers written as part of the Postsecondary Education for a Changing Economy: Resource Agent for Policies and Practices Project for the National Institute for Work and Learning."--p. 1. ; Appendix consists of a reprint of The public investment in higher education: report of a policy briefing for legislators from Vermont. ; At head of title: Postsecondary Education for a Changing Economy Project. ; Cover title. ; Bibliography: p. 33-35. ; Mode of access: Internet.