Education Funding

Nevada Facts & Statistics • Hispanics/Latinos account for 41.1 percent of student primary/secondary school enrollment and are the largest racial/ethnic group in the state, followed by Whites at 35.07 percent. • African Americans/Blacks represent 10.16 percent of Nevada’s enrollment, followed by Asians at 5.51 percent and American Indian/ Alaska Native at 1.1 percent. • Of Nevada’s ~21,000 high school graduates in the 2011-12 academic year, less than half enrolled in a state public institution of higher education within 16 months of graduation. • Students of color are significantly more likely to be placed in at least one remedial math or English course compared with White and Asian students. • Graduation rates for English language learners (ELLs) were significantly lower than for students enrolled in English mainstream courses; fewer than one-third of ELL students graduate from high school. • 23 percent of Nevada families earn less than $30,000 annually, and would need to commit 65 ...

O objetivo do trabalho e propor um modelo de controle dos recursos financeiros gerados nas Instituicoes de Apoio no âmbito da Universidade Federal do Ceara (UFC). A sugestao do modelo baseou-se na observacao dos procedimentos que deveriam ser utilizados a partir do contexto organizacional da UFC, com o intuito de oferecer maior transparencia na aplicacao dos recursos dos projetos, cuja administracao financeira e realizada nas Instituicoes de Apoio no âmbito da UFC. Para que o controle tenha mais efetividade, sugere-se a ampliacao do quadro de pessoal da unidade de Auditoria Interna da UFC. A importância de tal modelo vai alem do controle dos recursos financeiros, busca disciplinar uma alternativa de financiamento diante das constantes reducoes dos recursos repassados pelo Governo Federal. Para a viabilizacao deste trabalho, foi realizada revisao bibliografica da leitura disponivel sobre o tema com levantamento de dados em fontes apropriadas e foram aplicados questionarios com os dir...

In questo lavoro si discute il tema del finanziamento dell'università italiana utilizzando un approccio comparato: i bilanci delle università inglesi vengono confrontati con i bilanci delle università italiane. I dati si riferiscono al 2007/08. Lo scopo è comprendere se e in quale misura il sistema universitario italiano è sotto-finanziato prendendo come riferimento uno dei migliori sistemi universitari al mondo. Queste le principali conclusioni: il sistema universitario inglese dispone di molte più risorse finanziarie rispetto a quello italiano. Le risorse provengono da diverse fonti, pubbliche e private. Se si pesano correttamente gli studenti fuori-corso, non emergono tuttavia differenze apprezzabili nel finanziamento pubblico corrente tra i due sistemi (FFO e Recurrent Grants). Il divario nelle risorse a disposizione dipende soprattutto da altre due voci: le tasse pagate dagli studenti e il finanziamento alla ricerca. Sul quest'ultimo terreno, il divario non è solo quantitativo ma anche qualitativo. L'ammontare di risorse pubbliche destinate alla ricerca universitaria è in Inghilterra ben 12,5 volte maggiore rispetto a quanto distribuito in Italia. Non è solo una differenza di quantità: ben due terzi dei fondi disponibili in Inghilterra vengono allocati attraverso bandi aperti e competitivi, contro appena un quarto in Italia. Gli effetti incentivanti di questi meccanismi di finanziamento possono contribuire a spiegare il diverso posizionamento nelle classifiche internazionali dei due sistemi universitari.

The aim of the study was to examine E-technology and the marketing of consumer goods in Calabar Metropolis of Cross River State. To achieve this study, two research questions were raised and two hypothesis formulated. A predictive research design was adopted for the study. The study's population consisted of 9000 registered business companies in Calabar Municipal. Krejcie and Morgan's 1970 sample table for determining sample size was used to determine the sample size of 368 that was used for the study. The instrument used for the study was a structured questionnaire titled "Technology and Marketing of Consumer Goods" (TMCGQ) Questionnaire. The instrument was subjected to face and content validation by three experts. In order to ascertain the reliability of the instrument, a trial test was conducted using 20 respondents who were not part of the real study. The Cronbach alpha method of reliability was used to determine the reliability estimate of the instrument. The reliability coefficient ranges from 78 to 85. All hypotheses were tested and accepted at the .05 significance level using Analysis of Variance (ANOVA). The result of the hypothesis shows that direct-to-consumer technology and virtual commerce help small-scale business operators in Calabar Metropolis in Cross River State market their consumer goods. Based on the study's results, it was recommended, among other things, that business operators adopt technological strategies such as direct-to-consumer technologies and virtual commerce to enhance their digital marketing.

Poor funding has consistently been a debacle for higher education in Nigeria. The incessant strike actions, poor infrastructure level, abysmal welfare services for teaching and non-teaching staff, and crippled research capacities weaken the teaching, research, and community services functions, for which higher institutions are established. Hence, there is a pressing need to rally innovative ideas to fund higher education in Nigeria, in the face of current socioeconomic and political realities; a justice done in this paper, empirically.

The research work ascertains the availability and accessibility of digital records keeping among university administrators in Nigeria. To accomplish the survey's goal, two research inquiries were put forward, and two corresponding alternative hypotheses were developed to direct the investigation. A survey research approach was employed. The respondents consisted of 498 university administrators. The instrument used for the study was the Availability and Accessibility of Digital Record Keeping among University Administrators Questionnaire (AADRKUAQ). A trial test was carried out on 50 administrative staff at Ebonyi State University that yielded an overall reliability coefficient of 0.85. Mean and standard deviation were used to answer research questions, and the t-test was equally used to test the research hypotheses at the 0.05 level of significance. According to the findings, digital record keeping is widely available and accessible. Whereas the alternate hypothesis revealed no significant difference in the extents of availability and accessibility of digital record keeping among gender, it was strongly recommended, along with many other things, that the school administration should embrace international standards for accessibility and availability of digital record keeping.

The study determined the entrepreneurs/managers' rating on the influence of economic conditions and economic policies all aspects of economic environment on the development of small-scale businesses in Calabar metropolis. To maximally achieve the purpose of this study, two research questions and two corresponding null hypotheses were posed and formulated respectively. Survey research design was used for the study. The population use was 325 entrepreneurs/managers in the registered smallscale businesses in Calabar metropolis. A total sample of 150 respondents were selected for the study using purposive and stratified random sampling techniques. A questionnaire titled "entrepreneurs' rating of economic environment and development of small-scale businesses questionnaire" was the instrument used to collect data. The questionnaire contained 12 items and was validated by three experts, two from business education unit and one from measurement and evaluation in the department of educational foundation guidance and counselling. All the experts were from the University of Calabar. Data generated were analysed using different statistical techniques. The research questions were answered using mean and standard deviation. All the hypotheses were testing at 0.05 level of significance using One Way Analysis of Variance statistics. The result of the analysis showed among others that economic conditions and economic policies

EXECUTIVE SUMMARY
The South African Broadcasting Corporation (SABC) is at a crossroads. Once the cornerstone of national identity and public information, it now faces financial instability, declining revenues, and eroded public trust. The outdated TV licence model has collapsed, with compliance below 20%, leaving the SABC over-dependent on advertising revenue and vulnerable to political and market pressures.
This proposal recommends replacing the TV licence with a Family Solidarity Contribution (FSC) — a household-based, income-sensitive levy designed to restore fairness, sustainability, and independence. Unlike punitive licensing, the FSC is framed as a collective family investment in trusted public broadcasting, cultural sovereignty, and national cohesion.
Key features of the FSC include:
    • Progressive funding tiers- Low-income families exempt or symbolic fee; middle-income contribute modestly; high-income contribute more with tax relief.
    • Integrated collection- Via municipal bills for most households and SARS e-filing for higher earners, piloted in metros before national rollout.
    • Independent oversight- A Public Media Funding Council (PMFC) comprising civil society, family businesses, and Parliament observers to ensure radical transparency.
    • Family-centred incentives- Free/discounted SABC+ access, discounts for SMEs and multi-generational households, and annual Family Impact Statements showing how contributions are used.
    • Digital transformation- At least 20% of FSC revenue ring-fenced for SABC+ upgrades, local content creation, and zero-rated streaming to compete with global platforms.
The FSC is a catalyst for institutional reform, structured to cut costs, modernise digital delivery, restructure labour, and strengthen governance. It aligns with national de-colonial policy and promotes family values.  It repositions the SABC as a partner in family resilience. FSC offers Parliament an opportunity to secure a future-proof, trusted, and independent public broadcaster that serves all South Africans.

Education is a cornerstone of human and national development, driving economic growth, social mobility, and individual advancement. However, financial barriers often limit access to higher education in Nigeria. To address this, the government under President Bola Ahmed Tinubu enacted the Students Loans (Access to Higher Education) Act No. 12 of 2024, establishing the Nigeria Education Loan Fund (NELFUND) to support tuition payments for eligible students. While the policy aims to promote educational empowerment, concerns persist about its potential to exacerbate debt burdens, particularly amid high graduate unemployment. This paper critically examines the philosophical foundations and practical implications of the loan policy, questioning whether it fosters genuine empowerment or imposes economic strain on beneficiaries. Through a five-point critique, the paper evaluates the policy's accessibility, equity, repayment structure, and administrative efficiency, highlighting challenges such as restrictive eligibility, interest accrual, opaque funding sources, and bureaucratic bottlenecks. It also assesses the policy's attention to marginalised groups, its alignment with social justice principles, and its contribution to sustainable development. Employing a critical and hermeneutic approach, the paper interrogates the policy's assumptions, power relations, and potential impacts. The paper concludes that while the initiative holds promise, its effectiveness could be undermined by systemic inequities and administrative inefficiencies. Recommendations include designing a more inclusive financing framework with simplified application processes, transparent governance, and flexible repayment terms.

Grant proposals are a genre unlike the other kinds of academic writing in which you have been trained. It is not a research essay or a dissertation prospectus, neither a book nor its abstract. Grants have both a distinct audience and a rhetorical force different from other kinds of academic writing. Failure to understand the genre of grant writing is perhaps the primary reason why applications are unsuccessful. This brief essay describes the characteristics of the audience and the underlying form (logic, if you will) of a grant proposal. The focus of this discussion will be research grants, but the considerations of audience and rhetorical force apply to a wide range of fellowships, grants for projects, internship proposals, and so on. The last section of this essay extends the genre to other kinds of application.

This paper was funded by the Bill & Melinda Gates Foundation. We thank the Foundation for its support. The ideas presented here are those of the authors alone and do not necessarily represent the opinions of the Foundation. We deeply appreciate the thoughts and experiences shared with us by suburban superintendents. We would also like to thank Alan Berube at the Brookings Institution for reviewing the paper, and CRPE colleagues Robin Lake, Christine Campbell, and Alison Krupnick for providing feedback. The authors bear all responsibility for any errors, omissions, or mistakes in facts or judgments. Sean Gill is a research analyst at CRPE, where he studies and supports district-charter collaboration work in more than 20 cities across the country. He also contributes to research on school finance and productivity, personalized learning, and the portfolio strategy. Prior to joining CRPE, Sean was Fiscal Policy Manager at StudentsFirst, providing support for fiscal transparency, teacher compensation, and school choice policies. He has also worked for the California State Auditor's Office, where he evaluated education, social service, and criminal justice programs. Sean holds a BA in History from the University of California, Davis and an MPP from Pepperdine University. Jordan Posamentier is deputy policy director at CRPE, where he develops K-12 public education policy and the portfolio strategy with cities across the nation. He previously worked as the Director of Legislative Analysis at StudentsFirst, as Legislative Counsel to the California Judges Association, and as a California litigator. Earlier, he taught in two low-resource elementary schools in Queens, New York, as a member of the NYC Teaching Fellows program and AmeriCorps. Jordan earned his JD from the University of Houston Law Center, his MS in Education from Queens College (CCNY), and his BA in Human Ecology from College of the Atlantic. He is a licensed attorney in the state of California.

The structural exclusion of children of public servants, especially those from middle-class families, from South Africa's tertiary education funding frameworks is examined critically in this article. Financial aid programs like the National Student Financial Aid Scheme (NSFAS), which exclusively target low-income households, routinely ignore these families despite the fact that they make a substantial tax contribution to the state. The "missing middle", households that make more than the financial aid threshold but less than what is needed to cover the rising costs of higher education, often includes the children of civil servants, particularly those in middle management. Apart from NSFAS, national and provincial departments' departmental bursaries and funding programs run by Sector Education and Training Authorities (SETAs) routinely neglect to prioritize or include their own employees' children. Although these funding opportunities are purportedly intended to foster equity and develop sectoral skills, internal dependents are frequently left out due to stringent eligibility requirements or a lack of policy alignment. Public employees who administer or carry out these programs in addition to receiving tax funding are further irritated by this disconnect. Using secondary data from government reports, policy documents, and current scholarly literature, this study employs a qualitative policy analysis methodology. It looks at how state funding policies, despite being intended to promote inclusion, actually reinforce inequality and exclusion. It is based on the capability approach and policy gap theory. The results show that children of public servants suffer in ways that are not visible in official narratives due to strict thresholds, a disregard for economic realities, and disjointed interdepartmental priorities. The analysis draws attention to more general conflicts in the public sector regarding morale, justice, and the social contract. In order to address the complex needs of the missing middle, the paper makes the case for a unique and inclusive funding model. Without needing ethical approval, the study adds to discussions on human capital development, fiscal justice, and educational equity.

This article examines the governance, equity, and impact of oil-funded educational investments between 2021 and 2024 on educators of the Region 5 (Mahaica-Berbice) of Guyana. Data was gathered from 260 educators in Region 5 using a cross-sectional quantitative descriptive survey design and stratified sampling. Perceptions of governance, equity, and transparency of oil-funded education reforms were assessed using structured questionnaires, and SPSS was used for analysis. Cross-sectional survey results indicate mixed messages—half observing infrastructure upgrades and funding increases, but most worried about the inequitable distribution of resources, the absence of transparent guidelines, and being excluded from the planning process. Just 18% were part of any decision making related to the use of oil revenue in education. A heatmap analysis demonstrated there was a strong consensus that timely funding, increased teacher salaries and more stakeholder inclusion were necessary changes. Although there are visible investments, results reveal a mismatch between national oil revenue strategies and school-level realities. The research finds that without participatory governance, equity-grounded planning and alignment between fiscal inputs and pedagogical mandates, radical aspirations remain out of reach. Suggested mechanisms include stakeholder participation, transparency and equity-based budgeting with the aim of translating oil wealth into sustainable educational development.

Este artigo discute a relação entre o TCU e a OCDE sob a óptica das redes de governança. O referencial teórico se baseia em Ball, Dale e Shultz. Com base em análise de conteúdo, foi identificada ampliação da frequência do termo OCDE nos relatórios do TCU no período 2000 a 2015, com a OCDE passando de uma referência geral para um referencial de governança nas decisões do Tribunal, o que se evidencia pela análise de Acordo de Cooperação firmado entre as duas instituições em 2013 e pelo conteúdo dos relatórios do TCU. São discutidos os reflexos dessa relação para a indução de políticas públicas, com foco nas de financiamento da educação. Como resultado, é apontada a multiplicidade de relações estabelecidas por instituições de ideário neoliberal com o Estado, não a fim de esvaziá-lo, mas de preenchê-lo com soluções pré-formatadas e dimensionadas em cifras.

Este artículo propone profundizar en la perspectiva del riesgo en las elecciones educativas, operativizando el concepto de riesgo estimado, observando sus diferencias por origen social, y contrastando su utilidad para interpretar las diferentes elecciones tomadas y las desigualdades educativas derivadas. Utilizamos para ello los datos de ISCY Project para la ciudad de Barcelona, analizando los casos que han accedido a la educación superior. Los resultados muestran las diferencias en el riesgo estimado según origen social, en concreto en el riesgo económico y social. Si bien el riesgo estimado se ha utilizado ampliamente como herramienta explicativa implícita, este trabajo operativiza y contrasta esta perspectiva como un marco útil para la explicación de las desigualdades, y como herramienta interesante para la evaluación de políticas educativas.

Nigerian students' loan board was created in 1972 to provide financial support to Nigerian students in different tertiary institutions. The Nigerian Government reactivated the students loan scheme by passing a bill in 2023. It is therefore, necessary to examine the loan procedures in other countries for better implementation in Nigeria. This work examined the loan procedures from five selected countries. The intention was to extract relevant information on best practices and weaknesses of students' loan scheme in those countries for effective implementation of the Nigeria Education Loan Fund (NELF). The work was based on secondary data; thus, information was collected from articles in journals, Books, internet and other related publications. The study revealed that most students loan scheme in Africa are faced with several problems such as difficulties to create credible loan board, identifying right loan beneficiaries, sustainability, reliable database, instituting an effective and efficient loan disbursement and loan recovery. The work thus provides suggestions on how to strengthen Nigeria Education Loan fund from information extracted from the study.

The role of ethical leadership for community college presidents is of concern (Anderson, Harbour, & Davies;, especially given the added pressure on community colleges to increase completion rates for student populations that have historically underperformed academically. In these times of increased scrutiny to produce more collegeeducated people ready to enter the workforce, college CEO's are facing a completion agenda climate that is rampant with financial constraints, greater demands from stakeholders, and governmental mandates. The purpose of this descriptive, multiple case study was to examine how community college presidents execute ethical leadership in responding to institutional policy implications stemming from the completion agenda. This study explored the ethical construct Achieving the Dream (ATD) community college presidents operationalized as they employed decision-making processes related to implementing completion agenda policies at their institutions. The findings revealed several themes that contribute to community college presidents' ethical leadership: accountably to stakeholders, advocacy for and validation of the community college mission and its students, transparency in decision-making and issues confronting the community college, and equity when dealing with students, the community and employees.

A focus on how to achieve impact is often a key aspect of policy-relevant social science research in international development settings. Done well, planning for impact from the outset of the project is based upon informed thinking and reflection on how research teams can draw upon and strengthen their networks and relationships to develop, share, and promote their research findings. However, it may be several years before the relevance of some research is fully recognised and implemented, or for changes to take place in social and economic systems.

Ce document s'inscrit dans une série de contributions publiées par le Conseil national d'évaluation du système scolaire (Cnesco) sur la thématique : Éducation à l'orientation Les opinions et arguments exprimés n'engagent que les auteurs de la contribution.

Progresse rapidement dans le monde le modèle de financement des études supérieures qui combine le " partage des coûts " et l'endettement des étudiants. Ce texte montre que : (i) adoptés à l'exclusion l'un de l'autre, la hausse des droits d'inscription et le financement des études par l'emprunt sont - sous certaines conditions - compatibles avec le maintien des systèmes d'enseignement supérieur publics; (ii) ensemble, ils constituent un moyen de décomposer ces systèmes et - combinés avec les principes du New Public Management - de construire les marchés des services de l'enseignement supérieur; (iii) là où ils ont été conjointement mis en œuvre, l'observation des logiques des acteurs sur les marchés de l'enseignement, des services financiers et du travail laisse à penser que les résultats s'avèrent contraires aux objectifs affichés d'efficacité et d'équité.

The curriculum planning in Nigeria has been facing various challenges over the years, hindering its effectiveness and efficiency. The purpose of this study is to identify and analyze the barriers to effective curriculum planning in Nigeria. The paper is a review paper that depend secondary data. The secondary data were collected from print and online publications. The paper identified poor funding, shortage of curriculum planning experts, poor capacity development of curriculum experts and lack of data on learners' information. This has resulted to poor curriculum planning in Nigeria. Based on the findings, the paper recommends that government should increase the funding of education, employ more curriculum planning experts, ensure accurate data generation and provide constant training and retraining program me for the planners.

The study is aimed at finding out whether technical education has any effect on economic development of the country. Three research questions and three hypotheses were formulated to guide the study. A twelve (12) item questionnaire was constructed and administered on one hundred (100) respondents made up of business owners, managers and directors of private and government establishments. The data were collated, calculated and subjected to t-test (statistical) analysis at 0.05 level of significance. The finding showed that technical education is perceived as a panacea for economic development. That adequate funding of technical education would help equip individuals with skills for sustenance thereby meeting manpower needs of the nation. It was recommended that government should help by adequately funding technical education. Standards for proper management of technical education should be maintained and these should include regular supervisory functions, maintenance of equipment and advancement of technical education institutions.

Key Words: Funding, Technical Education, Economic Development.

In 2016, where data are available, 79 percent of GPE’s DCPs including 63 percent of countries affected by fragility and conflicts spent at least 20 percent of total government expenditure on education, or increased their public expenditure on education as a percentage of total public expenditure. Harmonization of data collection systems with the integration of GPE Indicator 10 into UIS processes for monitoring of government expenditure on education.

Nella sezione sulla didattica, si dà conto di una delle tante modifiche apportate al sistema iniziale di assicurazione della qualità del sistema universitario (AVA: Autovalutazione, Valutazione periodica, Accreditamento): la sostituzione del riesame annuale dei corsi con il monitoraggio di un set di indicatori fornito dall'ANVUR. Tale innovazione si pone sia l'obiettivo di una significativa semplificazione degli adempimenti sia quello di affiancare l'esame di indicatori di risultato all'attenzione sui processi propria dei sistemi di assicurazione della qualità. Si sottolinea inoltre che il principale scopo degli indicatori è il sostegno all'autovalutazione dei corsi di studio e degli atenei, mentre non si prefigura un utilizzo meccanico di essi nelle valutazioni dell'ANVUR. Riguardo alla performance, la presentazione sottolinea che l'attività dell'ANVUR mira soprattutto a evitare che la gestione del ciclo della performance da parte degli enti si riduca a un mero adempimento. Si è scelto, a tal fine, di instaurare rapporti bilaterali con gli atenei fornendo feedback individuali ai piani integrati. Considerando l'insieme delle attività svolte dall'ANVUR, un aspetto fondamentale e caratterizzante del modo di operare dell'ANVUR è l'ampio coinvolgimento dei soggetti valutati nelle decisioni e nei processi valutativi. Esso mira ad assicurare una elevata qualità delle scelte metodologiche e una crescente diffusione e condivisione della cultura della valutazione tra gli addetti del settore. La capacità dell'ANVUR di correggere in tempi brevi le proprie metodologie tenendo conto delle osservazioni dei soggetti valutati è testimoniata dalla riforma AVA2, completata nel 2017, a meno di 3 anni dall'avvio del sistema AVA. Un secondo aspetto trasversale rilevato nella presentazione è quello degli strumenti che l'ANVUR utilizza per indirizzare il sistema verso il miglioramento. Essi sono differenti, anche in termini di intensità, nelle diverse attività, ma riconducibili a tre tipologie: incentivi monetari (soprattutto per la ricerca ma anche, indirettamente, per la didattica), incentivi reputazionali e sostegno all'autovalutazione. Questi incentivi completano il ruolo regolativo proprio delle funzioni di accreditamento dei corsi e delle sedi assegnato all'ANVUR nell'ambito del sistema AVA. La presentazione si conclude sottolineando che l'attribuzione all'ANVUR di compiti di analisi e valutazione su tutte le principali attività del sistema universitario rende l'Agenzia un caso unico in Europa. La mia convinzione è che tratti di un modello virtuoso, perché l'attività di valutazione è più efficiente se effettuata in una visione unitaria; l'integrazione delle diverse linee di attività è tuttavia solo all'inizio e questa è una delle principali sfide a cui dovrà rispondere l'Agenzia. sì no no compito di HEFCE (REF) no no NVAO (Olanda) 6 M 50 sì No no no AERES-HCERES (Francia) 16 M 190 (di cui 100 prof. distaccati) + esperti esterni sì no sì , tramite visite ai dipartimenti no no ANECA (Spagna) 90 + agenzie regionali + esperti esterni sì sì No sì, gestione intero processo no Fonte: ANVUR, Rapporto sullo stato del sistema universitario e della ricerca, 2016. NB: i dati relativi al bilancio e alle unità di personale tengono conto dell'articolo 1, comma 306, della legge di bilancio 2017, che ha autorizzato l'ANVUR ad assumere ulteriori 17 unità di personale.

Work undertaken to improve the effectiveness of the United Kingdom's schools and further education (FE) sectors was identified and assessed in a study entailing four data collection methods: literature review; questionnaire administered to all FE college principals in England and Wales; expert seminar and face-to-face interviews with high-level representatives of all major agencies responsible for the schools, higher education (HE), and FE sectors; and focus group and telephone interviews with quality managers in a sample of colleges. Although the questionnaire elicited a response rate of only 18 %, the respondents were representative of the FE sector as a whole. Among the main obstacles to improving sector effectiveness identified by the principals were the following: lack of finance and funding; lack of management systems and training for middle managers; and need for lecturing staff to adopt new teaching methods. Confusion over the terms "effectiveness" and "improvement" was discovered. It was concluded that systematic quantitative and qualitative research based on a theoretical framework clarifying its relationship to Further Education Funding Council policy and practice is critical to future work to improve the schools, FE, and HE sectors. (Appended are the following: research methodology, bibliography that contains 125 references, and information about the study's authors.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document.

This paper assessed the impact of subsidy removal on school administration, teacher's job performance and students' academic performance in secondary schools in FCT, Abuja. Secondary data were used in the paper and the data were collected from both print and online publications. The paper concluded that subsidy removal in Nigeria have led to increment in operational cost of running schools, affected teachers job performance and students' academic performance. Based on these findings, the paper recommended the following. Government should increase budgetary allocation to all secondary schools in FCT and in Nigeria at large. This will help school administrators to meet up with the operational running cost of running the schools. Government should provide school buses to all secondary schools in FCT and in Nigeria at large to aid teachers and students movement to schools. Government should provide instructional materials like textbooks, calculators, exercise books, drawing aids to students.

HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Administrative costs at universities have been steadily increasing in U.S. schools. These overheads are not currently directly captured in university ranking systems. In this study two approaches to administrative efficiency are proposed to overcome this oversight by measuring the ratio of administrators to faculty members and the ratio of students to administrators. Both values can be acquired from free publicly available databases and calculated easily to determine which universities are preferentially investing more in administration rather than directly into the education of their students. In this study, these approaches are compared, and open source software is provided for others to automate this basic calculation. The software was tested on data from 436 schools in the data set from the U.S. News and World Report on National Universities. The results show that only a few universities have less administrators and staff than faculty members. Remarkably, many universities have more administrators than students, and it appears clear that tuition increases are largely due to administrative bloat. The use of both methods in university ranking calculations would provide incentives to increase administrative efficiency and make university education more accessible to less-affluent students thereby encouraging meritocracy and concomitant economic development.

The majority of startups in India-especially those launched in the last 15 years-fail due to a complex mix of structural, strategic, and market-related challenges. Here's a breakdown of the key reasons, contextualized for the Indian ecosystem: 1. Lack of Product-Market Fit • Core issue: Many startups build solutions before fully understanding whether there's a genuine customer need.

The goal of this brief is to provide a framework for a bipartisan, principled approach to the federal role in higher education. The accompanying memos to Congress and the administration put forward specific proposals for federal higher education policy. The authors of this brief come from different professional and political backgrounds. We are liberals and conservatives, economists, political scientists, and historians. We have been academics, policy analysts, higher education administrators, and government officials. We disagree about the optimal extent of the role of government in the economy and about many policy specifics. But we agree on general principles of public policy and on some basic responsibilities for the federal government. Our commitment to these principles and to the importance of evidence-based policies leads to a surprising amount of agreement about how the federal government should develop its strategies for higher education and about many specific policy directions. Our goal in this brief is to articulate broad principles for the federal role in higher education. In addition to suggesting what the federal government should do, these principles establish boundaries for where its efforts should end. Collectively, we advocate for long-term policy solutions, rather than shortterm fixes based on electoral timelines and partisan political agendas. The memos that follow build on these principles to put forward a wide range of evidence-based policy recommendations. Ten memos from nationally respected scholars and experts accompany this brief. Each focuses on the federal government's role in a specific aspect of higher education policy. After outlining a brief history of the federal role in education, the increasing importance of higher education in our society, and the principles for the federal role, we introduce the memos and their relationships with our principles.

Resumo: O artigo discute importante mudança na Lei de Diretrizes e Bases da Educação Nacional brasileira, ocorrida por meio da Lei Federal 13.868/2019, que desenquadrou as instituições de ensino comunitárias da categoria das instituições privadas, criando uma nova categorização ao lado das escolas públicas e privadas, as comunitárias, ao mesmo tempo que omite explicitar a existência de escolas privadas de natureza lucrativa. Buscou-se, por meio de análise documental, tendo como fontes a legislação e a historiografia da educação brasileira,

Inadequate funding of higher education in sub-Saharan Africa is a perennial problem. The inadequacy of financial resources is undermining the efforts of universities to produce educated citizens to engage in productive careers. Public universities' reliance on their governments for funding when there are many competing needs for public resources calls for attention. This thesis is an exploration of perceptions of university academics and administrators and government officials of current and future strategies for funding higher education in the small Commonwealth countries: Botswana, Lesotho and Swaziland. A combination of human capital and social capital theories was used as a guide for the development of this study. It is a qualitative study whose data were collected through semi-structured interviews and document analysis between March and June 2005. The data were analysed using a thematic comparative method. The findings reveal that government funding, student tuition fees, residence and meal fees and bank interest are the main sources of funding for each of the universities. The governments allocate funds to the universities in simple block grants for manpower development and for providing access to higher education. This is in a range of 54 to 68% which is significantly different from trends in sub-Saharan Africa. Each institution centrally allocates funds to its faculties and departments in accordance with prepared budgets. Budget holders in the offices of Deans of Faculty and Heads of Department control the resource spending at their levels. The universities prepare annual audited financial statements as a means of being accountable to stakeholders. The study also found that there are some innovations that are either in place or due to be implemented as future funding strategies. In each case government funding will continue, with governments planning to introduce cost-sharing with parents/students. Each university has ventured into revenue diversification or income generating activities in order to meet the shortfall in government funding. Notably, the University of Botswana and the University of Swaziland have each established a

This thesis is an exploration of perceptions of university academics and administrators and government officials of current and future strategies for funding higher education in the small Commonwealth countries: Botswana, Lesotho and Swaziland. A combination of human capital and social capital theories was used as a guide for the development of this study. It is a qualitative study whose data were collected through semi-structured interviews and document analysis between March and June 2005. The findings reveal that government funding, student tuition fees, residence and meal fees and bank interest are the main sources of funding for each of the universities. The governments allocate funds to the universities in simple block grants for manpower development and for providing access to higher education. This is in a range of 54 to 68% which is significantly different from trends in sub-Saharan Africa. Each institution centrally allocates funds to its faculties and departments in accor...

This paper investigates the impact of long-distance trekking on students' academic performance in Nigerian public universities. Many students face the challenge of commuting long distances daily due to inadequate housing facilities near campuses and the absence of efficient transportation systems. Drawing on secondary data from online and print resources, the study reveals the detrimental effects of this commuting challenge on students' health, psychological well-being, and academic activities. The physical exhaustion caused by prolonged trekking depletes energy levels, leaving students unable to fully concentrate during lectures or dedicate time to personal study and assignments. Over time, this diminishes their ability to meet academic expectations and compete effectively with peers who have easier access to campus facilities. The findings further highlight that trekking contributes to a decline in students' mental health and overall academic productivity. The stress of navigating long distances, coupled with the lack of time for rest and revision, exacerbates the problem, ultimately affecting their preparedness for tests, examinations, and other academic demands. This situation underscores the urgent need for intervention. To mitigate these challenges, the paper proposes several solutions. Public universities should collaborate with private partners to establish affordable and reliable transportation systems that connect students' residences, hostels, and campuses. Additionally, the government should consider subsidizing

This paper investigates the impact of long-distance trekking on students' academic performance in Nigerian public universities. Many students face the challenge of commuting long distances daily due to inadequate housing facilities near campuses and the absence of efficient transportation systems. Drawing on secondary data from online and print resources, the study reveals the detrimental effects of this commuting challenge on students' health, psychological well-being, and academic activities. The physical exhaustion caused by prolonged trekking depletes energy levels, leaving students unable to fully concentrate during lectures or dedicate time to personal study and assignments. Over time, this diminishes their ability to meet academic expectations and compete effectively with peers who have easier access to campus facilities. The findings further highlight that trekking contributes to a decline in students' mental health and overall academic productivity. The stress of navigating long distances, coupled with the lack of time for rest and revision, exacerbates the problem, ultimately affecting their preparedness for tests, examinations, and other academic demands. This situation underscores the urgent need for intervention. To mitigate these challenges, the paper proposes several solutions. Public universities should collaborate with private partners to establish affordable and reliable transportation systems that connect students' residences, hostels, and campuses. Additionally, the government should consider subsidizing

In 2016, where data are available, 79 percent of GPE’s DCPs including 63 percent of countries affected by fragility and conflicts spent at least 20 percent of total government expenditure on education, or increased their public expenditure on education as a percentage of total public expenditure. Harmonization of data collection systems with the integration of GPE Indicator 10 into UIS processes for monitoring of government expenditure on education.

The Republic of Moldova has, de facto, joined the Bologna Process in 2005,and startingwith this year multiple reforms in the higher education realm have been peformed. One primary aspect deals with the financial autonomy of the universities. The lack of an adequate financial support from the government was offset by the introduction of paid studies, which allowed universities to survive under government underfunding conditions and to independently manage their financial resources gained from tuition fees. In order to determine the adequate level of funding a tool for identifying the real training costs is required. In this article, we aim to investigate the pros and cons of the method of activity-based costing.

La méritocratie scolaire, un « fait social » moderne L'organisation sociale et politique fondée sur le mérite est devenue un principe structurant des sociétés contemporaines. Émergeant aux dix-huitième et dix-neuvième siècles, la méritocratie s'est imposée comme une force mobilisatrice pour contester des systèmes traditionnels tels que le féodalisme et le népotisme. En valorisant les compétences individuelles plutôt que l'origine sociale, elle était censée favoriser une plus grande mobilité sociale. Cependant, des critiques ont progressivement émergé, soulevant les ambiguïtés et les effets pervers de l'idéal méritocratique qui s'est consolidé tout au long du vingtième siècle. Comme l'ont souligné plusieurs auteurs 1 , la sacralisation de la réussite individuelle peut engendrer non seulement l'intolérance et le mépris envers les moins performants, mais aussi occulter les déterminismes sociaux et, de ce fait, légitimer les inégalités existantes. Ainsi, en dépit de son aspiration égalitaire, la méritocratie pourrait renforcer paradoxalement les injustices sociales. Dans les pays de l'Est asiatique comme la Corée du Sud, le Japon et Taïwan, les représentations et pratiques méritocratiques convergentelles avec celles observées dans d' autres pays capitalistes ou présentent-elles plutôt des spécificités historiques, sociales, culturelles ? La méritocratie telle qu'elle est perçue, pratiquée ou plus récemment

State Higher Education Executive Officers (SHEEO) is a nonprofit, nationwide association of the chief executive officers serving statewide coordinating and governing boards for postsecondary education. The mission of SHEEO is to assist its members and the states in developing and sustaining excellent systems of higher education. SHEEO pursues its mission by: organizing regular professional development meetings for its members and their senior staff; maintaining regular systems of communication among the professional staffs of member agencies; serving as a liaison between the states and the federal government; studying higher education policy issues and state activities and publishing reports to inform the field; and implementing projects to enhance the capacity of the states State Higher Education Finance FY2003

State Higher Education Executive Officers (SHEEO) is a nonprofit, nationwide association of the chief executive officers serving statewide coordinating and governing boards for postsecondary education. The mission of SHEEO is to assist its members and the states in developing and sustaining excellent systems of higher education. SHEEO pursues its mission by: organizing regular professional development meetings for its members and their senior staff; maintaining regular systems of communication among the professional staffs of member agencies; serving as a liaison between the states and the federal government; studying higher education policy issues and state activities and publishing reports to inform the field; and implementing projects to enhance the capacity of the states and SHEEO agencies to improve higher education. Copies of this report are available in pdf format from the SHEEO website at www.sheeo.org/publicat.htm.

State Higher Education Executive Officers (SHEEO) is a nonprofit, nationwide association of the chief executive officers serving statewide coordinating and governing boards for postsecondary education. The mission of SHEEO is to assist its members and the states in developing and sustaining excellent systems of higher education. SHEEO pursues its mission by: organizing regular professional development meetings for its members and their senior staff; maintaining regular systems of communication among the professional staffs of member agencies; serving as a liaison between the states and the federal government; studying higher education policy issues and state 2001