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Title varies. ; Report of 1910/12 has supplement "record of secondary schools. manual for 1911-12. concord, N.H., 1912". ; Mode of access: Internet. ; Title varies: 1846/47-1847/48, report of the commissioner of common schools to the legislature of new Hampshire; 1848/49- 1849/50, third [-fourth] annual report [etc.]; 1850/51- 1866/67, fifth[-twenty-first] annual report upon the common schools of new Hampshire; the same being the first[- seventeenth] annual report of the board of education; 1867/68- 1874/75, annual reports of the board of education and superintendent of public instruction, being the twenty-second [-twenty eighth] annual report upon the common schools of new Hampshire; 1875/76- 1916/18, annual report of the superintendent of public instruction; being the twenty-ninth[- sixtieth] annual report upon the public schools of new Hampshire: 1918/20-1968/70, report of the state board of education. (61st-84th). ; Issued by the commissioner of common schools, 1846/47-1850/51; by the board of education, 1861/62-1866/67; by the board of education and superintendent of public instruction, 1867/68- 1873/74; by the superintendent of public instruction, 1874/75- 1916/18; by the state board of education, 1918/20-

Title varies. ; Report of 1910/12 has supplement "record of secondary schools. manual for 1911-12. concord, N.H., 1912". ; Mode of access: Internet. ; Title varies: 1846/47-1847/48, report of the commissioner of common schools to the legislature of new Hampshire; 1848/49- 1849/50, third [-fourth] annual report [etc.]; 1850/51- 1866/67, fifth[-twenty-first] annual report upon the common schools of new Hampshire; the same being the first[- seventeenth] annual report of the board of education; 1867/68- 1874/75, annual reports of the board of education and superintendent of public instruction, being the twenty-second [-twenty eighth] annual report upon the common schools of new Hampshire; 1875/76- 1916/18, annual report of the superintendent of public instruction; being the twenty-ninth[- sixtieth] annual report upon the public schools of new Hampshire: 1918/20-1968/70, report of the state board of education. (61st-84th). ; Issued by the commissioner of common schools, 1846/47-1850/51; by the board of education, 1861/62-1866/67; by the board of education and superintendent of public instruction, 1867/68- 1873/74; by the superintendent of public instruction, 1874/75- 1916/18; by the state board of education, 1918/20-

"January 7, 1971." ; Cover title. ; Mode of access: Internet.

AbstractThis paper makes a two-fold contribution to the practical application of cost-benefit analysis and to our understanding of the costs and benefits to the host country of foreign students in higher education. First, within the technical constraints it develops a model for assessing costs and benefits; this model is potentially applicable to all countries with foreign students. The model includes educational and political as well as economic inputs, and the paper discusses qualitative as well as quantitative costs and benefits. Secondly, the model is applied to the particular case of the United States. The significance of different perspectives for assessing net benefit is recognized, and costs and benefits are assessed from the perspectives of higher education institutions, state residents and all US citizens. The paper finds positive net benefits, subject to a number of assumptions. However, the policies of both state governments and the US government do not appear to be consistent with the goal of maximizing this net benefit.

"This book explores the connections between traditional Islamic education, rising religious intolerance, religious attitudes to gender, campaigns for curricula innovation and modernisation, and politics and society in Indonesia. Drawing on extensive original research and the deep experience of the authors, the book highlights tensions between traditional Islamic educators and modernisers, and between different understandings of Islam, emphasising the importance of these issues for the future of Indonesia"--

This paper focuses on the relationship between adult education and the State within the context of hegemonic globalization and the all pervasive neoliberal ideology. It draws from a variety of sources and provides an overview of discussions concerning the State giving pride of place to the Historical Materialist tradition in the area. Using a gramscian perspective, it argues that contrary to the widespread mantra that the state has receded into the background in this era of globalization, we argue that the State remains ever so present in this context and, if anything, remains central to the Neoliberal project. (DIPF/Orig.)

"Higher education will have increasing importance in channeling human resources to support social development and economic growth but faces resource constraints and competing priorities in ADB's developing member countries (DMCs). Sudden and large shifts of government financing to higher education in DMCs may derail adequate funds for basic and secondary education. It is thus critical that new paradigms be found for financing higher education. With its well-developed framework for planning, project preparation, and analysis, and its excellent track record in education, ADB is well positioned to provide leadership in this important area. This good practice guide focuses on policy options, strategies, and practical tools for identifying and obtaining information to feed into country-specific dialogue concerning funding shortfalls and innovative methods of higher education finance, including partnerships with the private sector. "