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This study examined the school principal's health and wellness status as a determinant to quality educational service delivery in secondary schools in Enugu State, Nigeria. Survey research designed was adopted for the study. The population of the study consisted of all the principals in the six educational zones numbering 283 principals. The instrument used was a questionnaire which comprised 23 items. The study was guided by two research questions. Data collected were analysed using Mean Score and Standard deviation for the research questions and t-test statistics at 0.005 level of significance for the hypotheses. The findings of the study showed that the principal's health and wellness status has a positive influence in his educational service delivery to secondary education. The study also revealed some promotional and preventive measures to enhance the school principal's health and wellness status. Based in the findings, the study recommended among others that the government, the principal should work towards and implement measures that will enhance the school principal's health and wellness status for effective and quality educational service delivery. DOI:10.5901/mjss.2013.v4n12p67

There seems to be apparent silence on the discussion of the influence of religion on human and national development due to the intolerance and divisiveness amongst the various religious groupings in Ghana. Contemporary discourse on the right to education and freedom of education finds it confusing whether harmony exists between the two or if one infringes on the other. Ghanaian educational environments suggest that the existence of academic and religious freedom is not present in the actual educational settings. School syllabi, rules, regulations, and pedagogical approaches pose considerable challenges to the quest for freedom of education and religion. Through documentary analysis and the concepts of freedom of education and the right to education, this research examined the challenges and opportunities of religious education in the Ghanaian educational environment. The research suggested that relevant and critical pedagogical approaches should be used to teach religious education to allow religious tolerance and coexistence amongst the various religious bodies within schools and communities.

This path-breaking addition to the Comparative Politics of Education series studies the influence of public opinion on the contemporary politics of education reform in Western Europe. The authors analyze new data from a survey of public opinion on education policy across eight countries, and they also provide detailed case studies of reform processes based on interviews with policy-makers and stakeholders. The book's core finding is that public opinion has the greatest influence in a world of 'loud' politics, when salience is high and attitudes are coherent. In contrast, when issues are salient but attitudes are conflicting, the signal of public opinion turns 'loud, but noisy' and party politics have a stronger influence on policy-making. In the case of 'quiet' politics, when issue salience is low, interest groups are dominant. This book is required reading for anyone seeking to make sense of policy-makers' selective responsiveness to public demands and concerns.

Videogames challenge our notions of identity, creativiy, and moral value, and provide a powerful new avenue for teaching and learning. This book is a rich and provocative guide to the role of interactive media in cultural learning.

"This book offers an uncompromising and rigorous analysis of education and human rights by examining issues related to gender, race, sexuality, disability and social class. Written as a companion to the very successful U.K. version, this volume reflects the economic, political, social and cultural changes in educational and political policy and practice in the United States. Offering a comprehensive look at these areas, this book is an essential resource across a wide range of disciplines and for all those interested in education, social policy and equality"--

Published weekly when the General Assembly is in session; otherwise, published as a monthly column in the Illinois education news. ; Caption title. ; Mode of access: Internet. ; Imprint varies: Vol. 2, no. 13 (Apr., 1973)-v.4, no. 1 (Jan., 1975), Division of Governmental Relations, Office of the Superintendent of Public Instruction; Vol. 4, no. 2 (Jan., 1975)-v.4, no. 41 (Nov., 1975), Illinois Office of Education, Division of Governmental Relations; Vol. 4, no. 42 (Dec., 1975- State Board of Education. ; Some issues include and/or are replaced by The Washington education perspective, which carries on their numbering.

In Nigeria, women education in the years past has been declining and this could be a challenge of shifting universal economy and particularly, their responsibilities in the home and society This study therefore examines women right to universal education in Atiba Local Government Area of Oyo state: contributions, challenges and way forward. A descriptive procedures and methods was used in carrying out the study. The population of the study would be all the women in Atiba Local Government Area of Oyo State. The study sample made up of one thousand (1000) women from the study area which are sampled in the selected from ten (10) areas in the study area. For this study, the researcher used simple percentage to analyze the respondent personal data and research questions respectively. The research instrument adopted were self design questionnaire which was used to gather needed information. The study showed that the issues of women right to education cannot be ignored in any society that desire progress. It is therefore recommended that there is need for mass communication network bodies such as radio and television station to enlighten the public on the women right to education, there is need for the government at local level to recognize the roles of women in governance by allowing them to exercise their rights that would rendering their capability utilized and government especially states and local governments should support the effective implementation of women education programmes.

AbstractRepresentation frequently links state politics to policy. Current research, however, overlooks the interplay between bureaucratic and legislative representation and how local representation may be influenced by state policy environments. There is also a need to test current theories of state politics and policy, driven by the study of US federalism, in different national contexts to indicate how general such theories might be and to provide new insights into the study of US politics and policy. This article studies how gender representation and local policy implementation interacts with state environment factors to affect representation outcomes in K–12 education across 28 states in India. The research points to the generalizability of current theories of representation and state politics across national federal contexts, the conditional nature of the influence of bureaucratic representation on state policy implementation, and the need to better understand the interdependence of representation across political institutions.