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A letter report issued by the General Accounting Office with an abstract that begins "Concerned that Title I of the Elementary and Secondary Education Act (ESEA) had not significantly improving the educational achievements of children at risk, Congress mandated major changes in 1994. States were required to adopt or develop challenging curriculum content and performance standards, assessments aligned with content standards, and accountability systems to measure progress in raising student achievement. In return, states were given greater flexibility in the use of Title I and other federal funds. The No Child Left Behind Act of 2001 augments the assessment and accountability requirements that states must implement and increases the stakes for schools that fail to make adequate progress. The 1994 legislation required states to comply with the requirements by January 2001 but allowed the Department of Education to extend that deadline. Education has granted waivers to 30 states to give them more time to meet all requirements. If states fail to meet the extended timeliness, they are subject to the withholding of some Title I administrative funds. Title I directors indicated that a state's ability to meet the 1994 requirements improved when both state leaders and state agency staff made compliance a priority and coordinated with one another. Most directors said that inadequate funding hindered compliance. Many of the states reported taking action to ensure that Title I assessments were scored accurately, that any exemptions for students with limited English proficiency were justified, and students with disabilities were receiving appropriate testing accommodations. As of March 2002, 17 states had complied with the 1994 assessment requirements; 35 states had not."

Prepared by Mr. James E. Spitznas and edited by Miss Merle S. Bateman. cf. Foreword. ; Cover-title. ; Includes bibliographies. ; Mode of access: Internet.

"Date originated 02/12/81; Date updated 02/07/83." ; Includes bibliographical references. ; Mode of access: Internet. ; Description based on print resource; title from title page.

This study was necessitated by the perceived unimpressive performance of the Nigeria manufacturing sector when compared to other developing economies. It therefore examines entrepreneurs level of education and performance of selected manufacturing firms in Anambra state using multiple econometric models. Findings reveal that there is no significant relationship between entrepreneurs with non degree certificate and the return on investment of the selected manufacturing firms in Anambra state. Entrepreneurs with degree certificate were identified to have significant positive relationship on the return on investment of the selected manufacturing firms in Anambra state. Based on the analysis and findings of this study, the researcher therefore recommends that degree and higher education certificate awareness for entrepreneurs and intending entrepreneurs by the government is important to enable them develop the intellectuality for growing a business. This will help address the challenge of business failures. Agencies that regulate manufacturing firms should formulate policies that will facilitate the acquisition of higher educational qualification by entrepreneurs, because of its potential in improving firms' growth performance. Agbasi, Obianuju Emmanuela | Edoko, Tonna David | Nwangene, Ogochukwu Christian "Entrepreneurs' Level of Education and Performance of Selected Manufacturing Firms in Anambra State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25299.pdf

Abstract Several studies show the presence of intolerance and Islamist attitudes strengthened among teachers and students. However, studies on 'radicalization' process among teenagers at school are still limited. We address the issue by analyzing intolerance tendency, examining the religious education at school and revealing the shift of intolerance tendency among students. By conducting mixed methods research in three public schools, this study uncovers seven factors that cause the shift of intolerance tendency: First, stakeholders formulate school vision which endorses religious tolerance in public schools. Second, the school policies that support pluralism and tolerance towards other differences in the school environment. Third, government and school leaders conduct training to provide teachers with knowledge to counter radical teachings. Fourth, teachers integrate local wisdoms in their teaching materials. Fifth, the student activities, particularly Islamic religious activities, which accommodate pluralism and endorse tolerance towards different religions, ethnics and cultures. Sixth, the supervision of books and materials from the internet that contain radical doctrines by parents and teachers. Seventh, involving Islamic mainstream organizations in countering radical ideology and mitigating intolerance in public schools. Regarding Islamist movements at schools, we suggest that religious education, if properly formulated can be used to counter Islamist radicalism at school effectively.Key words: Intolerance, Islamist movements, Radical ideology, Religious, Education AbstrakBeberapa studi menunjukkan adanya intoleransi dan sikap Islamis yang menguat di kalangan guru dan siswa. Akan tetapi penelitian mengenai proses 'radikalisasi' di kalangan remaja di sekolah masih terbatas. Kami menyikapi masalah ini dengan menganalisa kecenderungan intoleransi dan meneliti pelaksanaan pendidikan agama di sekolah. Dengan memakai metode gabungan di tiga sekolah umum, studi ini mengungkap adanya penurunan kecenderungan intoleransi pada tahun 2017 - 2018. Penelitian ini mengungkap enam faktor yang mempengaruhi penurunan intoleransi agama di kalangan siswa. Pertama, para pemangku kepentingan merumuskan visi sekolah yang mendukung toleransi beragama. Kedua, kebijakan sekolah yang mendukung pluralisme dan toleransi terhadap agama lain di sekolah. Ketiga, pemerintah dan pimpinan sekolah mengadakan pelatihan bagi para guru untuk memberikan pengetahuan dalam rangka mengatasi paham radikal. Keempat, guru mengintegrasikan kearifan lokal dalam bahan ajar mereka. Kelima, kegiatan siswa terutama kegiatan Kerohanian Islam, yang mengakomodasi keberagaman dan mendukung toleransi terhadap berbagai agama, etnis, dan budaya. Keenam, pengawasan buku dan bahan dari internet yang mengandung doktrin radikal oleh orang tua dan guru. Ketujuh, melibatkan organisasi mainstream Islam dalam melawan ideologi radikal dan memitigasi intoleransi di sekolah umum. Sedangkan mengenai gerakan Islamis di sekolah, kami berpendapat bahwa pendidikan agama jika diformulasikan dengan benar dapat dipakai untuk melawan radikalisme di sekolah secara efektif.Kata kunci: Intoleransi, Gerakan Islamis, Ideologi radikal, Pendidikan Agama

1 The Role of Parental Labour in Career Transitions: Introduction -- How This Book Came to Be -- Our Positionality -- Chapter Structure -- Terminology -- References -- 2 Care Experience and Transitions to Higher Education: How Our Understanding of a Particular Cohort's Experience Illuminates Wider Experiences of Disparity in Education -- Introduction -- Bourdieu and the Bachelors' Ball -- OOHC and Care Experience -- Histories of Abuse and Trauma -- Care Experience and Criminal Justice Over-representation -- Data Collection Issues -- Care, Careers, and Education -- Research Design and Methods -- References -- 3 Parenting as a Part of the School Ecosystem -- Introduction -- Parents Becoming Responsibilised and Part of the Schooling System -- Expectations of Parents -- Summary -- References -- 4 The Development of Career-Related Early Intentions in the Home -- Introduction -- Social Reproduction and Career Influences -- How Ideas About Careers Develop -- Career Support -- Expectations -- The Absence of Parental Support -- Role of Parents -- Summary -- References -- 5 Parents' Assumed Role in Higher Education Transition -- Introduction -- Massification of Higher Education -- Transition Awareness -- Higher Education Institutions Marketing to Students -- Populations with Less Likelihood of Support -- Institutional Programmatic Support -- Institutional Support -- Summary -- References -- 6 Attenuated Youth: Support from Parents into Adulthood -- Introduction -- Support Needed in Higher Education -- National and Institutional Policy Support for All Students -- Gaps in Intergovernmental/Agency Collaboration -- Institutional Support in Higher Education -- Summary -- References -- 7 The Responsibilisation of Parental Labour in Education Practice: A Framework for Analysis -- Introduction -- Governmentality and Technologies of the Self -- Neoliberalism and Political Rationalities -- Neoliberalism, Governmentality, and Parenting -- The Parental Role -- The 'Ideal Parent' -- Responsibilisation, Schools, and Parental Labour -- Responsibilisation, Deficit, and Parental Labour -- Parental Involvement in Higher Education -- Goldilocks Zone -- Conclusion -- References -- 8 Conclusion -- Introduction -- Recommendations -- Data Collection -- Systemic Focus on 'Traditional' Students and Deficit Discourse -- Institutional Resourcing and Support -- Future Research -- References -- Appendix A: Participant Pseudonyms -- Appendix B: Interview Schedule.

Government schools cannot provide quality education for all. If the goal of education for all is to be achieved, the private sector must be encouraged and not squeezed out. Development agencies need to wake up to this because large‐scale government education leads to failure on a large scale that can cause serious harm to the poor.

Intro -- Foreword -- Contents -- Abbreviations and Acronyms -- Section I: Background and Review of Related Literature -- 1 Introduction -- 1.1 General Background -- 1.2 Background to the Ethiopian Higher Education System -- 1.3 The Need for Diversifying the Higher Education System of Ethiopia -- 2 Objectives -- 2.1 General Objective -- 2.2 Specific Objectives -- 3 Expected Outcomes -- 4 Review of Literature -- 4.1 Conceptualizing Differentiation -- 4.2 Importance of Differentiation -- 4.3 National Experience -- 4.4 International Experience -- 4.5 Experience from Selected Countries -- 4.5.1 Africa -- 4.5.1.1 Egypt -- 4.5.1.2 South Africa -- 4.5.1.3 Ghana -- 4.5.1.4 Tanzania -- 4.5.1.5 Pan Africa University (PAU) -- 4.5.2 Asia -- 4.5.2.1 China -- 4.5.2.2 South Korea -- 4.5.2.3 Uzbekistan -- 4.5.3 South America -- 4.5.3.1 Chile -- 4.5.4 Europe -- 4.5.4.1 Germany -- 4.5.4.2 France -- 4.5.4.3 The United Kingdom -- 4.5.5 North American -- 4.5.5.1 The USA -- 4.5.5.2 Canada -- 4.5.6 Summary of Lessons Learnt from the Case Countries -- 4.5.7 International Classification Systems -- 4.5.8 Types of Differentiation -- 4.5.9 Pre-differentiation Actions -- 4.5.10 Enabling Factors and Challenges for Differentiation -- 4.5.10.1 Enabling Factors -- 4.5.10.2 Challenges -- 4.5.11 Key Lessons -- 4.5.11.1 Lessons From National Experience -- 4.5.11.2 Lessons From International Experience -- 5 Developing a Differentiation Model and Standards for Ethiopia -- 5.1 Characteristics of the Ethiopian Higher Education System: A conceptual model for differentiation -- 5.2 Setting Standard for Differentiating HEIs in Ethiopia -- 5.2.1 Suggested Differentiation for the Higher Learning System of Ethiopia -- 5.2.1.1 Research University -- 5.2.1.2 University of Applied Sciences -- 5.2.1.3 Comprehensive University -- 5.2.1.4 TVET Colleges.

1.Introduction: Global governance of education and the OECD, UNESCO, World Bank Nexus -- 2. Pre-World War II precursors of the global education governance architecture -- 3. Educational planning in developing countries -- 4. The turbulence of statistics in education -- 5. Lifelong learning: A humanistic counter-perspective -- 6. Revolving doors – Social network analysis of the OECD, UNESCO, World Bank nexus -- 7. Conclusion: The contemporary agendas.