This study compares the perceptions of presidents and academic and fiscal vice presidents of Texas public senior colleges and universities and with those of (appointed) members of the Texas Coordinating Board. A survey instrument was developed, based upon appropriate coordinating board functions discussed in the literature review, A five-point scale was used to measure intensity or agreement or disagreement. Responses were subjected to one way analysis of variance to determine differences between administrators and board members. Differences significant at the .05 level are reported. Administrators and board members differed significantly on all statements related to centralized control versus internal autonomy. Board members endorsed a greater variety of roles and a higher level of activity for the board than did administrators, although members were not expansionistic. Administrators indicated diverse opinions regarding the board's role. Responses related to formula funding were similar. Board members believed that requests to the legislature for higher education funding needs should be presented in terms of a statewide system; administrators indicated uncertainty. Both agreed on the increasing importance of long-range planning in formula development, but administrators were unsure whether such planning would help provide stability and realistic expectations in funding. Both groups endorsed a greater role for the board in collecting, interpreting, and disseminating information regarding higher education institutions. Neither subgroup offered an opinion regarding subjection of higher education budget requests to the criteria used for other state agencies. Board members and administrators disagreed as to whether private business standards were appropriate for higher education institutions. The relationship between funding recommended by the board and appropriations passed by the legislature was not considered appropriate for evaluating board success. State appropriations for higher education were seen as an investment in the state's economic future. Administrators did not believe college and university faculties understood the board s role in funding; board members were undecided.

The challenge in most developing countries is lack of funding in education. This leaves no option for most learners except to drop out of school. Even when safety nets are provided for by governments, this does not fully address the issues of access, equity and retention in secondary education. Education for All, as pronounced in the Dakar Declaration (2000) calls on governments to address access, retention and equity in basic education, overlooking the provision of secondary education. Many policies were adopted by governments in post-colonial rule in Africa and Asia to address the colonial disparities in education. This had a tendency of drowning the budgets in educational matters, notwithstanding the issues of fully addressing access, equity and retention in secondary education. In the developing world, the bulk of the population lives in rural areas where infrastructure for teaching and learning still has to catch up with the urban setting. In view of the global economic meltdown in the 1980s, 1990s and mid-2008, education has seen a squeeze on its budget. It is in this context that funding for secondary education has to be analysed in order to establish policies and programmes which are most suitable and sustainable to enable access, equity and retention of learners in secondary education. Models of funding in various countries are carefully examined in this study, in order to draw on the best practices in funding secondary education as applicable to the Zimbabwean case, and possibly to other countries in a similar situation. The research was carried out in three administrative districts of the Manicaland province of Zimbabwe. Using a mixed methods approach, this study examines the safety nets for the provision of secondary school education in Zimbabwe and proposes better ways to finance secondary school education. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (M.S., Strategic Studies) -- Army War College (Carlisle Barracks, Pa.) / Title from title screen (viewed June 10, 2009). "25 March 2008." "ADA479725"--URL. APPROVED FOR PUBLIC RELEASE. Includes bibliographical references (p. 20-24). Also issued in paper format.

The purpose of this study is to provide research on the funding of state senior higher education in Texas. The focus of this work is on the pressure group-policy process. At the beginning of the study, several questions were raised to assist in establishing boundaries for the research, the collection of data, and the construction of a heuristic model to conceptualize the policy process. The historical and legal factors which affect the funding of higher education were then examined. Attention was focused on the constitutional and statutory provisions which pertain to general appropriations and capital outlays for public higher education. Formula and non-formula items were examined as well as the sources of capital funds.

South Africa began with the ‘no-fee’ school policy (NFSP) implementation on 01 January 2007. The policy abolished mandatory school fees in public ordinary schools to make basic education available to poor learners in the country. However, critics argued that the NFSP implementation made poor schools poorer and needed researched. This prompted an exploration on “No-fee schools’ inability to address the needs of the poor in Limpopo” The researcher randomly sampled ten ‘no-fee’ primary schools for the study. Data were collected through semi-structured interviews and documentation. Interviewees were principals, treasurers and chairpersons of school governing bodies from the schools studied. The collected data were analysed through inductive techniques. The study discovered that the no-fee schools were unable to address the needs of the poor in Limpopo. The study concluded with recommendations for empowering no-fee schools on addressing the needs of the poor in Limpopo and for topics on future research. / Thesis (M. Ed. (Educational Management))

The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools. The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools. / Further Teacher Education / M.A. (Education Management)

Department of Curriculum Studies and Education Management / DEd (Curriculum Studies) / Also availabe in print

This study provides a qualitative look at Texas' Professional Service Providers' (PSPs) strategies for supporting low-performing schools. Four PSPs were selected for participation based on the number of schools they helped exit the Texas Title I School Improvement Program from 2007-2012. Data collected and analyzed included provider and principal interviews, providers' progress reports documenting services, and principals' evaluations of provider services. Results indicated key support strategies in two of four cases were supporting and mentoring/coaching while communicating and building trust were important in the other two cases. Communicating, reviewing information, and planning were important across all cases. The quality indicators aligning with the PSPs' strategies were fit, comprehensiveness, and coherence. They were also the most common across all cases. Finally, analysis of the evaluation of provider services revealed PSP-1 with the highest ratings, followed by PSP-2, PSP-3, and PSP-4 respectively. The findings suggest, first, that PSP support has a dual nature. Contextual support was provided based on the campus leaderships' skills and requests. PSPs also ensured coherence among the strategies of all stakeholders. Secondly, a hierarchy of quality service indicators aligned to the PSPs' strategies: fit, comprehensiveness, and coherence. Finally relationships are vital to a successful provider-campus relationship. The findings have implications for PSP selection, professional development, and evaluation.

Im ersten Aufsatz dieser Dissertation analysiere ich, wie sich ein negativer Arbeitsmarktnachfrage-Schock auf Fertilität auswirkt. Ich analysiere dies anhand des ostdeutschen Fertilitätsrückgangs nach dem Mauerfall und nutze unerwartete, exogene, und permanente Anpassungen der Arbeitsnachfrage, welche von industriellen Restrukturierungsprozessen resultierten. Ostdeutsche Frauen, die stärker vom negativen Arbeitsnachfrage-Schock betroffen waren, haben in den 1990er Jahren relativ mehr Kinder bekommen als jene Frauen, die von dem Schock weniger stark betroffen waren. Der Schock hat somit nicht nur das aggregierte Fertilitätsniveau gesenkt, sondern auch die Zusammensetzung der Mütter beeinflusst. Der zweite Aufsatz untersucht den Einfluss staatlicher Hilfen auf den späteren ökonomischen Erfolg junger Flüchtlinge. Wir untersuchen dies anhand von ostdeutschen Flüchtlingen, die von 1946 bis 1961 nach Westdeutschland geflohen sind. Nur „politische Flüchtlinge“ hatten ab 1953 Anspruch auf Flüchtlingshilfen. Somit können wir Identifikations-Probleme adressieren, die durch Selektion entstehen. Es zeigen sich positive Effekte der Flüchtlingshilfen auf die Bildung, Jobs, und das Einkommen von Flüchtlingen, die als junge Erwachsene migriert sind. Wir finden keine vergleichbaren Effekte für Flüchtlinge, die als Kinder migriert sind. Das letzte Kapitel präsentiert Ergebnisse eines Projektes, das partiell die Lücke schließt, welche derzeit für Ostdeutsche in den deutschen Sozialversicherungsdaten existiert. Durch die Verknüpfung letzterer mit dem „Datenspeicher Gesellschaftliches Arbeitsvermögen“ der DDR von 1989 haben wir einen neuen Datensatz geschaffen, welcher Analysen von Phänomenen wie Arbeitslosigkeit, beruflicher und regionaler Mobilität ermöglicht. Der neue Datensatz kann auch dazu beitragen, das existierende Wissen über die individuellen Arbeitsmarktkonsequenzen des Mauerfalls zu erweitern. / In the first essay of this dissertation, I analyze how a negative labor demand shock impacts fertility. I analyze this question in the context of the East German fertility decline after the fall of the Berlin Wall in 1989. I exploit differential pressure for restructuring across East German industries which led to unexpected, exogenous, and permanent changes to labor demand. I find that throughout the 1990s, women more severely impacted by the demand shock had relatively more children than their less-severely-impacted counterparts. Thus, the demand shock not only depressed the aggregate fertility level, but also changed the composition of mothers. The second essay explores the question of how refugee-specific aid impacts the medium-term economic success of young refugees. We address this question in the context of German Democratic Republic (GDR) refugees who escaped to West Germany between 1946 and 1961, exploiting that only the subgroup of "political refugees" was granted refugee-targeted aid, and that this only occurred after 1953. The quasi-experiment allows us to address identification difficulties resulting from the fact that refugees eligible for aid are both self-selected and screened by local authorities. We find positive effects of aid-eligibility on educational attainment, job quality and income among the refugees who migrated as young adults. We do not find similar effects of aid-eligibility for refugees who migrated as children. The final chapter of this thesis presents results of a project which partially closes a gap that currently exists for East Germans in the German social security data. By linking these data with the GDR's "Data Fund of Societal Work Power" from 1989, we have created a new data set that permits the analysis of phenomena such as unemployment, job mobility, and regional mobility. The new data set can also be used to refine existing knowledge of the individual-level labor market consequences of German reunification.

The thesis is intended to assess the contribution of the public library service to the creation of social capital to reduce poverty. However, in research studies targeting this subject, the lack of empirical research is continuously mentioned or suggestions are made that more qualitative studies could shed more insight on the creation of social capital in public libraries. The concept of social capital or rather how it is created in public libraries leads to the complexity of understanding the creation thereof in public libraries, while continuous suggestions are that more qualitative studies would give light on its creation in public libraries and also in other subject disciplines (Aguilar & Sen 2009: 425; Halpern 2005: 1; Lin 2001: 3). However, to find clarity about what social capital is, the study focuses on Pierre Bourdieu’s description of social capital. Pierre Bourdieu is known as one of the first social scientists who tried to understand the concept of social capital (Bourdieu 2005: 1). The public library from a social capital viewpoint is a trustworthy social network where people have access to resources to benefit their socio-economic development. The presence of social capital is visible in every aspect of life and for that reason it is not uncommon for social capital to have an effect on unemployment, mental health and social empowerment (Thompson 2015). Social capital is a recognisable term in Library and Information Science (LIS) literature (Stilwell 2016: 54; Strand 2016: 144; Skelly 2014: 2; Aabø, Audunson & Vårheim 2010:16; Hart 2007:22; Bhandar, Pan & Tan 2007:263). However, the idea that social capital in libraries exists may not be recognised, such as in the case of the book Bowling alone, authored by Robert Putnam (Putnam 1995:22). Public libraries fulfil the role of social capital in two ways: connecting individuals and the community with their library services and programmes and promoting the staff-patron interactions that attempt to create patron trust in the library. Feldman (2009: 5) illustrates the notion of social capital in the library as generated through library services and programmes that could contribute towards empowerment, skills development, happy families and positive economic growth (Feldman 2009:5). The study is an sequential explanatory mixed methods study. There were three data collections methods use. Questionnaires with mostly close-ended questions, interviews and official documents. The research participants were 115 library patrons and 58 library staff of the Emfuleni Local Municipality Library and Information Service. The researcher found several explanations on the creation of social capital, but none had measurable outcomes that could illustrate the societal value of public libraries, apart from one, which was to build a trusting relationship between the library, staff and patrons. Hence, through Vårheim’s (2014: 68) observation about trust and patron attendance, library programmes were identified as the measurable outcome to rationalise the importance of the public library and the value of libraries and library staff. In such a case, the societal value of libraries can be understood. Through the correct measuring instruments that were identified in this study, public libraries address the creation of social capital that makes it possible to show that public library services support lifelong learning and workforce development. / Information Science / D. Litt. et Phil. (Information Science)