This dissertation assesses the effectiveness of the Ugandan Universal Secondary Education policy. It seeks to ascertain whether and to what extent offering free-tuition education at eligible public and private secondary schools has affected gross enrollment rates at the lower secondary school level in Uganda between 2007 and 2015. Using a synthetic control method as well as a linear probability model, I explore the impact of the USE policy on lower secondary school enrollment both at the country and household levels since the policy implementation in 2007 up to 2015. To carry out the analysis, I merge several sources of administrative data, including World Bank education indicators, UNESCO Institute of Statistics data on school participation, Uganda National Bureau of Statistics' annual statistical abstracts and Uganda’s Ministry of Education and Sports’ annual reports into a country-panel dataset for the period of 1992-2015 and use the latter for the synthetic control approach. The linear probability model exploits the data from the 2013 Uganda National Household Survey (UNHS). The synthetic control analysis shows no effect of the USE policy at the country level. Instead, the results indicate that during my study period, lower secondary school enrollment rates growth in Uganda was reduced by a yearly average of 8 percentage points compared to its synthetic version. The micro-analysis, however, shows that the receipt of a government subsidy to enroll in lower secondary school had a positive and statistically significant effect ranging from .5 to 9.4 percentage points.

Local employment opportunities are hypothesized to influence educational attainment decisions made by high students, measured by the dropout percentage and the post-secondary education percentage. Data from 1990, 1980 and 1970 are used to estimate these relationships in Virginia's 133 school districts. Secretary of Labor Robert Reich's framework, developed in the Work of Nations: Preparing Ourselves for 21st Century Capitalism, is adopted to incorporate changes in the global-labor market. / Master of Science

The purpose of this thesis is to study the relationship of the fee system for certain business subjects in Texas high schools to certain principles of free public school education as provided for Texas public schools.

The small Gulf nation of Qatar, despite its vast oil and gas wealth, suffers from a lack of human capital, particularly with respect to deficits in academic outcomes. Despite extensive investment in education, Qataris, and in particular Qatari boys, are still underperforming relative to international standards and relative to its wealth. In this dissertation I explored political, economic, and sociological approaches to investigate factors contributing to the underperformance of male Qatari students. Specifically, I have examined how male Qatari high school students internalize social values and economic and political policies as “signals” that inform and are reflected in their attitudes towards education and learning. I have hypothesized that Qatari male students who perceive the economic entitlement signals, and who perceive wasta (social status) as a venue of success, and who lack civic engagement, will do worse academically. My research focused on Qatari males attending public high schools in Qatar, which are operated by the Ministry of Education, and examined their performance on national standardized tests. To investigate my research question, I conducted a quantitative study using an original survey instrument. The target population included a representative sample of Qatari high school students who were in grades 10, 11, and 12 in the public schools in Qatar. My analysis of the data found mixed results in which economic signals appear to be strongly associated with male academic performance. Furthermore, Qatari high school boys’ perceptions of the value of wasta was correlated with their achievement on test scores. Surprisingly, Qatari high school boys’ perceptions of civic engagement did not appear to associate with Qatari males’ academic underperformance.

The research centres on the degree to which the no-fee-paying policy is influencing the financial management of schools in Soshanguve. The no-fee-paying policy stems from the Education Laws Amendment Act 24 of 2005 according to which the levying of mandatory fees was abolished at public schools that are declared no-fee-paying institutions. The state funded these newly declared no-fee-paying schools in order to create greater access to quality education and to improve the educational resources and equipment in impoverished schools. According to the findings of this research, there is little or no financial management in the former underprivileged schools in Soshanguve. This lack of proper financial management in these schools appears to be due to the lack of capacity within both the schools and the school governing bodies themselves. In addition, there appears to be a lack of equality and equity between the formerly underprivileged schools and the advantaged schools. In the words of Fiske and Ladd (2004b:248), equality and equity seem to be elusive. Schools in the cities are still advantaged since the parents are paying fees and schools are managing their funds, while parents in the township schools (especially in Soshanguve) have been found to be unsupportive financially. This is probably because communities around the schools are, in the main, poverty stricken. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

The research centres on the degree to which the no-fee-paying policy is influencing the financial management of schools in Soshanguve. The no-fee-paying policy stems from the Education Laws Amendment Act 24 of 2005 according to which the levying of mandatory fees was abolished at public schools that are declared no-fee-paying institutions. The state funded these newly declared no-fee-paying schools in order to create greater access to quality education and to improve the educational resources and equipment in impoverished schools. According to the findings of this research, there is little or no financial management in the former underprivileged schools in Soshanguve. This lack of proper financial management in these schools appears to be due to the lack of capacity within both the schools and the school governing bodies themselves. In addition, there appears to be a lack of equality and equity between the formerly underprivileged schools and the advantaged schools. In the words of Fiske and Ladd (2004b:248), equality and equity seem to be elusive. Schools in the cities are still advantaged since the parents are paying fees and schools are managing their funds, while parents in the township schools (especially in Soshanguve) have been found to be unsupportive financially. This is probably because communities around the schools are, in the main, poverty stricken. / Public Administration / D. Litt. et. Phil. (Public Administration)