This study examines the correlation between the self-perceptions of junior high school students in Kaohsiung city and their academic performance in each major subject area taught under Kaohsiung city¡¦s nine-year compulsory education system. Key research objectives include: Examine the influences of personal variables on junior high school student self-perception and academic performance within the 9-year compulsory education system; and determine correlations between the self-perception and academic performance; and offer practical suggestions can better assist junior high school students to cultivate self-perceptions that are both active and positive. The authors used the ¡§Self-Attitudes Questionnaire¡¨, revised by Mr. Wei-fan Kuo, as a primary data-gathering tool. The subjects of this research were junior high school students (grades 7 through 9). After categorizing schools as ¡§large¡¨, ¡§medium¡¨ or ¡§small¡¨ (based on student population), the authors chose target schools by randomly selecting three (3) from each category. Finally, a computer was used to select at random one class from each of the nine selected schools. Data collected for this study included completed self-attitude questionnaires and students¡¦ semester grade reports. The authors employed one-way ANOVA, Pearson product-moment correlation, gradual multiple regression, and T-Test analysis methodologies to test hypotheses. Research Findings: At present, the overall rating for self-perception among junior high school students studying in Kaohsiung Municipality is higher than the national average. The sex of respondents was found to affect self-perception significantly in all categories and at each level of academic performance. Differing social / economic backgrounds of families had a significant impact on self-perception in all categories and at each level of academic performance, and Study results indicate that level of self-perception is a regressive predictor of academic performance. Based on the above findings, the authors offer the following practical suggestions: I.The academic curriculum should foster the development of a positive and active sense of self-perception in students; II.Effectively managing the factors that influence students¡¦ self-perception can effectively assist in the prevention / rectification of self-perception problems. III.Students coming from families in lower social or economic strata should be afforded special attention and support. IV.Educators should note and attend to the differing needs of individual students in the classroom.

Recently, implementing Public Affairs Management (PAM) educational program, and increasing the graduate¡¦s abilities and management quality have become important issues for establishing postmodern public involvement citizenship. In other words, how to instruct a modern citizen to participate in the civic society relies mostly on the education avenue. However, there existed different promoting experiences of PAM education among Taiwan, China and the U.S.A. However due to the social context and history in each country, there existed each own strength and focus. Hence, to discern and compare the PAM course structures cross-nationally and to spotlight the direction and development of PAM education program in the future became the researcher¡¦s interest. This study contained 16 universities offering executive professional master programs of MPA (Master of Public Administration, MPA) in Taiwan and 24 universities in China as research subjects. Six universities in the U.S.A. were selected for the comparison purpose. ¡§Integrated Reference Framework for Public Affairs Management¡¨ was applied as the analysis model to compare these courses. The study aims were below: (1) to review the explicitness and reflectivity of this framework; (2) to present the main characteristics of PAM education courses structure dimension; (3) to discover the denotation between universities in Taiwan and China; and (4) to contribute to PAM education course design in the future. The findings of this study were summarized: 1. Quantification analysis results After conducting Hayashi¡¦s quantification theory analysis with MPA education courses structured from universities in Taiwan and China, and incorporating with representative universities in the U.S.A., this study extracted three characteristics as the following: (1) Sixteen universities in Taiwan reflected ¡§phenomenal side¡¨, ¡§essential side¡¨ and focused on postmodern issues. The main crucial courses could be categorized into institutional analysis and design, Taiwan-China politics and policy issues, product-quality management and innovation. (2) Twenty-four universities in China reflected ¡§phenomenal side¡¨, ¡§essential side¡¨, ¡§conditional side¡¨ and focused on modern issues. The main courses could be categorized into institutional analysis and design, science-technology policies, and information technology management. (3) Six universities in the U.S.A. reflected ¡§phenomenal side¡¨, ¡§essential side¡¨ and ¡§conditional side¡¨ and focused on postmodern issues. Furthermore, they influenced the universities in both Taiwan and China. The main courses could be categorized into institutional analysis and design, science-technology policies, information technology management, and rural-urban housing development and transportation. 2. Qualitative interview analysis results The qualitative research data were collected through in-depth interviewing with the professors lecturing at the PAM education institutions. The findings suggested: (1) When designing education course, the department shall take technical rationality and philosophical thoughts of administration into consideration. (2) The PAM courses shall aim to create its localized theories instead of replicating the foreign ones. Otherwise, the interviewees suggested that a critical thinking and the ability to modify the theories were essential. (3) PAM policies could be practiced with sustainable perspectives and these policies shall take whole-person education as one of the purposes. (4) PAM courses could integrate and strengthen theory and practices, in order to broaden the scopes of academics and researches. (5) When the universities and the departments set up a goal of transformation and development, the identity crisis should be concerned. (6) The interviewees suggested that the university could set up the school of public affairs to emphasize its status in education. Key Words¡G public administration, public management, public affairs management, education system, Hayashi¡¦s quantification theory.

Economic events of this era reflect the fact that the value of information and technology has surpassed the value of physical production. This motivates countries to focus on increasing the education levels of citizens. However, policy making about education system and its returns requires dynamical analyses in order to be sustainable. The study aims to investigate the dynamic characteristics of a country-wide education system, in particular, that of Turkey. System Dynamics modeling, which is one of the most commonly referred tools for understanding the complex social structures, is used. Our model introduces dynamic relationships among different classes of labor forces with varying education levels, university admissions, research quality, and the investments made in education, research and other sectors. Model experimentation provides new insights into the investment and capacity-related aspects of the education system environment.

This thesis analyzes the changes occured in the Iranian education system. The changes occured before and after the Islamic Revolution are main themes. Reform attempts, modernization, westernization, secularization, purification and Islamization of Iranian education system will be discussed along with comments of notable figures. The thesis will also trace the history of modernization and development of Iran as well as introducing political ideas of ruling elites how they defined projects to transform Iranian education system.

This thesis examines how mothers of children labeled ‘learning disabled’ negotiate with educational professionals as advocates for their children. Previous scholarship has not adequately addressed the role that parents, particularly mothers of children labeled ‘learning disabled’ play in the education of their children. Through analyzing the ways in which these educational practices shape people’s experiences and identities, we can gain a deeper understanding of the ways in which labeling processes are experienced, managed, constructed, negotiated and/or resisted. This subject was explored through in-depth interviews with six mothers, using interviewing practices informed by standpoint methodology. My analysis follows two major themes. The first theme deals with the contradictory nature of psychoeducational assessments in the classrooms of the educational system. I demonstrate how psychoeducational assessments act as a set of rules, regulations and rights. I demonstrate how the mothers in my study used these as tools for empowerment and resistance to educational structures and discourses of normalcy. I also demonstrate the limitations of these texts to secure the educational interest and rights of children labeled ‘learning disabled’. The second theme deals with transformation processes. I ask, how do mothers of children labeled ‘learning disabled’ change as a result of negotiating their child or children’s ‘learning disability’. I demonstrate how being a parent of a child labeled ‘learning disabled’ is outside the sphere of ‘regular’ parenting and the sphere of the formal educational system and the economic, social and health-related consequences of such negotiations.

Magistro darbo tema – Kaimo pilietinė bendruomenė ir jos sąsajos su švietimo sistema (Kaišiadorių rajono atvejis). Tema aktuali, kadangi būtina stiprinti kaimo bendruomenės ryšius su švietimo sistema, nes kaimo bendruomenei kokybiškai veikti reikia žinių ir įgūdžių, gebėjimų įtakoti savo narių ugdymo procesus. Darbas teoriškai ir praktiškai reikšmingas, nes šalies kaimo bendruomenių sąsajos su švietimo sistema dar mažai tyrinėtos, apibendrinančių tyrimų nėra atlikta. Tyrimo objektas – kaimo pilietinė bendruomenė ir jos sąsajos su švietimo sistema. Tyrimo problema – kaimo pilietinės bendruomenės aktyvesnis įtraukimas į švietimo sistemą. Tyrimo hipotezė: 1) kaimo pilietinės bendruomenės įtrauktumas į švietimo sistemą sąlygoja kaimo bendruomenės potencialą: jos narių kompetenciją, gebėjimą geriau patenkinti kaimo gyventojų poreikius, kaimo bendruomenės konkurencingumą; 2) kaimo pilietinė bendruomenė silpnai arba tik formaliai susijusi su švietimo sistema. Tyrimo tikslas – atskleisti kaimo pilietinės bendruomenės sąsajų su švietimo sistema rezervus bei trikdžius. Tikslas realizuojamas šiais uždaviniais: a) išanalizuoti kaimo pilietinės bendruomenės sampratą bei bendruomeninio judėjimo raidą Lietuvoje; b) aptarti kaimo pilietinės bendruomenės sąsajų su švietimo sistema rezervus; c) išnagrinėti kaimo pilietinės bendruomenės sąsajų su švietimo sistema trikdžius; d) ištirti kaimo pilietinės bendruomenės švietimo veiklos galimybes; e) interviu pagalba išsiaiškinti Kaišiadorių... [toliau žr. visą tekstą] / The theme of this master’s paper - The rural civic community and it’s connections with the education system (the case of Kaišiadorys district). The subject is very important, because it is essential to the case of Kaišiadorys district strengthen the connections of rural communities with the education system, as at the present time rural communities need special knowledges and skills if they want to work successfully and to influence competences of their members. The paper is theoretically and practically significant because connections of rural civic communities with the education system almost aren’t still studied. The object of this study is the rural civic community and it’s connections with the education system. The problem of the study – more active involvement of the rural civic community in the education system. The hypothesis of this study: 1) involvement of the rural civic community in the education system determines potential of the community (competences of it’s members, possibility to fulfil the needs of community’s members, competitive ability); 2) the rural civic community is connected with the education system weakly or nominally. The purpose of this study is to reveal reserves and encumbrances of rural civic community’s connection with the education system. The purpose is reached by these goals: a) to analyze the conception of the rural civic community and development of the movement of the communities in Lithuania; b) to discuss the reserves of rural... [to full text]

<p>Theoretically, the role of higher education in national development has become clearer than before, while empirically the evidence is overwhelming. Elsewhere in the world, countries that have made tremendous strides in both social and economic development invested heavily and strategically in higher education. In Malawi, the role of higher education in national development has always been recognised by development policies since independence in 1964 <span style="mso-bidi-font-style:italic">However, with the exception of the first 15 years of independence, Malawi&rsquo / s development path has registered abysmal results both on the social and the economic fronts despite undergoing significant socio-economic and political reforms. Malawi remains one of the most underdeveloped countries whether judged by Gross National Product (GNP) per capita, the UNDP&rsquo / s Human Development Index (HDI) or the Human Poverty Index (HPI). One of the factors that is considered as having contributed to low levels of development is the performance of education systems (primary, secondary and higher education) (World Bank, 2009).</span>It is against this background that this study sought to examine how Malawi&rsquo / s higher education institutions (HEIs) have responded to their roles as prescribed by the national development policies with a focus on the period between 2000 and 2010. Four questions guided the study: i) what specific roles do national development policies define for HEIs to ensure that higher education contributes to national development? ii) To what extent are these roles performed by HEIs in Malawi? iii) What factors determine the performance of HEIs in their expected roles? iv) What pattern of response to their (HEIs&rsquo / ) expected roles can be identified? Theoretically and analytically, the study was informed by the two perspectives of the open systems theory, namely the resource-dependency approach and neo-institutional approach. These two approaches contend that actions by organisations are limited and influenced by various pressures and demands emanating from their internal and external environments and that organisations often respond accordingly in order to survive. Methodologically, the study employed a mixed-method design (of qualitative and quantitative) with a dominant usage of qualitative methods. A multiple case study approach was used in which data were collected through unstructured interviews, semi-structured interviews and documentary review. For qualitative data, the analysis was done using a text method while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) and Microsoft Excel to provide simple descriptive analysis through charts, tables and graphs.<span style="mso-fareast-font-family:TimesNewRoman"> Overall, the study found that Malawi development policies expect HEIs to enhance access, equity, relevance, efficiency and quality of higher education as a way of ensuring that higher education contributes to the national development project. However, the study identified several patterns of response by HEIs (towards these expected roles) that tentatively explain the sub-optimal contribution of higher education in national development. These patterns of response include: inclination towards responding to the politically sensitive crises in the higher education system (for public HEIs) and profit-compatible roles (for private HEI) / use of sub-standard resources and methods antithetical to genuine teaching and learning / duplication by private HEIs of the &ldquo / soft&rdquo / roles being undertaken by public HEI / the abandonment of some of the HEIs&rsquo / original ideals and founding pledges, which are compatible with national development roles / and substitution of long-term coherent academic planning by short-term survival strategies. </span><span style="mso-bidi-font-size:18.0pt / mso-fareast-font-family:TimesNewRoman / mso-bidi-font-family:Arial / color:black / mso-fareast-language:EN-US / mso-bidi-font-weight: bold">The study presents a number of implications, lessons and recommendations in the area of higher education and development. These include: the need for the government to recognise the importance and impact of intra-sectoral linkages in the entire education system on the performance of HEIs / the need to enforce the effective participation of private and public HEIs in national developmental project by establishing a proper regulatory framework / the need to enhance regional and internal collaboration among universities if they are to effectively respond to national roles / the need to reduce marginalisation of HEIs by maximising efforts that create linkages with the productive sector / the need to devise a robust public financing mechanism that broadly deals with issues of equity, relevance, quality and access of higher education / and the need to match education investment priorities and sequencing with development policies</span></p> <p>&nbsp / </p> <p class="MsoNormal" style="text-align:justify">&nbsp / </p> <p>&nbsp / </p>

Additional education very important and significant part of an education system. It helps to organize leisure of pupils to open it the abilities and in practice to use knowledge got during employment. Also additional education can help to adapt for constantly varying conditions of a modern life. Therefore I consider that this part of an education system should be priority. In fact additional education can save pupils from fulfilment of crimes and drugs as propagandizes a healthy way of life correct public values. This education will be organized at different levels both on public and on state therefore influence on the pupil very big. Organizing additional education it is very important to consider the put forward purposes and to pick up the suitable form of work. Additional education will be organized leaning on main principles of system of education. Carried out research has shown that the majority of pupils chooses additional education of sports character and approves that it is important in their life. In opinion of pupils organizing additional education it is very important to consider their interests and needs and to enable to show the initiative. Also the majority thinks that additional education helps development of the necessary abilities and will help to facilitate study in the future. Also the majority thinks that additional education helps development of the necessary abilities and will help to facilitate study in the future.

This thesis examines School Generated Funding (SGF) within the Toronto District School (TDSB) to see if SGF is reinforcing a two-tier education system. Five sources of data were analyzed: The SGF Record of the TDSB from 2008-2009, The Preliminary School Budget from 2010-2011, EQAO test results from 2008 to 2009, The Learning Opportunity Index (LOI) from 2009, and three socio-economic status factors (income, education and occupation) using the Toronto Wards Profiles. Using the SGF record, twenty green schools (schools that raised the most SGF, amounting to $4,043,837) were compared, using the five sources of data against twenty red schools (schools that raised the least amount of SGF, amounting to $109,885). Two recommendations have been suggested: SGF be capped at a median amount throughout the TDSB and extra funding be put into a funding account for the TDSB to disperse to schools that need it.

The study was aimed at discovering the extent to which the education system of Venda satisfies the human resource needs of that area. Chapter one not only outlines the aim of the study but also defines certain terminology used in the text. It also gives an outline of the research methodology. Chapter two identifies the theoretical guidelines with regard to how the education system is related to human resource needs. In defining the education system the chapter indicates that education cannot be divorced from the society in which it exists and therefore must be seen as a social, cultural and economic phenomenon. Chapter three examines the manner in which human resources function as a determinant of the education system. In examining the meaning of human resources it indicates the importance of developing the skills of the people as well as indicating the importance of attitudes towards work of the people, thus showing that skills and attitudes together help create good human resources for the growth and development of society. Chapter four indicates general educational needs as well as the criteria to be used for the purposes of this research. It indicates that basic skills should be developed in all people so that they can be able to adjust properly to the workplace. It emphasises the importance of reading, writing, computation and speaking abilities as the basis for education which intends to develop good human resources. Chapter five is the empirical study. It therefore indicates how the postal questionnaire was used. It also contains the results of the empirical study, and explains them. Chapter six gives the conclusions as well as the recommendations that are a result of this research. It concludes that the education system and society are bound together and should not be separated, that human resource development is an important aim of education systems and therefore development should not be one-sided but should be complete, that is, it should include social and cultural skills and economic development. Thus education in Venda should not ignore this, and should be of a good quality as from the lowest standards, so that whether a person has an education of up to Standard 5, 8 or 10 it should not be an insurmountable handicap to adjustment to the work situation. / Thesis (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1996