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The paper estimates the relationship between public expenditure on secondary education and its quality. The investigation is based on regression analysis of cross-nationally comparable funding data and student performance metrics — PISA and TIMSS. The authors conclude that the growth of teachers' salaries measured in absolute terms and public education expenditure per student have positive influence on educational achievement, though it is rather small. However, regression analysis has not revealed dependence of students' performance on other financial indicators — public expenditure on secondary education as a percentage of GDP, public expenditure on secondary education as a percentage of total government expenditure and teachers' salaries measured relative to average wages in the country.

The article gives an overview of the structure, aims, and functioning of German foundations that engage in primary and secondary education. It is discussed how the evolution of the German education regime is accompanied by a development of the characteristics of education foundations. The article argues that the modern foundation—professional, often businesslike large organizations—is best equipped to play a crucial innovating and networking role in partnership with the former exclusively publicly governed German education administration.

While conducting research on the occupational and educational aspirations and expectations of secondary-school students in Kenya during 1972, I obtained quantitative and qualitative data from a sample of 699 African students indicating that the problem of crime among unemployed school leavers is likely to substantially worsen in the coming years. The purpose of this article is to present that data within the context of a discussion of secondary education, unemployment, and crime in Kenya.

This report reviews the state of secondary education in the United States by first summarizing the development of American high schools from the early 1800s through 2007. The report captures highlights of 21st century reform efforts, including a brief introduction to reform leaders in foundations and government. Following data about high school participation is a review of high school reform issues. The report presents summaries of high school reform models and strategies for improving the delivery of secondary education. It concludes with an overview of federal and state policies that aim to stimulate improvement in high schools and recommendations for continued progress. ; Public Affairs

Observations about British politics are here derived from a study of relations between ideology & policy in the debate concerning comprehensive schools in Britain (1944-70). The issues of consensus, adaptability, influence of professionalism on ideology & policy, ideological change, & the Labour & Conservative party images are treated. An inevitable connection between ideology & politics is demonstrated. Particularly in education, arguments prevail in which centrality is given to moral prescriptions, because of the close relation between fundamentals bearing on education & the overall ideological orientation. Both parties dislike fundamental principles, just as they avoid creating a long-lasting gap between policies & ideologies. On emergence of a gap, each party hastened to close it; if possible by adapting policies to ideologies. The consensus which prevailed at short periods was a result of pragmatic considerations & was limited to the policy level. AA.

In recent years, most Latin American countries have committed themselves, implicitly or explicitly, to achieving universal provision of a good-quality basic secondary education. Despite the diversity of the situations to be found in the region, it is possible to see that what this commitment means for each of these countries is having to cope simultaneously with educational deficiencies inherited from the past -primarily, incomplete coverage that leaves some adolescents outside the system- and the new challenges raised by the exigencies of change in the organization of work, culture and citizenship. The present article sets out by recognizing this "surfeit of demands" on education, and seeks to show some of the greatest dilemmas and tensions faced by policies to achieve good-quality, unive

AbstractPublic school curricula have traditionally treated conflict as a body of knowledge rather than an opportunity for skill development. Increasingly, however, programs that feature mediation, cooperative learning, and cross‐cultural communication have become more common. Those designing conflict resolution (CR) curricula must carefully consider purpose, audience, and outcomes. This paper provides a framework for reflection, offers some guidelines for writing and implementing CR curricula, and includes examples of current elementary and secondary programs and practices.