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Performance funding is a method of funding public institutions based not on inputs, such as enrollments, but on outcomes, such as retention, degree completion, and job placement. The principal rationale for performance funding has been that performance funding will prod institutions to be more effective and efficient, particularly in a time of increasing demands on higher education and increasingly straitened state finances. Critics of performance funding have warned that it could potentially provide state officials with an excuse to cut back on the regular state funding of higher education and at the same time provide college officials with an incentive to raise their retention and graduation rates by becoming more selective in their admissions. This report examines in detail the origins of state performance funding in six states: Florida, Illinois, Missouri, South Carolina, Tennessee, and Washington. These states were chosen for analysis because they have considerably different state performance funding systems and histories as well as higher education governance arrangements, political systems, political cultures, and social characteristics—all of which enables the authors to look at the formation of state performance funding systems from a wide variety of angles. Interestingly, analysis reveals that there are striking similarities among these six states, particularly in terms of who were the main supporters and opponents, what beliefs animated them, and what political openings allowed policy entrepreneurs to put performance funding on the decision making agendas of state governments. This analysis yields some important lessons for policymakers, which are discussed at the conclusion of this paper.

Contents -- Chapter 1: Introduction: Reclaiming Education -- Reclaiming Education -- Notes -- Chapter 2: The Culture of Reform -- Notes -- Chapter 3: Getting Down To Business -- Notes -- Chapter 4: The Product: Education -- Notes -- Chapter 5: More Than Competition, More Than Information -- Notes -- Chapter 6: Becoming Knowledgeable and the Search for Wisdom -- Notes -- Chapter 7: Politics and Education -- Notes -- Chapter 8: Education as the Practice of Freedom -- Notes -- Appendix -- They Skools: The Anti-Urban Bias in Urban Education -- Notes -- Bibliography -- Index

Cover -- Title -- Copyright -- CONTENTS -- Notes on contributors -- Acknowledgements -- Introduction: theory, policy, methodology -- PART I Theorists -- 1 Bourdieu and doing policy sociology in education -- 2 Michel de Certeau, everyday life and cultural policy studies in education -- 3 Repeating Deleuze and Guattari: towards a politics of method in education policy studies -- 4 Derrida: the 'impossibility' of deconstructing educational policy enactment -- 5 Education policies as discursive formations: a Foucauldian optic -- 6 Lacanian perspectives on education policy analysis -- PART II Concepts and theories -- 7 Situated, relational and practice-oriented: the actor-network theory approach -- 8 Thinking educational policy and management through (frictional) concepts of affects -- 9 Assemblage theory and education policy sociology -- 10 Counterpublics, crisis and critique: a feminist socio-historical approach to researching policy -- 11 Embodying policy studies: feminist genealogy as methodology -- 12 Governmentality: Foucault's concept for our modern political reasoning -- 13 Taking a 'material turn' in education policy research? -- 14 Mobilities paradigm and policy research in education -- 15 A narrative approach to policy analysis -- 16 Queer theory, policy and education -- 17 Thinking rhizomatically: using Deleuze in education policy contexts -- 18 Relational space and education policy analysis -- Index.

In the national report it prepared for the United Nations Fourth World Conference on Women in Beijing (1995), the Maltese Commission for the Advancement of Women wrote that the main objective of the Maltese state is to promote education and instruction and to ensure the existence of a system of schools and institutions accessible to all Maltese citizens catering for the full development of the whole personality including the ability of every person to work (Commission, 1994, 32). In the Maltese Islands, legal and institutional impediments have been legislatively removed, so to say, to enable equal access to educational resources. Wrench (1992), however, points out that practices which might be perceived as equal in their application often turn out to be discriminatory in their effect. My objective in this paper is to find out how educational practices might be discriminatory, for whom and on what basis, within the Maltese Islands. My main concern is in finding out how girls and women, as well as individuals deriving from the Gozitan ethnic group, are faring within the Maltese educational system. My objective in analyzing Maltese educational policies and practices is to render visible those ideological conditions which both stimulate and legitimize discriminatory practices (Essed, 1991, 166). ; peer-reviewed

1. Introduction: Social Change and Education Reform -- Part I Social Change and Improvement of the Education System -- 2. Efforts to Develop Preschool Education -- 3. Balanced Development of Compulsory Education -- 4. Guaranteeing Migrant Children's Right to an Education -- 5. The Establishment of a Modern Vocational Education System -- 6. Change and Innovation in the Private Education System -- 7. Improving the Quality Evaluation System of Higher Education -- Part II Reform of Higher Education and Institutional Innovation -- 8. Establishment of a Lifelong Education System -- 9. Reform of the College Entrance Examination -- 10. Teaching Personnel System Reform -- 11. Establishment and Perfection of a Modern University System -- 12. Postgraduate Education and Degree System Reform -- 13. Establishment of a Zone for Training Top Innovative Talents -- 14. Building a World-Class University -- 15. Epilogue: Cultivation of the Capacity of the National System to Facilitate the Modernization of Education

1 Connecting the Dots: Policy Development and the Out-of-field Teaching Reality in Education -- 2 Context-Conscious Understanding -- 3 Attention to the Numbers -- 4 The Realities Beyond the Numbers: The Policy-Pedagogy Relationship -- 5 Are Out-of-field Teachers and their Leaders Let Down by Policies? Policy Impact Matters! -- 6 Teacher and Student Wellbeing: The Policy Link -- 7 Policies to Build a Strong, Quality and Stable Teaching Workforce: In Spite of -- 8 Being in the Out-of-field Context: How It Influences the Validation of Policies -- 9 The Wider School Community, the Out-of-Field Phenomenon, and Education Improvement Policies -- 10 Rethinking Policies: The Balancing Act of Building a Stable Workforce and Improving Teachers' Capacity on an Educational Budget -- 11 Policy Development: A Process of Reflection, Engagement and Insurance?.

There are two different interpretations of the state in Spinoza. On the one hand, the state is interpreted as an individual in a literal sense (Matheron, 1969; Zac, 1963) and on the other hand it is interpreted as an individual in a metaphorical sense (McShea, 1975; Den Uyl, 1983; Rice, 1990). Depending on what kind of individual the state is taken to be – a literal or a metaphorical – the state's role in education varies radically. The focus of this paper is to outline some consequences of Spinoza's political philosophy and of his metaphysics of individuation for the role of the state in education.

Scholars and teacher educators investigating citizenship education beyond the nation state now require innovative, layered, and generative theoretical frameworks and practices in order to promote conversations concerning equity for students of all backgrounds. This chapter traces out an array of intersections that mark the relationship between global citizenship and teacher education. It explores approaches to global citizenship education in an effort to broaden our perspectives. The chapter outlines four dominant frameworks exploring theoretical and practical components of global citizenship education in teacher education: humanistic approaches, critical theories approaches, phenomenological and autobiographical approaches, and poststructuralist and feminist approaches. It provides strategies of these four major theoretical frameworks in teacher education. Teacher education is the process of empowering students to work for creating a more just and sustainable world through democratic processes.

Intro -- Foreword -- Preface -- Acknowledgements -- Contents -- About the Author -- Abbreviations and Acronyms -- Chapter 1 Right to Development and Education: An Introductory Note -- Chapter 2 Theoretical Framework and Benefits of Basic Education -- 2.1 Introduction -- 2.2 Conceptual Analysis of Education: An African Perspective -- 2.2.1 Various Perspectives on Education -- 2.3 The Theories of Rights: An Overview -- 2.4 Basic Education and International Human Rights Law -- 2.4.1 The Advent of Recognising Education as a Right -- 2.4.2 Masked or Unmasked: The Central Role of Education Remains -- 2.4.3 Unmasking Basic Education as a Right -- 2.4.4 General Comment 13 -- 2.4.5 Inextricable Link Between Education and Development -- 2.4.6 Education Abhors Discrimination -- 2.4.7 Eliminating Discrimination Against Persons with Disabilities Within the Space of Basic Education -- 2.4.8 Right to Basic Education in African Regional Human Rights Law -- 2.4.9 Africa Respects Education -- 2.5 Education Is Culture in Africa -- 2.5.1 Education and the African Child -- 2.6 Conclusion -- Chapter 3 Obstacles Affecting Access to Basic Education -- 3.1 Introduction -- 3.2 Quality Basic Education-A Brief Overview -- 3.3 Challenges to Accessing Basic Education -- 3.3.1 Failure of the Executive Arm of Government -- 3.3.2 Legislative Challenges -- 3.3.3 Judicial Challenges -- 3.3.4 Access to Basic Education of Persons with Disabilities -- 3.4 Infrastructural and Institutional Challenges -- 3.5 Cultural and Religious Challenges -- 3.5.1 The Challenge of Language in Access to Basic Education in Nigeria -- 3.6 The Challenges of Cultural and Religious Perceptions of the Child and Impact on Access to Education -- 3.7 The Challenges of Corruption and Ethics -- 3.8 Conclusion.

Cover -- Contents -- Acknowledgments -- Preface: State of Crisis -- Section I Pandemic Landscapes -- 1 Pandemic Politics and Pedagogy in the Age of the Coronavirus -- 2 Militarized Pandemics and the Language of War -- Section II Populism and the Crisis of Education -- 3 The Ugly Terror of a Fascist Abyss and the Politics of Depoliticization -- 4 The Populist Pandemic and the Plague of Thoughtlessness -- Section III The Promise of History -- 5 Reading History Against Fascism in the Age of Trump -- 6 Law and Disorder in the Age of Organized Forgetting -- Section IV Thinking Beyond Plagues -- 7 The Plague of Inequality in the Age of Pandemics -- 8 Conclusion: Thinking Beyond a Covid-19 World -- Notes -- Index.