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This article examines the state of nonprofit and philanthropic studies doctoral education using several data sources: PhD student surveys, faculty surveys, the number of nonprofit articles published in academic journals, and completed dissertations in nonprofit and philanthropic studies. This article contributes to the nonprofit literature by capturing overall trends in nonprofit and philanthropic studies doctoral education, while asking fundamental questions about doctoral education—particularly about coherence and knowledge production. It presents several implications for both our understanding of the current state of nonprofit doctoral education—where we are—and where the field may be headed.

This article examines the relationship between social justice, education and inequality through an intersectional lens. Emphasising the role of the state, and 'state-thought', in perpetuating inequalities through education, the reflective essay argues that it is not possible to view education only in its role as an agent of social and cultural reproduction. It is equally important to focus on the lived experience of subjects who are either excluded, or go through the educational process, through varied experience based on religion, caste and gender. The role of teachers in this process cannot be underestimated and is at the heart of how children and young adults learn and understand themselves as citizens. Based on secondary material, the article concludes with a plea for recognising the significance of voice and agency for a robust and functioning democracy. It is the task of education to enable the articulation and expression of such agency by building a culture of openness and questioning and empowering teachers and students to have this voice by allowing it to thrive in the prevailing culture of institutions.

"Originally published in 1986. As the keystone of public policy-making and social reform in the post-war period, education has been expected to fuel economic growth, facilitate equality of opportunity, and afford social justice to the deprived. But its vision and objectives are now being questioned in ways which have enormous implications for the management of the service - the traditional balances of autonomy, power and accountability are being redefined. The contributors to this book discuss the effects that this changing environment has had upon a variety of practitioners, and analyse problems and initiatives that are developing within key policy sectors in curriculum and assessment, in the professionalism of teachers, in planning, and in finance. Three major alternative strategies for resolving current dilemmas in the government of education are then reviewed: a further concentration of power at the centre; a community service which would decentralize decision-taking to schools and their local communities; a strengthening of the powers of the local authority. Finally, the editors evaluate these alternatives before proposing their own reconstruction of the government of education. "--Provided by publisher.

This study examines the relationship between taxpayer education and tax compliance in Lagos State, Nigeria. A cross sectional survey was conducted on a sample of individual taxpayers in Lagos State. Primary data was collected using a questionnaire with a five - point Likert scale. The sample was 400 individual taxpayers that were purposively selected. The data collected was presented with the use of descrip tive statistics, while both simple linear regression and multiple regression were used in the estimation of the regression models developed for the study. The results from the analyses revealed that taxpayer education has a significant, positive effect on tax compliance. The study, therefore, recommends that the Lagos State government should improve on its taxpayer education programme, by putting in place adequate policies and machinery to promote taxpayer education in order to better enlighten taxpayers an d ultimately improve tax compliance and hence its internally generated revenue.

1. Subjektive und soziale Freiheit. 2. Unterricht und Schule, Erziehung und Bildung. 3. Elternrecht, Religionsfreiheit und Schulwahl. 4. Die verfassungsrechtliche Situation des elterlichen Erziehungsrechtes in der Bundesrepublik Deutschland. 5. Zur inneren pädagogischen Situation der Schulen in Deutschland.

Supplements accompany some issues. ; Issued by State Board ob Education; by State Dept. of Education. ; Other slight variations in title. ; Title varies: 1865, An act providing a uniform system of free public schools for the State of Maryland. ; Some numbers issued as Maryland school bulletin. ; Mode of access: Internet.

This book addresses the uncertain state of financial literacy among today's college students and examines steps colleges and universities are taking to address this widespread concern. This work introduces a four-fold typology of organizational models for college-based financial education programs and uses these as optics for grouping and presenting case studies. The case studies presented provide a holistic representation of how universities develop, sustain and grow financial education programs. Details on the nature of programs, goals, administrative support, resources, partnerships, scale of operations, program content and delivery, advertising, evaluation, program spinoffs, and much more are captured in this work. In addition to detailed case studies, this book presents general findings on the availability of and delivery modes for college-based financial education. This work has significant utility for universities and colleges seeking to implement new financial education programs, changing existing programs, improving program relevancy or expanding program delivery on campus. It is an important contribution to the experiential understanding on how college students as consumers can acquire financial education as part of their broader college curricula and be able to better manage their financial lives. Included in the coverage: The financial literacy imperative. Program delivery and organizational models in state colleges and universities. The academic model. The full-fledged money management center. The aspirational/seed program. The branch/interspersed model. As financial literacy is increasingly recognized as a core life skill, it becomes more crucial as a component of higher education. Personal Financial Education in State Colleges and Universities in the U.S. is salient reading for college and university administrators, researchers, social workers and mental health professionals working with college students, policy analysts and faculty from any discipline interested in promoting the financial literacy of their students.

This book provides a comparative history of Islamic education in the Soviet Union and the post-Soviet countries. Case studies on Ukraine, Azerbaijan, Kazakhstan, Uzbekistan, and Tajikistan and on two regions of the Russian Federation, Tatarstan and Daghestan, highlight the importance which Muslim communities in all parts of the Soviet Union attached to their formal and informal institutions of Islamic instruction.

Chapter 1. Introduction -- Part I: Exploring Bourdieu and his theories in higher education settings -- Chapter 2. Introducing Bourdieu and higher education -- Chapter 3. Habitus -- Chapter 4. Field -- Chapter 5. Habitus -- Part II: Life in the Modern University -- Chapter 6. Vice-Chancellors and Presidents: Surveying National and International Academic Markets -- Chapter 7. Deans: The Faculty's New Managers -- Chapter 8. Academics: The Business of Teaching and Research -- Chapter 9. The fields of higher education -- Chapter 10. The new structure of the modern university -- Chapter 11. Bibliography.

'Between Church and State: Religion and Public Education in a Multicultural America' by James W. Fraser is reviewed.

Machine generated contents note: -- 1. Education and the Developmental State: Importance of Culture -- 2. Crisis of National Survival -- 3. Crisis of 'Deculturalisation' and Invention of 'Asian Values' -- 4. Intensification of Asian Values -- 5. Historical Amnesia Crisis and 'National Education' Response -- 6. National Education Institutionalized in Curriculum -- 7. Final Thoughts on the 'World-Soul' of Singapore