The spirit and logic of the 1988 World Bank report resides in the trilogy that is its subtitle: adjustment, revitalization and expansion. In the context of ongoing austerity in Africa, it is strongly asserted that a fundamental restructuring of education is necessary to improve efficiency, effectiveness and equity in education. Controversial adjustment reforms proposed include measures that will substantially shift the burden of educational finance from government to students, parents, and other parties. Such measures include cost recovery and the reduction of teachers' salaries among other things. / If and only if, adjustment measures have been implemented and begun to take hold, then revitalization and selective expansion may be undertaken. Revitalization and selective expansion will reportedly improve quality and access in education. They include the provision of a minimum package of textbooks and other instructional materials and expansion of primary education to provide universal access. / The purpose of this study was to investigate and critically evaluate the knowledge base that undergirds the World Bank study and the technical and political feasibility of the proposed reforms. A multi-methodological research strategy including critical public policy analysis and value-critical policy inquiry was employed. / The main findings of this study are that: the data used in the Bank study are unreliable, the knowledge base narrow, the arguments underlying the policy framework of the report, unpersuasive and controversial and the agenda for action internally inconsistent. These criticisms should not detract from the immense value and importance of the document in that it is the first document that critically looks at education in the crisis beleaguered continent. / Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1639. / Major Professor: Steven Klees. / Thesis (Ph.D.)--The Florida State University, 1991.

As mixed-economy organizations, public universities provide an excellent opportunity for examining the impact of a changing funding base upon institutional priorities, as measured by resource allocation among activities. Two theoretical perspectives were drawn upon in modeling resource allocation in public universities, resource dependency theory and economic theory. By analyzing resource allocation both from the standpoint of real per-student expenditures and expenditure shares, several consistently-significant, positive relationships were found to exist: that between governmental appropriations and instruction; that between gifts, grants, and contracts and research; that between tuition and fees and student services; that between governmental appropriations and plant maintenance and operation; and that between tuition and fees, and gifts, grants, and contracts and scholarships and fellowships. Furthermore, these same positive relationships were found to persist when an explicit analysis of change was undertaken. While the study focused primarily on changes in resource dependencies as the primary predictor of changes in resource allocation patterns, alternative explanations could not be ruled out.

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<p>The topic of educational spending and its connection to student achievement was long-debated before charter schools entered the conversation. With the rise in government spending on education, particularly charter school funding, the financial debate has strengthened and evoked much controversy. Though the Tennessee Department of Education (TNDOE) had some of the most demanding charter school laws in the country in 2011, it wasn&rsquo;t immune to the firestorm of debate as the number of open charters grew to forty-nine during the 2012&ndash;13 school year. Along with the charter school movement in Tennessee came the issuing of charter school grants. To assist in the opening of charter schools in the state, the TNDOE began distributing $600,000&ndash;700,000 allotments of a $22 billion United States Department of Education Charter Schools Program (CSP) grant. Charters could apply for a CSP grant to offset start-up costs associated with opening a charter to supplement the basic education funding (BEP) given to each school based on student enrollment. </p><p> This research evaluates the CSP grant spending in six Tennessee charter schools serving grades 5&ndash;8 during each year of the three-year life of the grant while evaluating spending patterns into the categories of instruction, supplies, facilities, and technology. While evaluating only CSP grant spending in the school&rsquo;s total budget, findings from this research suggest that year one targeted spending in the area of instruction from CSP grants in Tennessee has a positive correlation with student achievement and school sustainability. </p>

<p>The topic of educational spending and its connection to student achievement was long-debated before charter schools entered the conversation. With the rise in government spending on education, particularly charter school funding, the financial debate has strengthened and evoked much controversy. Though the Tennessee Department of Education (TNDOE) had some of the most demanding charter school laws in the country in 2011, it wasn&rsquo;t immune to the firestorm of debate as the number of open charters grew to forty-nine during the 2012&ndash;13 school year. Along with the charter school movement in Tennessee came the issuing of charter school grants. To assist in the opening of charter schools in the state, the TNDOE began distributing $600,000&ndash;700,000 allotments of a $22 billion United States Department of Education Charter Schools Program (CSP) grant. Charters could apply for a CSP grant to offset start-up costs associated with opening a charter to supplement the basic education funding (BEP) given to each school based on student enrollment. </p><p> This research evaluates the CSP grant spending in six Tennessee charter schools serving grades 5&ndash;8 during each year of the three-year life of the grant while evaluating spending patterns into the categories of instruction, supplies, facilities, and technology. While evaluating only CSP grant spending in the school&rsquo;s total budget, findings from this research suggest that year one targeted spending in the area of instruction from CSP grants in Tennessee has a positive correlation with student achievement and school sustainability. </p>

<p> This study explored the challenges minority students face in obtaining and understanding information when trying to apply for financial aid. One-to-one interviews, a focus group, and a review of documents were sources of data for the study. Themes emerging from the investigation were accessibility to financial aid information, dissemination of financial aid information, navigating the financial aid process, addressing institutional barriers to financial aid, and increase collaboration between high school and colleges/universities. Findings from the study included a need for earlier information to assist in navigating the financial aid process and a need for increased parental access to information. Recommendations for research include expanding the study to include quantitative research on the challenges facing minority students who apply for financial aid. Further research may be conducted on the community and non-profit organizations whose mission it is to help families navigate financial aid and college preparation.</p>

M.Ed. / RAUTEC is the first school-university based technology centre in South Africa. Although much research has been done on the financial management of organizations, few guidelines exist for the financial management of a technology centre of this nature, extent and special mission. Financial management has a very broad focus and therefore this study cannot include research in respect of the entire financial management of RAUTEC. This study focuses on the financial functioning ofRAUTEC, up to making the annual financial statements available, as well as the control over the fixed and current assets. The purpose of the case study is to develop guidelines to ensure that the financial reporting and asset control of the technology centre are being handled correctly. The qualitative research approach is followed and the researcher focuses on one specific case, i.e. RAUTEC. For this case study research data is collected from interviews, document analysis and observation. The internal validity was confirmed through the triangulation ofthe research results. The following main categories contain a summary of the research results: • the financial function; • exercising control over assets. Two sub-categories: effectiveness of financial documentation and bookkeeping of accounting transactions are derived from the first main category. From the second main category the following sub-categories are derived: exercising control over fixed assets and exercising control over current assets. After mentioning the possible limitations in the research, the final results of the study are set out as guidelines.

<p> The purpose of this study is to determine if Title V HSI grants and expenditures in instruction, academic support, and student services at 4-year Hispanic Serving Institutions (HSIs) account for observed differences in the graduation rates of Latinas/os and the percent of bachelor&rsquo;s degree completions of Latina/o students, and whether HSIs are equitable in the proportion of bachelor&rsquo;s degrees awarded to Latinas/os. HSIs are colleges and universities that enroll 25% or more full time equivalent (FTE) undergraduate Latina/o students. In general, the purpose of the federal Title V HSI grant is to fund programs to enhance the educational attainment of Latina/os. This study uses Tinto&rsquo;s (2012) framework for institutional action advancing that colleges and universities that establish support programs designed to promote students&rsquo; success eventually see those programs translate into improved institutional graduation outcomes. A nationally representative sample of 75 four-year accredited, bachelor&rsquo;s degree granting institutions of higher education with at least 25% undergraduate Latina/o students by 2012 fall was selected from the Integrated Postsecondary Data System (IPEDS) for this study. Consistent with prior research, statistical analyses revealed that expenditures in academic support and student services are significantly associated with graduation rates of Latina/os, however, the expenditures in instruction was not a significant predictor of graduation rates of Latina/os. The role of Title V HSI grants was significant when the variable that accounted for the percentage of undergraduate Latinas/os was removed from the analysis. Title V grantees experienced a greater number of bachelor&rsquo;s degrees completions conferred on Latinas/os when compared to other HSIs in the sample. On average, HSIs were equitable in conferring bachelor&rsquo;s degrees on Latina/os. Future research should investigate expenditures in instructional activities that are directly associated with student learning at HSIs, and the type of Title V grant-funded activities that are greater predictors of Latina/o student success.</p><p>

<p> The importance of financial literacy was illuminated after the financial crisis of 2008. The disruption also illuminated the fact that many people had been trying to function within an economy by making decisions that they were ill-equipped to make due to a lack of knowledge and understanding. Some of the decisions that people made had repercussions that sent them into dire straits. Many people were struggling financially, others felt hopeless, and some sought out solace by going to a faith-based organization. Consequently, there is a dire need to master and teach financial literacy and our culture must be reshaped to be responsive to the scarcity of financial educational opportunities. Faith based organizations have accepted the clarion call to develop financial literacy programs to meet the needs of their parishioners. Faith based organizations look at people as living souls needing a helping hand out of a critical situation.</p><p> Accordingly based upon the lived experiences of pastor leaders, the purpose of this study is to determine how successful financial literacy practices provided by faith-based organizations can serve as a roadmap to change financial behavior. This roadmap can serve parishioners and other faith-based organizations that would like to provide a similar type of financial literacy program. Accordingly, the purposes of this study is to identify (a) challenges and obstacles that pastors of financial literacy face on their leadership journey, (b) the strategies and practices pastors of financial literacy use to overcome the challenges in their leadership journey, (c) the ways in which pastors of financial literacy measure their leadership success, (d) the recommendations pastors of financial literacy have to offer other faith-based organizations that want to develop a financial literacy program. Through semi-structured interviews, this descriptive phenomenological study was to determine the strategies and best practices of teaching financial literacy in faith based organizations. A total of 15 pastors agreed to be a participant in this research study. There were a total of 38 themes that emerged from the respondents interviewed. There are very few scholarly research studies that address financial literacy within the church. This study will fill the gap and be a major contributor to the literature. Additionally, this study will give insight into how financial literacy should be addressed in the church informing pastoral leaders of the best practices and strategies.</p><p>

While recovering from decades of conflict and trying to adjust to an incipient free market economy, public higher education in Afghanistan is currently confronted with rapidly increasing enrollment and inadequate government financing. The imbalance between high demand for and insufficient supply of higher education has led to a decrease in the quality of education and an urgent need to develop non-state sources of funding. Using Johnstone’s (1986) diversified funding model as the conceptual framework, this exploratory case study reports actors’ attitudes and perceptions of the financing policy options for Afghan public higher education and the impediments to introduce this model in Afghanistan. Data were collected from documents and semi-structured interviews with Afghan administrators, politicians, instructors and students during four months in Kabul in 2008. The findings show that: (a) the state has most likely reached the maximum financial contribution to public higher education and that little more can be expected; (b) that the existing funding for this sub-sector is not managed well; (c) that the current legal framework does not support expansion of the entrepreneurial activities that are developing at the higher education institutions; (c) that the legal system does not provide incentives to develop Afghan national donor support; (d) that the introduction of user fees, though currently under consideration, is confronted with significant technical impediments, and (e) that the introduction of tuition is not on the agenda because the higher education institutions have found the introduction of “night school” as an alternative means that allows the charging of tuition under the guise of “extra” services. In light of the aggregated actors’ attitudes towards these funding options, this study identifies considerable legal, technical and political blockages that hinder the creation of a functioning diversified funding model. The findings indicate that one significant pre-requisite for any development of these new funding sources will be increased institutional autonomy. Without devolution in power from the centralized ministry to the institutions, the necessary incentives and mechanisms will probably be missing for the development of these alternative sources of funding.