M.ed. / This research focuses on the management of allocated funds in Gauteng schools. April 1994 witnessed the birth of a new and democratic South Africa. This birth has meant the need for changes in various areas in the efficient and effective governance of the new South Africa. Education is one area affected by this change. It poses a challenge that includes a range of problematic issues such as inadequate resources, the absence of a culture of learning and teaching, and most recently, the management of allocated funds to schools by the provincial education departments. The effective management of allocated funds is critical for the payment of services such as electricity, water and sewerage the purchase of learning material for teaching; and the maintenance of the school buildings. The aim of this research is to: • analyse the official documents for the management of allocated funds for section 21 schools; • critically evaluate the management of allocated funds m three countries (Botswana, Australia and Malawi) • evaluate and compare the management of school funds in schools that have section 21 functions, and those without these functions. The following research methods were employed to gather the relevant research data: (1) Literature study; (2) Focus group interviews and site analyses of two schools (one with Section 21 functions and one without) on how they manage the allocated funds. This included observations and interviews with the principals and chairperson of the fmance committee. The study concludes with recommendations and guidelines for the management of allocated funds for section 21 schools.

<p> The costs associated with attending a community college have increased over the years, not unlike most sectors within higher education (Mitchell &amp; Leachman, 2015). As such, community college students often find borrowing student loans a necessity in order to seek the academic credential they intend (McKinney &amp; Backscheider Burridge, 2015). In recent years, it is community college students who stop or drop out without completing an academic credential, with little increased earning potential, who are at high risk of defaulting on their student loan balance (McKinney &amp; Backscheider Burridge, 2015). While enrolled in college, these students are at-risk for completing a degree and demonstrate risky borrowing behaviors along the way, both a recipe for increased default and a life less improved, contrary to the promise of higher education (Mettler, 2014). There is little research on the perceptions of students who represent the community college student loan borrower (Cho, Xu, &amp; Kiss, 2015); therefore, this qualitative study was designed to investigate the perceptions of the participants regarding their academic progress and their obligations to their federal loans as viewed through the lens of student choice (Perna, 2006). Interviews with student loan borrowers at a Midwest community college were conducted. The students in this study discussed their perceptions and understandings, and multiple themes emerged as issues with which they were confronted. Overall, the findings imply changes to the structure and delivery of information necessary for student loan borrowers needs modifying. These findings imply students experience a disconnect between information presented to them and recall of the information when asked. Taken as a whole, these findings may be useful to practitioners and policy makers as student loan borrowing behaviors are examined.</p><p>

No description available.

The purpose of this study was to collect baseline data on the level of support that college-related foundations have provided for two-year colleges and to identify the characteristics of those colleges and foundations which have attracted an above average level of support. Data were obtained through a questionnaire which was sent to 101 public two-year colleges located in Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont. Seventy-two (72) colleges completed useable questionnaires. Representatives of seven colleges in the high success group participated in the interview component of the study. Sixty-one colleges reported that they had established an affiliated charitable foundation. During the three-year period covered by this study (July 1987-June 1990), two-year college foundations in the Northeast raised a total of $27,304,376. Foundation assets totaled \$22,484,704 in June 1990. Twenty six (26) colleges which raised funds greater than the three-year mean of $349,046 were identified as having high success foundations. A chi square test was used to determine the relationship between fund raising success and selected variables. The study found that there is a relationship at the.01 significance level between fund raising success and size of the service area, and between fund raising success and the level of financial support for fund raising from all sources. There is no relationship at the.01 significance level between fund raising success and total enrollment, the age of the institution, the age of the foundation, nature of the institution, or the level of financial support provided by the college. Presidents of colleges in the high success group were more likely to personally solicit funds for the foundation. These colleges also provided more professional and clerical support for fund raising than did those in the low success group. Although colleges in both groups used similar strategies to raise funds, those in the high success reported using a greater number of strategies. Colleges in both groups identified corporations and businesses, individuals not associated with the college, and foundation board members as individuals as the donor groups which provided the most support.

This study explores ways for public schools to build political support among elderly citizens by responding to their concerns and needs. Basic marketing principles, used by industry to increase a corporation's market share, are applied to fit the context of local school districts and the elderly. Literature reviews of marketing, the elderly, the needs of the elderly, and elderly issues in other institutions are included in this work. This study focused on people who are over the age of sixty-five living in Wareham Massachusetts. Once the demographics of this segment were identified, the needs, wants, and desires of the individuals in this segment were explored through the use of a survey and by conducting interviews. Included in the appendix is a marketing plan for the Wareham Public Schools, which is intended to address the needs, wants, and desires of the elderly in Wareham Massachusetts and to illustrate an approach that could be implemented elsewhere.

No description available.

<p> This quantitative correlational non-experimental study examines some major implications of student loan debt that Hispanics face upon graduation from institutions of higher learning. It provides both descriptive and correlational statistics to help view how Hispanics differ from non-Hispanics graduate students in their plight to live the American dream of social mobility. Hispanics now represent over 50 million and are the fastest growing (43% between the 2000 and 2010 U.S. Census) segment of the U.S. population. </p><p> The belief that gaining a college degree will enhance social mobility may in fact impede it, or at least, delay it for Hispanics. With the increase in borrowing to gain college access, Hispanic families may face financial constraints impeding social mobility. This study explores the surveys conducted (2008&ndash;2012) by the National Center for Education Statistics and consisting of approximately 13,500 students in postsecondary schools across the United States. The statistical analysis suggests that for Hispanic student graduates in higher education there may be a relationship between student loan debt and financial difficulties, including home affordability, getting married, and having children. The analysis explores the differences between Hispanics and non-Hispanics along these four dimensions. </p><p> Additionally, this study suggests several leadership practices as a way of influencing initiatives that may help address student loan debt for Hispanics. Recommendations for additional research include assessing measures that address the rise in borrowing by Hispanic graduates.</p>

<p> In this autoethnography, I examine the challenges I faced as a private-to-public-sector novice CFO entering a resource-constrained 41-thousand-student K-12 urban school district in Colorado. This study chronicles how I deliberately slowed down my interactions within a complex adaptive system (CAS) through ethnographic interviewing to identify the relationships, processes, and tools; and create the conditions necessary to align and optimize resources at the district level to improve student outcomes. There is scant research on how a new K-12 education CFO transitions from a traditional budget-manager approach toward one that promotes inquiry and cost-effectiveness. </p><p> Unlike CFOs in the private sector, oftentimes I was estranged from strategic and capital-allocation decisions, particularly around instruction. I lacked the time, skilled staff, and resources to perform fundamental cost-benefit analyses. </p><p> I had come to work in a school system after obtaining an MBA from the Stanford Graduate School of Business and working in Wall Street for 20 years. Having no experience working in the public sector more generally or education more specifically, I came with a particular mindset and approach not altogether suited for this environment. Consequently, my transition to this new milieu was quite chaotic. I intentionally embraced entry planning as a way to make sense of a CAS that oftentimes defied comprehensive analysis. </p><p> I learned, slowly, that successful entry required intellectual rigor and emotional sensitivity. I repeatedly found that interventions based on adaptive change that fundamentally shifts how works gets done increased employees&rsquo; anxiety. I assumed the roles of researcher, learner, and knower in evolving an induction approach that recognized entry never stopped because the CAS never rested. </p><p> I explore entry through three case studies. The first of these pertains to my participation in Teachers&rsquo; Master Agreement Negotiations; the second centers on my engagement with Nutrition Services, a low-status but high-value allocator of resources; and the third analyzes how I merged the roles of CFO and educator to increase my district&rsquo;s understanding of municipal-bond finance in preparation for a general-obligation bond offering. </p><p> Keywords: CFO entry; entry planning; complex adaptive systems; teachers&rsquo; negotiations; nutrition services; school finance</p>

The problem of this study was to analyze special education costs relative to the total educational costs of a school district. Special education costs were examined from the perspective that specialized services for handicapped students constitute only a subset of a large variety of education offerings available to students. The purpose of this study was to identify the costs for special education and regular education in selected Arizona school districts, including costs for administration, instruction, instruction support, and operations. In addition, this study examined the cost relationships that existed among pupil-teacher ratios, teacher salary schedules, and teacher training and experience for special education programs. This type of information should allow for the development of finance formulas for special education that will provide the level of financing required to ensure that ample resources are available to provide appropriate educational services for the handicapped. This study examined the costs for 9 types of regular education programs and 10 categories of handicapped students. The school districts studied included 14 elementary districts, 4 high school districts, and 10 unified districts. This sample of school districts comprised over 50% of the total statewide special education enrollment for the 1977-78 school year. The results of this study indicated that extensive cost variations existed for both regular and special education programs. The highest cost for a regular education program was $7,532 for a high school program for industrial arts/home economics. The lowest cost for a regular education program was $818 for high school language arts. The highest cost for a special education program was $5,674 for a resource program for visually handicapped students. The lowest cost for a special education program was $235 for a resource program for speech handicapped students. The impacts of pupil-teacher ratio, teacher salary schedule, and teacher training and experience were established for resource programs for speech handicapped students and for self-contained programs for the trainable mentally handicapped. The impact of pupil-teacher ratio was the most extensive factor in causing cost variations in both of the programs studied. However, the impact of teacher salary schedule and teacher training and experience were major factors in individual cases.

This study utilizes descriptive statistics and regression analysis to evaluate trends in and relationships between tuition price, institutional aid, enrollment, and tuition revenue and their determination of the net revenue generated by colleges and universities. In doing so, it defines how much institutions generate in net revenue utilizing a new metric, net revenue generation rate (NRGR). This allows a new way of thinking about the relationship between the listed tuition price, the investment in aid, and the resultant gain or loss incurred by institutions due to pricing and aiding strategies. Additionally, it explores NRGR in the context of various tuition prices and institutional types over an extended period of time, as no other previous study has done. Publics institutions with higher tuition prices generate higher NRGR's. The opposite is found for private institutions. However as price increases, NRGR decreases. Larger enrollments relate to higher NRGR's, however increases in enrollment negatively influence NRGR for public institutions and positively influence private instituion's NRGR. Baccalaureate, Doctoral, and institutions of higher selectivity produce the largest net revenue per student, yet do so at the lowest NRGR's.This study also introduces the first assessment of marginal NRGR as a means of directly measuring the impact of increasing tuition price on aid and how much institutions make from an increase in tuition. As institutions increase tuition price, institutional aid increases, decreasing the amount of incremental revenue generated from the change in tuition price. This behavior is most clear for private institutions and varies by institutional type.This study also introduces a number of theoretical explanations for pricing and aiding behaviors and their potential effects on the net revenue they generate. This includes a commitment to meeting student financial need as well as attempts to maximize quality and net revenue.Finally, this study provides the first comprehensive use of IPEDS data to address these questions. In doing so, it provides significant gains in the methodology and application of this data set for use in answering questions about tuition price, institutional aid, and net revenue generation across a broad array of institutional types over extended periods of time.