The districts that have been in receivership in the State of California have a student population categorized as socioeconomically disadvantaged. While state receivership is triggered by fiscal insolvency, the school district in receivership is not performing to state standards according to the indicators on the California Dashboard (California Department of Education, 2021a). In order to return to local control and governance by a locally elected Board of Trustees, the district must meet its financial obligations and meet and maintain the Financial Crisis and Management Assistance Team (FCMAT) review criteria. California Assembly Bill No. 1840 (Cal. 2018) shifted the power from the state level to the local county office. This shift infers that there is a difference in leadership at the state level and leadership at the local level, and suggests that more decentralized leadership, at the local level, will more effectively support the improvements necessary to move a district out of state receivership. By studying the leadership of a district governed by A.B. No. 1840 (Cal. 2018) and the impact of the decentralization of leadership of chronically failing or struggling districts, I learned the policy levers available to policymakers when this happens. The district must spend significant amounts of money to pay back loans and for costly reviews. This is money that is not going toward improving learning and school experience.

This research was conducted in the Sekhukhune District in Limpopo Province with a particular focus on the Department of Education's Malokela circuit. The main purpose of this study was to probe how school governing body (SGB) stakeholders work collaboratively to manage school finances and implement finance policy effectively in the public schools of Limpopo Province. The following research question was used to investigate the problem: How collaboratively do school governing bodies (SGBs) govern the financial affairs of public primary schools in the Malokela Circuit of Limpopo Province? It is in the interest of schools and their learners that SGB stakeholders work collaboratively to effectively manage school finances and properly implement finance policies. The identified problem was investigated by means of a qualitative research approach, using semi-structured interviews with a purposive sample from two selected public primary schools in the Malokela Circuit in Limpopo Province. The qualitative research approach was considered suitable because the study was intended to be an exploratory one aimed at gaining a better understanding of a phenomenon. The case study was used as a research design; it was assumed to be more appropriate for this research because it helped the researcher understand how people interact with, and relate to, one another. The research findings revealed that governing bodies in public primary schools are faced with many problems which, among others, include levels of education of stakeholders, especially parents, and their lack of knowledge and the skills needed to execute their duties when they are required to perform their roles and carry out their responsibilities in managing school finances. In order for public schools to meet these challenges successfully, this research makes a number of recommendations based on conclusions reached from findings. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Europos Sąjungos finansų politika pagal savo prigimtį, įgyvendinimo procesą ir ateities tendencijas yra labai reikšminga Europos Sąjungos bendros ir finansų rinkos integracijos ir efektyvaus veikimo atžvilgių. Lietuva, vadovaudamasi Europos Sąjungos finansų politikos gairėmis ir reikalavimais, padarė didelę pažangą siekdama integruotis į Europos Sąjungos bendrą finansų rinką ir sudarė sąlygas tobulėti valstybės privataus finansų sektoriaus rinkai ir viešų finansų sistemai bei užtikrinti darnų ekonomikos augimą. Jeigu ateityje Europos Sąjungos finansų politika bus vykdoma kryptingai, galima tikėtis, jog bus sukurta konkurencingiausia ir dinamiškiausia ekonomika pasaulyje, turinti autentišką bendrą rinką, kurios egzistavimui reikalinga bendra valiuta norint garantuoti, jog bendra rinka turės potencialą augti bei klestėti. / The European Union’s finance policy, due to its nature, process of implementation and future tendencies, is of high importance in respect of the integration of European Union’s common and finance market and effective operation. Lithuania, following the requirements and milestones of the European Union’s finance policy, made a huge progress seeking for the integration into the common finance market of the European Union, moreover, Lithuania capacitated the market of public finance sector and the system of public finance to improve and ensured harmonious growth of the economy. If the European Union’s finance policy is implemented purposefully in the future, we may expect that the most competent and the most dynamic world’s economy, having the authentic common market and common currency, which is necessary for its existence, in order to guarantee that the common market will have the potential to grow and to flourish, will be created.

The dissertation comprises of two chapters that use applied econometric techniques to analyze policy related questions that have implications for educational outcomes and one chapter that assesses factors that influence foreign direct investment inflows. In the first chapter I study the impact of equity premiums on the completion numbers of minority students. In the second chapter I assess the impact that state funding cuts for higher education may have on completion numbers across racial and ethnic lines. For the last chapter I study the relationship between intellectual property rights and foreign direct investmentFor chapter one, I study the impact that equity premiums inclusion in performance-based funding models have on the completion numbers of minority students. Using a combination of administrative data over the period 2004 to 2018 with two-way fixed effects methods, I investigate the impact of the premiums on completion numbers of Black, Hispanic, and Native American students. My estimates show that in the short run (up to 2 years post-policy) there are no changes in the completion numbers of at-risk students in adopting and non-adopting states. Secondly, there is heterogeneity in policy effects across ethnicity, in particular Hispanic student completion numbers decrease in adopting states. Thirdly, public institutions become more selective in their admissions of at-risk students post-policy, which may lead to the overall null effects I establish. For chapter two, I investigate whether there exist variations in how state funding cuts for higher education may impact on completion numbers across racial and ethnic lines. Combining administrative data from 1997 to 2018 with two-stage least squares methodology, I test how institutional state funding instrumented by total state funding may influence completion numbers across racial categories. I find that changes in state funding have no significant impact on the completion numbers for each racial category of students. For chapter three, I extend Spatz and Nunnenkamp’s (2003) analysis by using a panel dataset to determine a causal relationship between intellectual property right (IPR) protections and foreign direct investment (FDI) inflows. Using a fixed-effects Poisson model my results shows that IPR is a causal determinant of FDI within the manufacturing industry. My study concludes that as a country improves their IPR protections, the positive impact on FDI within the manufacturing industry, increases at a decreasing rate. / Economics

Thesis(MPA.) -- University of Limpopo, 2022 / Schools depend on the funds allocated by the government, parents and to an extent donation from Non-Governmental Organisations (NGO). According to the Public Finance Management Act, 1999 (Act 1 of 1999), all public institutions must utilise funds in an effective, efficient and transparent manner. Schools as one of the public institutions are therefore expected to meet the expectations. To ensure compliance and smooth administration of public finances in schools, the government developed rules, legislations and policies as guiding tools in the administration of finances. In the school setup it is the responsibility of the school governing bodies guided by the principals to ensure proper and lawful usage of funds (South African Schools Act, 1996, Act 84 of 1996). Furthermore, South African Schools Act, 1996(Act 84 of 1996), stipulates that the responsibilities and the accountability of the finances rest on the shoulders of the Finance Committee. It is therefore necessary for the Finance Committees to have the necessary competencies in financial management and administration. The study aimed at investigating the competency of the Finance Committees in administering the financial resources in Phokoane Circuit schools. The study was guided by the Professionalism Theory to address the research problem. Professionalism theory also assisted in the methodology used to collect and analyse data to obtain trustworthy findings. The study is a qualitative research enquiry in nature. The study employed qualitative research methods in which data was collected through interviews and document study. Four no- fee schools were sampled. The treasurer, finance officer, SGB Chairperson and Deputy Chairperson of each sampled school constituted the participants of the study. The study revealed lack of knowledge and skills in financial administration, non compliance of the legislation frameworks and the financial policies, insufficient accountability; control and monitoring of finances, lack of teamwork, incompetence of Finance Committees members, insufficient financial resources and overlapping of responsibilities between the principals and Finance Committees in schools. Based on these findings the study recommends that in-depth training of Finance Committee be undertaken, Finance Committee members are developed in financial legislative frameworks and policies. Furthermore, the study recommends that the Finance Committee be developed on programmes in accounting, monitoring and control of finances. Additionally, the study also recommends that teamwork on the financial activities be enhanced and that financial resources in schools be adequately available. Through the development of members of Finance Committee the overlapping responsibilities between the principals and the committee will be avoided.

本文以遠東國際商業銀行為個案研究銀行，探討個案銀行經營績效(以CAMEL架構為衡量指標)之良窳與法人金融授信業務之狀況。經過蒐集與分析大量的財務數據後，發現個案銀行在平均每位員工獲利能力、資產報酬率(ROA)、股東權益報酬率(ROE)與流動準備率上表現優異。然而，投資收益與存放款利率差的表現相對落後，並且觀察到定期存款比率過高，可能是導致存放款利率差縮小的原因。在法人金融授信業務上，發現遠東商銀的法人金融授信金額佔總體授信金額的比重偏低，將會提高過度仰賴個人金融授信業務所面臨的違約風險。除此之外，相較於主要競爭銀行，遠東商銀法人金融授信業務的資產品質亦有改善的空間。最後，依據遠東商銀所面臨的問題，本文針對整體經營績效提出兩項建議：(1) 多元化金融商品與財富管理服務；(2) 深化客戶線上金融服務使用率。另針對法人金融授信業務提出三項建議：(1) 深耕既有法人客戶；(2) 擴大海外聯貸市場參貸與擴增銀行資產；(3) 開發中小企業授信業務。

While there is considerable academic research on the intersection of comprehensive plans, finance policies, zoning policies and how these factors influence real estate developers' choice of what land to develop and what buildings to construct on that land, little is understood about whether these three variables promote or hinder real estate developers' choice of whether to build communities that promote healthy living. Using urban planning theory as the foundation, the purpose of this correlational study was to determine how real estate developers' decisions are made to support healthy New Urbanism development in the United States. Secondary data from the Urban Land Institute were used for this multiple regression study that explored the degree to which comprehensive plans, finance, and zoning policies predict the likelihood that real estate developers will build New Urbanism communities in the United States. Findings indicated that comprehensive plans, finance policies, and zoning policies had a statistically significant influence on real estate developers' decisions on the types of communities to build in the United States by 53.6%, 46.8%, and 71.6% respectively p < .05. The information presented in this study is important to urban planners/designers, health care professionals, and municipal officials because of the intra and interdisciplinary approach of the built environment as a nonmedical determinant of health. Cultivating public and private collaboration to develop public policy could affect social change by directly affect the alterations and improvements in the built environment health that either promote or impede healthy outcomes.

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)

Seventeen years after the passing and enactment of the South African Schools Act (SASA), Act 84 of 1996 which regulates the establishment of democratically elected school governing bodies (SGB) and which contains directives on how to organise and manage school funds, SGBs are still struggling to understand their roles and responsibilities. This study is aimed at investigating the perceptions of school governing body members as regards to their financial management roles in selected no-fee schools in the Maraba Circuit of the Limpopo Province, South Africa. The study used a qualitative research design within the interpretive paradigm. In addition, decentralisation theory served as the theoretical framework for the study. A sample comprising 22 participants from six selected no-fee schools was purposefully selected to act as the research participants. Semi-structured interviews and document analyses of official documents were conducted in order to collect the requisite data. The research participants included school principals, SGB chairpersons, treasurers and finance officers. The data collected was qualitatively analysed through coding and categorisation. The study revealed that the perceptions, experience and understanding of their financial management roles of SGB members often differ. In addition the study discloses that many of the participants lacked competency. In other words they lacked the proper knowledge and skills required to manage their school funds effectively. It would appear that their lack of the proper knowledge and skills was related primarily to their literacy levels and lack of training. The study concluded with the recommendations that SGB members be empowered through continuous and effective training to enable them to understand and fulfill their financial management roles. / Educational Leadership and Management / M. Ed. (Education Management)

Financial management remains a challenge in many schools because most managers lack proper training. Schools are still unclear on the features and functions of a school’s budget. The implementation and control of the budget and evaluation remain problematic. According to Mestry (2004: 26), there are many Principals and School Governing Body (SGB) members who lack the necessary financial knowledge and skills and are placed under tremendous pressure because they are unable to work out practical solutions to the financial problems of the school. In many instances it has been reported that principals and SGBs have been subjected to forensic audit by the Department of Education due to the mismanagement of funds through misappropriation, fraud, pilfering of cash, theft and improper control of financial records. The South African Schools Act no. 84 (SASA) prescribes how the school should manage their funds. It also provides guidelines for the SGB and the principal on their roles and responsibilities in managing the finances of the school. SGB must perform all functions as stipulated in section 20 of the Schools Act (South Africa, 1996). The study has will find that the SGBs in township schools have a challenge in the management of funds in schools. This is due to the fact that parents in the SGBs of the selected township schools lack of knowledge and expertise making it difficult for them to contribute meaningfully in governance. The Department of Education trains SGBs on roles and responsibilities, but it seems as if training is not effective. The budget is drawn up efficiently and finance records are well managed in some township schools in some township schools. The researcher in some township schools recommends that the treasurer of the SGB should be someone with expertise in accounting or financial 5 skills. This will reduce the administrative duties that are performed by the principal on behalf of the parents in the SGBs. The Department of Education should strengthen the training given to the SGBs so that they can perform their duties efficiently and effectively. All stakeholders should be consulted when the budget is drawn. Schools should foster good working relations between the SMTs and the SGBs / Educational Leadership and Management / M. Ed. (Education Management)