Traineeships in Greek Higher Education: The State of the Art and the Way Forward
In: Education Quarterly Reviews, Vol.5 No.4 (2022)
In: Education Quarterly Reviews, Vol.5 No.4 (2022)
SSRN
In: Education, Globalization and the Nation State, S. 52-73
In: Popular Government, Band 36, S. 1-6
In: Journal of collective negotiations in the public sector, Band 6, Heft 1, S. 11-18
ISSN: 0047-2301
The aim of this article is to put North Carolina higher education policies and possible changes in context. The article provides detailed information on federal laws and other states laws and actions relating to immigrants access to higher education. Specifically, it describes the federal law and pending legislation on the provision of higher education benefits to unauthorized immigrants. It also surveys various state government actions in this area, focusing on whether unauthorized immigrants qualify for in-state tuition rates and for admission to public higher education institutions. The article then briefly examines the impact of existing laws allowing unauthorized immigrants to qualify for in-state tuition rates. Finally, it describes the recent history and the current status of unauthorized immigrants access to the 16 universities in the University of North Carolina (UNC) system and the states 58 community colleges.0 ; The University of North Carolina ; School of Government
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A preliminary mailing, Dec. 1964, has title: Survey of state legislation relating to higher education. ; Mode of access: Internet.
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Dedication -- Acknowledgments -- Contents -- Chapter 1: Introduction -- A Glimpse into the World of Itorero -- Ethnographic Spaces -- Paths of Inquiry -- Contemporary Research on Rwanda -- Leta: The Rwandan State -- Intore: The Model Rwandan Citizen -- Toward an Anthropology of Authoritarianism? -- Authoritarian Modes of Government as Modern-Day Governmentality -- Rationalities and Technologies: Tracing the Liberal in the Authoritarian -- Experiences of Exposure -- Looking Beyond the Self and the State -- Chapter Outline -- References
Public policy questions such as public funding for Catholic schools, the extent of government involvement in private education, and church-state relations in general are not unique to the United States. This article discusses Catholic education in Scotland, which a view to explaining the ongoing need for cooperation and goodwill in church-state relations concerning schools.
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Acknowledgments; Introduction; Chapter One: The Fracturing of the Sign; Chapter Two: Neoliberalism and Accountability; Chapter Three: Forging New Signs; Chapter Four: The Sign, Culture, the Public Good, and Other Methods of Truth Creation; Chapter Five: Discourse and the Sign; Chapter Six: Arkansas and Texas PBF 2.0 Policy Analysis; Chapter Seven: Creating Truth in Arkansas and Texas; Conclusion; Bibliography; Index.
In: Journal of political economy, Band 68, S. 571-583
ISSN: 0022-3808
In: REVISTA BRASILEIRA DE ESTUDOS POLÍTICOS, Band 109
In: L' Afrique des grands lacs: annuaire, Band 15, S. 127-142
World Affairs Online
In: The State and economic life series
In: Transformations of the state
This study set out to examine the influence of the state in the governance of Higher Education Institutions (HEIs) of Ethiopia. The purpose of this research was mainly to disclose the relationship between the state and HEIs in the governance arrangements and autonomy of universities in Ethiopia. In addition, it also aimed to show the reform process of HE and the reaction of universities towards the reform. A part from this, the study focused on showing the effect of the governance model that Mekelle Univesity (MU) follows on the autonomy of the university. To understand this context, MU, which is one of the public universities in Ethiopia, was chosen as a case study to represent the HEIs of the country. To investigate the issues thoroughly, the study adopted a qualitative case study methodology. The data collection methods used in this research included documents (such as: reform documents, proclamations, official reports, legislations, etc.) and phone interviews. Teachers, department heads, faculty deans, associate vice president and administration personnel participated in the phone interviews.The findings of the study revealed that the main actor of the reform for the HEIs in Ethiopia is the state. Consequently, the changes follow a top down approach. Universities are there to implement what the government wants them to do. Compliance or conformity to new changes is their major organizational strategy to adapt to the changes. It was also found that, the institutional autonomy of the university is highly compromised by the state. In other words, the organizational, financial, academic and staffing autonomy of the university is mainly determined by the state. Consequently, MU?s governance model is more of a bureaucratic and hierarchical one. Last but not least, this research also indicated that the bureaucratic nature of the governance model influences the academic community not to participate fully in the university affairs. In sum, it was concluded that the governance reforms of HEIs in Ethiopia are mainly dominated by the state without adequately incorporating the needs of the universities.Keywords (optional):: Autonomy, governance, state-higher education institutions relationship
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