published_or_final_version / Public Administration / Master / Master of Public Administration

This study presents the significance of primary and secondary school funding in the State of New Hampshire and its related effects on the University System. Two main research questions are examined. Does the primary and secondary school funding structure impact University System of New Hampshire funding? What impact has the debate around the terms "adequate" and "equitable" had on educational funding? Comparisons between primary and secondary school funding and the University System of New Hampshire funding are examined.With New Hampshire's unique history and large Legislative body, educational funding at all levels can become an often discussed topic. A seventy-five person sample is analyzed and presented in the thesis; as are recommendations for further study. / Department of Secondary, Higher, and Foundations of Education

Thesis (MEd)--Cape Peninsula University of Technology, 2016. / Many schools in the Western Cape Province of South Africa have opted to change from a fee-paying school to that of no-fee paying school, due to the small or no income of funding received annually from learners from poor economic backgrounds. The study aimed to investigate whether this school fee system was able to successfully address barriers which the previous system was unable to, and for this reason I addressed the stakeholders who are involved in the implementation of this no-fee school policy. This study aimed to explore the experiences of teachers and parents at the no-fee school well after its transition from feepaying. In summary, the study examined whether the no-fee allocated funds per learner were able to improve the school performance indicators (school facilities, resources, teacher complement, pass rates, infrastructure, etc.), since the change took place. The study applied a qualitative case study methodology to realize its purpose. I used purposeful sampling to select one newly declared no-fee school. From this school, one principal, six teachers and four sets of parents were interviewed on their experiences regarding this policy. Semi-structured interviews and observation with document analysis were triangulated to collect and enrich the data. The study revealed that this no-fee school was able to address the needs of the poor in the Lotus River historically disadvantaged community.

The focus of the study was to observe changes brought about by the implementation of Chapter 2 of the Education Consolidation and Improvement Act of 1981 in local jurisdictions of government when the disposition of federal funds were under local control. The study investigated the extent to which the six expressed intentions of Chapter 2, ECIA legislation were realized in 154 local education agencies in the state of Mississippi two years after implementation. Specifically, the six legislative concerns were to: * Reduce the amount of paperwork without reducing the quality of programs, * Equalize the distribution of federal funds without reducing the benefits to specific target populations, * Increase local discretion without diminishing prior program commitments to the original national priorities, * Increase the role of private education without raising the constitutional issue, * Reduce reporting and evaluation requirements without a commensurate loss of accountability, and * Reduce the constraints on SEAs in the planning of federally funded projects and programs without a loss of perceived quality in those programs. Data sources collected for analysis included: a mail survey, interviews with state and local school personnel, and supportive documents from both the state education agency and local school districts. The data was analyzed using descriptive statistics. From the study it was concluded that, while the goals of Chapter 2, ECIA legislation were admirable, they were replete with unintended consequences. Further, while many of the legislative objectives were met at the national level several of the objectives had differing effects in a state like Mississippi which exerted little SEA influence. / Ph. D.

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)

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 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.

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)