The purpose of the study was to determine the attitudes of parents of students enrolled in non-IGE elementary schools of the Metropolitan School District of Washington Township, relative to existing educational programs provided in district non-IGE elementary schools, educational alternative preferences for elementary school students, and reporting of pupil progress to parents. The study population consisted of 1,244 parents from the 3,522 households having children enrolled in district non-IGE elementary schools. A survey instrument was developed consisting of fifty-five statement items, each utilizing a Likert scale with forced response. One instrument was sent to parents in each of the 8,522 households having children enrolled in district non-IGE elementary schools.The following summary of the findings is based on an analysis of parent responses received from the study population.1. Most responding parents expressed pride in the Washington Township non-IGE elementary schools and perceived the overall educational program quality of the schools as high, with children learning what parents preferred children to learn in school.2. Parents responding were generally satisfied with child-teacher relationships, student instruction, the degree of respect for individuals in school, and the degree of difficulty of educational materials.3. The majority of parent respondents perceived children as comfortable with the classroom atmosphere, experiencing successful school progress, and eager to go to school.4. Parent respondents generally indicated school rules, regulations, and policies were reasonable and that order and control in school should not be more strict.5. Most parents responding expressed positive attitudes toward existing parent-school relations.6. A majority of parent-respondents expressed satisfaction with the appropriateness of the report card parents received regarding student progress and did not perceive an over emphasis on grades by the school.7. Most parents preferred being kept informed of student progress through the use of parent-teacher conferences and written evaluations. The types of written evaluations most preferred by responding parents were check lists of specific skills in particular subjects and report cards utilizing A, B, C, D, and F grades.8. A majority of parents responding to survey items relative to alternative programs expressed interest in alternative educational programs for children.9. Parent respondents interested in alternative educational programs for children were almost evenly divided in opinion relative to a willingness to have children transported at least thirty minutes each way in order to attend preferred alternative educational programs.10. Parents expressing interest in alternative educational programs indicated a willingness to send children to schools with the following alternative educational programs, in descending order: Continuous Progress, Basic Fundamental, and Creative Arts.11. A majority of the parents expressing an opinion relative to the need for at least one junior high alternative educational program available to all junior high students in the township expressed a willingness to consider sending children to a junior high school with an alternative educational program.Study research and findings support the contention that school officials can advantageously survey parents as a means of securing parental attitudes, views, and expectations to plan more effectively for future educational programs.

Sound financial management is a growing concept in the public sector, especially in local government. The South African government has put in place policies and mechanisms to create a conducive environment for municipalities to manage finances in an effective manner. The management of municipal finance is supported by a set of policies and regulations to strengthen the use of public money. Among the respective policy frameworks, the Constitution of the Republic of South Africa expects the government entities to be transparent and accountable. Here in, these financial measures are also guided by the Municipal Finance Management Act 56 of 2003 and the Public Finance Management Act 1 of 1999 (as amended 29 of 1999). Measured transparency is critically important for management public funds. Accountability is an essential element in achieving institutional goals, especially where public funds are used. Accountability allows public institutions to provide assurance to the tax payers and to their principals. The Auditor General expects municipalities to be accountable for their financial activities through regular reporting. The Annual Report will therefore be compiled for reporting and it must include all required information. Audit Committee becomes very critical, as a structure established to guide the municipality on finances and ensure that the report is credible in every respect. Metsimaholo municipality has however been facing challenges as per the opinions of the Auditor General based on financial reporting, amongst other things. This study involves the extent to which financial reporting serves as a tool for promoting accountability. In order to test the hypothesis, literature was reviewed to analyse and evaluate financial reporting and accountability. Empirical research was conducted to test and analyse the existence of practices, procedures and policies that promote sound financial management and their effectiveness. Data was collected through questionnaires and face to face structured and unstructured interviews, with respondents from employees of Metsimaholo Local Municipality and community structures. This study found among others that: *Policies for financial reporting exist but are not fully complied with *There is a lack of follow up with and implementation of Auditor General’s recommendations *Audit Committee recommendations are not fully implemented *There are no clear lines of responsibilities between councillors and officials with regard to financial management The study concludes with recommendations to assist the municipality in committing themselves to adopt strategies towards financial reporting for improved accountability. / Thesis (M. Development and Management (Public Management and Government))--North-West University, Vaal Triangle Campus, 2013

This dissertation examines the impact of Georgia’s accountability system on both school and student performance. We focus on two components within Georgia’s accountability system – the sanctioning of failing schools and binding subgroup requirements. Schools within Georgia become subject to sanctions upon two consecutive years of failing to show Adequate Yearly Progress (AYP). The subgroup binding requirements, introduced by the No Child Left Behind (NCLB) Act, hold schools independently responsible for the performance of given subgroups contingent upon enrollment. The first question of this dissertation examines the factors that influence a school’s ability to meet assessment standards. We examine the relative importance of school characteristics, as they relate to accountability components, in determining AYP in practice. A binary response model is used as AYP is determined on a pass/fail basis. More specifically, we apply a correlated random effects probit model with a Chamberlain-Mundlak adjustment. The second question of this dissertation examines the impact of binding requirements on subgroup performance, where subgroup performance is defined as the percentage of students scoring at or above proficiency. We employ a regression discontinuity design that compares the performance of bounded and unbounded subgroups to determine the treatment effect. Each question of this dissertation is addressed through evaluating both mean and distributional effects. We find that imposing sanctions on failing schools has a positive impact on future performance. However, increasing the number of binding requirements has a negative impact on a school’s probability of passage. This result suggests that heterogeneous schools, or schools with several large subgroup populations, are negatively impacted by the requirement. While we find that accountability components have a statistically significant impact on probability of AYP passage, factors related to school resources and quality appear to have a greater influence. The mechanism for the negative impact of binding requirements remains unidentified as we also find that binding requirements have a slight positive impact on individual subgroup performance. The magnitude of this impact is dependent upon the subgroup examined, school type, and position of the subgroup within the Meets/Exceeds distribution. Overall, our results suggest the need for re-examination of the binding requirements as a method of targeting disadvantaged populations.

The debate regarding the advantages and disadvantages of using DDT for IRS has divided the scientific community. The health benefits of reducing malaria spreading are weighed against the potential health and environmental consequences of the chemical, and opinions also differ regarding the cost-effectiveness of the use of DDT. Global recommendations regarding use of DDT for IRS have been issued by the WHO, and the receipt of these on the local level is determined by the intended beneficiaries’ perception of legitimacy of the organisation. The WHO recommendations on DDT as well as interviews conducted with residents of a South African village and representatives for two South African NGOs have been reviewed using qualitative content analysis. This method was used to highlight different perceptions of and views on DDT use, as well as for examining the potential effect that the interviewees’ perception of international institutions’ legitimacy has on their views on DDT. This study shows that the controversy regarding DDT is not as prominent on the local level as on the global level, and that the perceptions of IRS with DDT differ between the WHO, the NGOs and the residents of the village. Further, this study shows that assessing legitimacy is dependent on a definition of “the people” in question, and that the accountability of authoritative actors on different levels needs to be evaluated further.

The purpose of the study was to investigate the effects of goal setting upon teachers at the Metropolitan School District of Washington Township, Marion County.A descriptive research design was used to obtain data pertaining to the effects of goal setting upon teachers to determine the efficacy of goal setting in relation to improvement of instruction. Five hundred sixty-three teachers responded to a thirty-five item questionnaire. The data obtained were analyzed for the combined responses and for discrepancies between respondent sub-groups i.e., elementary non-tenure, elementary tenure, secondary non-tenure, secondary tenure teachers.The relationship between goal setting and improvement of instruction was not clear. Teachers were not committed to goal setting as a means to improve instruction. The benefits derived by goal setting were not understood by teachers. Teachers responsibly worked toward goal attainment as a requirement of the teacher evaluation process rather than viewing goal setting 'is a vehicle to increase teacher effectiveness.Teacher acceptance of goal setting led to satisfaction and resistance or hostility led to dissatisfaction. The efficacy of goal setting as a motivational means to improve instruction was to relation to the attitude of individual teachers.Teachers spent approximately four hours, less than one full teacher workday, for conducting a self-diagnosis, identifying and writing goals, and conferencing in relation to goals. Four hours were not enough time to effect instructional improvement.Teachers and evaluators did not perceive a relationship between goal setting and application of in-classroom teaching learning knowledge or changes in instructional practices. No relationship existed between goal setting and application of in-classroom teaching-learning knowledge or changes in instructional practices.Teachers indicated receiving infrequent help from evaluators relative to in-classroom teacher practices. No relationship existed between goal setting and teachers receiving help from evaluators relative to in-classroom teacher practices.The amount of supervisory influence was increased in relation to the amount of evaluator competence perceived by teachers. Effective supervisory skills enhanced the benefits derived from goal setting for individual teachers.The influence of the evaluator over a teacher appeared to be the result of power and the capacity to reward or punish. Tenured teachers, especially secondary, were less influenced by the power base of the evaluator.Teachers appeared to be in conflict between needs of teachers to be helped at becoming more adept with needs to be perceived as competent, for which teachers must be evaluated. Teacher resistance and hostility, especially tenured secondary teachers, toward evaluators was related to goal setting.Evaluators assumed passive roles in relation to goal setting resulting in negative evaluations by teachers of the interpersonal relationships between teachers and evaluators. The relationship between teachers and evaluators was not improved via goal setting.A dichotomous relationship existed between goal setting and the total teacher evaluation plan. Evaluators experienced a role conflict between desiring to help and having to evaluate teachers.Goal setting communication between teachers and evaluators flowed multi-directionally with teachers controlling the primary input and influence for goals. Teacher ownership for goals was considered critical in regard to motivation toward goal attainment. However, the passive, almost casual, behavior of the evaluators reported by teachers appeared detrimental to goal setting.

The purpose of the study was to systematically analyze three existing Cooperative Extension Service 4-H staffing models for costs associated with each of ten selected measures of program effectiveness. The study was designed to provide empirical information for the Cooperative Extension Service with regard to cost/effectiveness expected from applied 4-H staffing models.An important consideration in development of the study was the potential usefulness and direct application by Extension professionals. The study provided a pioneering step toward analyzing impact of existing 4-H staffing models for delivery of informal educational programs to youth.Documentation produced by the study offered new base line data and information to enhanceefforts by Extension professionals in obtaining financial support through quantitative evidence of program quality to be expected from selected categories of resource input. The study demonstrated feasible methods for assessing cost/ effectiveness of alternative 4-H staffing models.The population was defined as all 4-H administrative units in each of the three selected North Central Extension Region states of Iowa, Indiana and Ohio, in which the existing 4-H staffing model: (1) was characteristic of a prototype model selected for the respective state; (2) had been in operation two or more years; and (3) contained a majority of Extension professionals employed two or more years. The total sample consisted of 60 4-H administrative units with 20 administrative units randomly selected from each of the three states. Observations of the three models were limited to 4-H program years 1974, 1975, and 1976.Data for each model were obtained from six sources: (1) federal and state Extension Management Information System; (2) Yearly 4-H Summaries; (3) Extension business office records; (4) 1970 U.S. Census Reports; (5) State 4-H Departmental records; and (6) Survey instruments administered to Extension professionals in 60 4-} administrative units and to 1800 4-H members. A minimum of 30 4-H members were randomly selected from each of the 60 administrative units.Results showed the three models were clearly different in cost/effectiveness utilizing the following ten selected measures of program effectiveness. 1. percentage of eligible population enrolled in 4-H;2. percentage of re-enrollment of 4-H members; 3. percentage of 4-H members completed; 4. percentage of 4-H projects completed; 5. mean tenure of 4-H membership; 6. mean tenure of volunteer: 4-.7 adult leaders;7. ratio of 4-H members enrolled to volunteer 4-H adult leaders;8. ratio of 4-H members enrolled to total enrollments in 4-H projects, events and activities reported;9. mean number of 4-H projects, events and activities in which one or more 4-H members participated;10. mean number of 4-H hours spent by members enrolled in 4-H in contact with Extension professionals, paraprofessionals and volunteer 4-H adult leaders.Analysis of the data pointed out an enormous need for refinements and further development of program effectiveness measures as well as improved 4--H accounting procedures to assess the status of 4-H programs. Size and magnitude of the 4-H program appeared to directly effect the cost/ effectiveness indexes selected for the study.Model III clearly demonstrated more cost/effectiveness than did Models I and II. However, Model III was operated with considerably lower population and 4-H enrollment than was either Model I or II. Increasing the use of paraprofessionals and volunteer 4-H adult leaders to service 4-H programs appeared to be a cost/effective approach in the use of Extension resources and personnel. Cost/effectiveness appeared to be a strong potential management tool for evaluation and accountability of 4-H programs.

The purpose of the study was to develop a resource allocation model that would apply mathematical techniques to the restrictions and priorities imposed bar educators in order to produce feasible alternatives for large classes in higher education.`Because the simplex method of linear programming has been widely and successfully used in business applications, the method was chosen to solve the linear programming program formulated by the model. Components were chosen for the model to reflect the allocation of institutional resources to classes. Faculty, staff, supplies and equipment were chosen as cost items. The interaction of such resources was reflected in the size and number of student sections. Equations were developed which showed limitations on such factors and/or interrelationships. Since cost is not the only consideration in educational decisions, an objective function waswritten which reflected priority weights assigned to each factor.The simplex algorithm was applied to the restrictions and priorities imposed by educators in order to produce feasible alternatives. The instructional cost of each alternative was calculated. The number of faculty in each of the ranks and the size and number of sections were given. Such numerical results, coupled with applicable intangible factors which were not readily quantifiable, provided information to educational administrators for more defensible resource allocation decisions.Historical data were obtained from the English, General and Experimental Psychology, and Biology Departments of Ball State University for the purpose of testing the initial model. After modification, the model was applied to experimental data provided by the English Department, Ball State University. Keeping other data constant, the instructional cost of faculty assignments with varying faculty rank mixes was calculated. The model clearly showed that such variations changed the instructional costs for the course.Planning for classes with large enrollments may present administrative problems both in attaining goals and objectives for a course and in utilizing available resources most efficiently. Following are recommendations for utilization of the model.l. The administrator may wish to compare the instructional cost of various faculty rank mixes. Experimental tests in the English department showed a high cost for upper ranks of faculty. However, because of tenure and other considerations most departments, irrespective of the cost, will continue to employ many such people.2. The model should be utilized by administrators for analyzing alternate class sizes, combinations of large lectures and small discussion groups, and variations in instructional methodology. Alternate assignments of faculty workload may change both the distribution of faculty ranks and the instructional costs.3. A primary strength of the model is for use in budget planning. Prorating salaries, enrollments, workload, and miscellaneous costs will give the cost of teaching a course for a year. Alternately, the costs for each term or semester may be calculated and totals computed for the year to derive more defensible resource allocations.4. During testing of the model very close constraints were found to limit the flexibility of the model with respect to the alternatives which could be generated. The administrator should give the model as much freedom as possible in order to obtain a useful variety of alternatives.

Stakeholder’s levels of trust and confidence in a company’s operational efficiency and leadership have been influenced negatively by some scandals in the last two decades. This creates a need for governance and transparency, through which corporate governance and social responsibility issues can get more attention from researchers, business and governmental and non-governmental bodies. Corporate governance and corporate social responsibility have also developed to a greater extent in the last decade because of financial crises, corporate scandals and globalization. More specifically, since the early 1990s, corporate governance has received the global attention and consideration in business organizations, financial institutions and governmental agencies required to potentially secure shareholder and stakeholder value. Furthermore, the need for corporate governance has become more important for operational efficiency as it could reduce information asymmetry and build investors’ and stakeholders’ confidence. The main aim of this thesis is to determine if corporate governance codes could be standardized based on a comparative study of two corporate governance codes in South Africa and Sweden and their application in the financial institutions of Nedbank and Nordea respectively. This thesis investigates how corporate governance influences business activities and reporting with an emphasis on assessing integrated reporting of social responsibility. This thesis also describes how Governance Metrics (GMI) attributes can measure the effective implementation of corporate governance codes that contribute to the achievement of sustainable business development and the maintenance of a secured relationship with shareholders and stakeholders. The findings of this thesis indicate that it is difficult to reach an agreement and we conclude that corporate governance should not be standardized because countries differ in their legal structure (laws and governing regulations), cultural and traditional background. Consequently, companies that operate within these countries are required to comply with the respective country’s laws, regulations and values; besides the corporate governance codes. As to stakeholder’s engagement, both Nedbank and Nordea have steady corporate values with clear focus on stakeholder value by providing the best services and social responsibility activities. The Nedbank and Nordea Board of Directors have shown greater accountability in the management of risk and their compliance with corporate governance codes regarding the Governance Metrics (GMI) attributes. To summarize, the managerial implication of the thesis is that companies within the same line of industry should see and use corporate governance code practices and reporting standards and adopt some of the codes, which can fit their own context.

No description available.

This research seeks to identify what accountability frameworks were in place for the home and community care sector in the Canadian province of Ontario, how home and community care agencies in Ontario responded to accountability demands attached to government service funding (specifically through Community Care Access Centre (CCAC) contracts and Local Health Integration Network (LHIN) Multi-Service Accountability Agreements (MSAAs) and what, if any, effect accountability frameworks had on service delivery. This study uses a multi-phase parallel mixed methods approach. First, an environmental scan and document analysis was conducted to identify accountability frameworks and identify key characteristics of accountability demands. Next, 114 home and community care agencies in Ontario were surveyed and 20 key informant interviews were conducted with executives from 13 home and community care agencies, two CCACs and two LHINs. Data from these different methods were combined in the analysis phase. Home and community care agencies face multiple accountability requirements from a variety of stakeholders. We found that government agencies relied most heavily on regulatory and expenditure policy instruments to hold home and community care organizations to account. Organizational size and financial dependence were significantly related to organizational compliance to accountability demands attached to CCAC contracts and MSAAs. In addition to the theorized potential organizational responses to external demands (compliance, compromise, avoidance and defiance), this study found that organizations engaged in internal modification where internal practices are changed to meet accountability requirements. Smaller, more poorly resourced organizations that were highly dependent on LHINs or CCACs were more likely to internally modify organizational practice to meet accountability demands. Although MSAAs and CCAC contracts supported a quality culture amongst organizations, internal organizational changes, such as redirecting time towards reporting requirements and away from care, and cutting innovative practices and programs, were reported to have a negative impact on the quality of service delivery. Government reliance on contract-based accountability for funded home and community care services, while politically advantageous, has the potential to seriously and negatively affect the quality of home and community services delivered. Policy makers need to carefully consider the potential impact on quality of service delivery when developing and implementing accountability policy.