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This study assessed challenges and prospects of funding secondary education for sustainable development in Rivers state. The study concluded that principals should keep proper records of school finances so as to avoid problems of underfunding and there should be education funding standard and budgets which should not only be made but also implemented. Some of the suggestions made were that the government should continually fund the educational sector, provide a mechanism to check the school administrators on the disbursement of fund and the administrators should devise a means that will help them in managing the funds made available to schools.

This study set out to examine the influence of the state in the governance of Higher Education Institutions (HEIs) of Ethiopia. The purpose of this research was mainly to disclose the relationship between the state and HEIs in the governance arrangements and autonomy of universities in Ethiopia. In addition, it also aimed to show the reform process of HE and the reaction of universities towards the reform. A part from this, the study focused on showing the effect of the governance model that Mekelle Univesity (MU) follows on the autonomy of the university. To understand this context, MU, which is one of the public universities in Ethiopia, was chosen as a case study to represent the HEIs of the country. To investigate the issues thoroughly, the study adopted a qualitative case study methodology. The data collection methods used in this research included documents (such as: reform documents, proclamations, official reports, legislations, etc.) and phone interviews. Teachers, department heads, faculty deans, associate vice president and administration personnel participated in the phone interviews.The findings of the study revealed that the main actor of the reform for the HEIs in Ethiopia is the state. Consequently, the changes follow a top down approach. Universities are there to implement what the government wants them to do. Compliance or conformity to new changes is their major organizational strategy to adapt to the changes. It was also found that, the institutional autonomy of the university is highly compromised by the state. In other words, the organizational, financial, academic and staffing autonomy of the university is mainly determined by the state. Consequently, MU?s governance model is more of a bureaucratic and hierarchical one. Last but not least, this research also indicated that the bureaucratic nature of the governance model influences the academic community not to participate fully in the university affairs. In sum, it was concluded that the governance reforms of HEIs in Ethiopia are mainly dominated by the state without adequately incorporating the needs of the universities.Keywords (optional):: Autonomy, governance, state-higher education institutions relationship

1. Schooling and inequality in China -- 2. Challenging the gendered dimensions of schooling : the state, NGOs, and transnational alliances -- 3. Poverty, health, and schooling in rural China -- 4. Tibetan girls' education : challenging prevailing theory -- 5. Rural classroom teaching and nonfarm jobs in Yunnan -- 6. Education in rural Tibet : development, problems, and adaptations -- 7. The integration of migrant children in Beijing schools -- 8. Educational stratification and the new middle class.

published_or_final_version ; Public Administration ; Master ; Master of Public Administration

Maternal education influences families' socioeconomic status. It is strongly associated with children's cognitive development and a key predictor of other resources within the family that strongly predict children's well-being: economic insecurity, family structure, and maternal depression. Most studies examine the effects of these variables in isolation at particular points in time, and very little research examines whether findings observed among children in the United States can be generalized to children of a similar age in other countries. We use latent class analysis and data from two nationally representative birth cohort studies that follow children from birth to age five to answer two questions: (1) How do children's family circumstances evolve throughout early childhood? and (2) To what extent do these trajectories account for differences in children's cognitive development? Cross-national analysis reveals a good deal of similarity between the United States and UK in patterns of family life during early childhood, and in the degree to which those patterns contribute to educational inequality.

Information Assurance and computer security are serious worldwide concerns of governments, industry, and academia. Computer security is one of the three new focal areas of the ACM/IEEE's Computer Science Curriculum update in 2008. This ACM/IEEE report describes, as the first of its three recent trends, "the emergence of security as a major area of concern." The importance of Information Assurance and Information Assurance education is not limited to the United States. Other nations, including the United Kingdom, Australia, New Zealand, Canada, and other members from NATO countries and the EU, have inquired as to how they may be able to establish Information Assurance education programs in their own country. The goal of this document is to explore the space of various existing Information Assurance educational standards and guidelines, and how they may serve as a basis for helping to define the field of Information Assurance. It was necessary for this working group to study what has been done for other areas of computing. For example, computer science (CS 2008 and associate-degree CS 2009), information technology (IT 2008), and software engineering (SE 2004), all have available curricular guidelines. In its exploration of existing government, industry, and academic Information Assurance guidelines and standards, as well as in its discovery of what guidance is being provided for other areas of computing, the working group has developed this paper as a foundation, or a starting point, for creating an appropriate set of guidelines for Information Assurance education. In researching the space of existing guidelines and standards, several challenges and opportunities to Information Assurance education were discovered. These are briefly described and discussed, and some next steps suggested.

Preface -- Part 1 The Future Development and New Features -- 1. The Demands of Change of the Times, Society, Politics and Thoughts on Education -- 2. The Connotation and Features of China's Basic Education Reform and Development Entering the Period of Major Strategic Opportunities -- 3. The Contradictions during China's Basic Education Reform and Development -- 4. Research on the Chinese Issues to Capture the Formation of New Features in the Future Development of Basic Education -- Part 2 The Theoretical Model Construction -- 5. "Three Powers" Model and Functional Orientation on the Future Development of Basic Education -- 6. Analysis on System Elements to Constitute "Three Powers" Model on the Future Development of Basic Education -- 7. Research on Operation Mechanism of "Three Powers" on Basic Education -- 8. Strategic Significance of the Theoretical Model Building of the Future Development of China's Basic Education -- Part 3 The Top-Level Design -- 9. Key Elements of the Regional Development Strategy Planning of Basic Education -- 10. Base Types and Modes of the Regional Development of Basic Education: Aggregation and Features -- 11. Analysis on Major Factors to Affect the Regional Strategy of Basic Education -- Part 4 Principal's Leadership and School Personalization -- 12. Profile, Elements and Value of Principal's Leadership -- 13. Thinking and Forms of School Curriculum Top-Level Design -- 14. Practical Exploration on the Curriculum Top-Level Design of China's Primary and Middle School -- 15. New Vision Based on the Future Curriculum Construction -- Part 5 Learning Power and Pedagogical Reform -- 16. Breeding and Highlighting of Learning Power Issue -- 17. Rational Thinking on Four Basic Questions to Construct Learning Power -- 18. Element Analysis and Model Building on Learning Power for Discipline Curriculum -- 19. Practical Exploration on Pedagogical Reform of Curriculum Based on Learning Power.

Informação: Por erro ainda não resolvido da organização não consta o nome das duas autoras da publicação, nem o nome da instituição está correto. ; The question arises as to whether the conception of the right to education as a fundamental right has accompanied the evolution of the democratic state.