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The book critically examines the overall interplay between privatisation, decentralisation and the role of the State. It draws upon recent studies in the areas of decentralisation, privatisation and the role of the State in education in the global economy and culture. It explores conceptual frameworks and methodological approaches applicable in the research of the State, privatisation, and decentralisation in education globally. It demonstrates the neo-liberal ideological imperatives of privatisation and decentralisation, and illustrates the way the relationship between the State and education policy affects current models and trends in privatisation and decentralisation of schooling. Various book chapters critique the dominant discourses and debates pertaining to the newly constructed and re-invented models of privatization and decentralisation in education. The book explores the ambivalent and problematic relationship between the State, privatisation, and decentralisation in education globally.

Five states participated formally in the new National Collaborative for Higher Education Policy: Missouri, Rhode Island, Virginia, Washington, and West Virginia. The starting point for the analysis in each state was Measuring Up, the national report card series issued by the National Center for Public Policy and Higher Education. A common priority in all of the states was the need for a more highly educated population that could function effectively in a technologically sophisticated world. This report summarizes lessons learned from the collaborative project. It offers guidance to states interested in gaining broad agreement around a new agenda for higher education that is grounded in performance in the state and directed toward meeting the needs of state residents. ; The Education Commission of the States ; The National Center for Public Policy and Higher Education ; The National Center for Higher Education Management Systems

Part of "Education Heritage" series, this book contains a selection of the influential papers published over the twenty-one years of the journal's history. It covers a variety of subjects, sectors and levels of education, focused around the themes such as

Examines the wider policy environment affecting schools and colleges, exploring the factors that shape policy and the implications of globalization on learning at all levels. This book provides a resource for students, practitioners, middle managers and educational leaders in various sectors

Should a liberal democratic state permit religious schools? Should it fund them? What principles should govern these decisions in a society marked by religious and cultural pluralism? In Faith in Schools?, Ian MacMullen tackles these important questions through both political and educational theory, and he reaches some surprising and provocative conclusions. MacMullen argues that parents' desires to educate their children "in the faith" must not be allowed to deny children the opportunity for ongoing rational reflection about their values. Government should safeguard children's interests in de.

What is wrong with education? Why do educational reforms always miss their target? How can we create a better education system? And what can we learn from other countries? Reclaiming Education tackles the challenges facing education that really matter - hte ones that academics often ignore, parents demand solution to and politicians need to confront. Drawing on his global research, James Tooley shows that there is an alternative to poor quality and wasteful inefficiency in education, and that education can be radically transformed to guarantee freedom and higher standards. ""Tooley radically

This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature. Coverage analyzes the effective and specific complexities of the implementation of higher education policies in several countries, including: Australia, Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the United Kingdom, and the United States.

Examines the state grant formula authorized by Perkins IV. This report discusses how the amount of funds available for state grant is calculated and analyzes how the formula works when appropriations are equal to or below the FY2006 amount.

The 2004 edition of Education Policy Analysis contains state-of-the-art reviews of policy issues and international developments in the role of non-university institutions in widening access to tertiary education and in making it more diverse and relevant; how countries can gain educational returns from their investments in educational ICT; the challenges that lifelong learning poses for schools; and how tax policies can help to foster lifelong learning. The 2004 edition also includes a summary of recent major education policy changes across a wide range of fields in OECD coun

Educational systems are now more than ever faced with the challenge of improving their performance and proving that suitable measures are being taken to guarantee greater efficiency regarding equity. Bringing together a wide range of disciplines and experience in several countries, this book details possible models of governance and describes ways to measure their effects in terms of efficiency and equity.

What role have states played in promoting human rights education? While nongovernmental organizations have been at the forefront of human rights education, scholars have neglected the increased activism of states, especially national human rights commissions. This article addresses this gap by sketching the relationship between states and human rights education, examining cross-regional trends and presenting a case study of South Africa's Human Rights Commission. The article concludes by considering the critical gap between state promotion and implementation of human rights education, as well as the limits of state involvement in constructing a culture of human rights.

For most of the history of the United States, citizens and elected officials alike considered elementary and secondary education to be the quintessential state and local function. Only in the past four decades, from Lyndon B. Johnson's signing of the landmark Elementary and Secondary Education Act of 1965 to George W. Bush's ambitious but controversial No Child Left Behind initiative, has Washington's influence over America's schools increased significantly. Today, many Americans have become more convinced that the U.S. government and the states should play an increasingly important role in th