Suchergebnisse

Secondary education in Nigeria is in a depressed state, which is discouraging, calls for reasonable attention and this study investigated the influence of school factors on the quality of secondary education in Oyo State, Nigeria. A descriptive survey research design of the ex-post facto type was adopted for the study, while simple random sampling technique was employed to select 200 teachers and 20 principals in public secondary schools in Oyo state. Six research questions and six hypotheses were formulated. Data were collected through a structured questionnaire tagged: "School Factors Inventory and Quality Questionnaire" (SFI2Q), and "Principal Perception on School Factors and Quality" (PPSFQ). Data generated from the questionnaire were analyzed using descriptive statistics of frequency count, simple percentage and inferential statistics of multiple regression at 0.05 level of significance. There was a significant relationship between the school factor and quality of secondary education. A non-significant influence of school counseling on quality of secondary education was also observed (r = 0.488; t = 0.694; p> 0.05). The finding also revealed a non relative significant influence of school effectiveness on the quality of secondary education (r = 0.991; t = 0.11; P>0.05), there was significant influence of effective teaching and instruction on quality of secondary education (r= 0.000; t =10.555 P 0.05), There was significant influence of library and teaching facilities on the quality of secondary education (r = 0.005; t = 2.832; P < 0.05).The study concluded that school factor has influence on the quality of secondary education in Oyo state, Nigeria. Therefore, it was recommended that policymakers should formulate improved policies that will be tailored to stimulating the interest of learners. Government further holds the responsibility of providing infrastructure facilities to the public schools across the nation.

Much of the state court literature assumes that decisions reached by state courts of last resort are independent of other state courts of last resort. Each state court has its own ideology as well as a particular set of institutional constraints and confronts different governors, publics, and state legislatures in rendering decisions. Scholarly research and its assumption of the independence of state‐level judicial decision making and policy impact stands in marked contrast to much of the literature on the state‐level adoption of policy. This diffusion literature has shown that states learn from and emulate similarly situated states that have previously adopted the policy under consideration. These national or state legislatures look to other nations and states for leadership in particular policy domains. In this manuscript, we apply the concept of diffusion to state courts. We do so through the examination of three waves of court‐ordered state education finance reform. Using a dyadic data set covering the period from 1974 until 2002, we find that state courts do emulate other state courts but that emulation is different from legislative emulation and different for each wave of reform.

"December 21, 1970." ; Reproduction of typescript. ; Mode of access: Internet.

Includes index. ; "DHEW publication no. (NIH) 76-943." ; Bibliography: p. 95-99. ; Mode of access: Internet.

This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the "educability" of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.

With: Bulletin (Texas State Dept. of Education) ; 291-300. ; Includes index. ; Mode of access: Internet.

Civic education and religious schools: The civic case against religious schools -- Civic education and the autonomy problem in political liberalism -- Autonomy as a public value: Autonomy, identity and choice -- The value of autonomy in a pluralist world -- Autonomy as a goal of education policy: objections and responses -- Religious schools and education for autonomy: Secular public schools: critiques and responses -- Religious secondary schools as threat to autonomy? -- The role of religious primary schools

1. Policy Knowledge, Politics, and a Proverb of Decisions Making -- 2. No Panacea - The Purposes, Uses, and Limitations of Policy Knowledge -- 3. Challenging the Proverb: A Balanced Model for Governance Decisions -- 4. The Performance Movement and other Evidence-Based Reforms -- 5. The Roots of Modern Federal Education Policy -- 6. Improving Access to Higher Education -- Education for the Disadvantaged -- 8. Contending with the Evidence-Based Proverb -- 9. Moving Beyond the Evidence-Based Proverb.

"April 1921." ; With: Bulletin (Texas. Dept. of Education) ; 119-34. ; Tx Doc no.: E500.7, B936, 119-34. ; Mode of access: Internet.

Following independence from Ethiopia, Eritrea's leaders were praised for their success at building a coherent nation, but over the last two decades the government has increasingly turned to coercion particularly by forcing citizens into endless military service. The Struggling State: Teachers, Mass Militarization and the Reeducation of Eritrea is an ethnographic exploration of how citizens' redefined their relationship with the nation in response to the state's increased authoritarianism and use of force. Extremes of coercion and control led Eritreans' to imagine the once-heroic ruling party as turning against them, which, in turn unraveled the legitimacy of state-produced imaginaries of the nation. The book focuses on teachers, who were situated to do the work of hyphenating, or gluing, nation to state but instead had to navigate between their devotion to educating the nation and their discontent with their role in the government program of mass militarization. As teachers confronted their own conflicted imaginaries of the state and questioned what it meant to be Eritrean, they reeducated the nation, but not necessarily in the way the government wanted them to

This study aims to examine the management of state finances at the planning and budgeting stages. The mandate of the amendment of the 1945 Constitution which allocates a budget for education of 20% of the State Budget (APBN) is a challenge and constraint in managing the budget at an educational institution, especially higher education. The purpose of this study is to determine the problematic planning and budgeting of state finances. The object of this study is the leadership and the budget. This research is conducted in the institution "Ronggosukowati", one of the government institutions in the sector of higher education in Indonesia. This research is a qualitative research with case study approach. The research is conducted using observation method by interviewing the informants. The results show that there is a problem that occurs at the planning and budgeting process in the institution "Ronggosukowati". The solution strategy step is to address the problem.