This is a study of the perceptions, philosophies, purpose, and effectiveness of public education in Bermuda. It includes a purposeful sample of Bermuda leaders in education, government, business, and public life. I prepared a series of questions that I used as an interview guide to obtain the opinions of participants in the study. Most participants did not provide specific information about the official philosophy, major purposes, or specific educational outcomes of the public education system since its restructuring began in 1987. Many indicated their frustration about the lack of such basic data as enrollment, graduation, and dropout rates. Nearly all interviewees (except those staff members from the Ministry of Education) agreed that the effectiveness of public schools has declined dramatically in recent years. Other findings include: Leadership in the Ministry of Education and the Department of Education has been bureaucratic and incompetent; Governmental funding of public schools has been very high, but much money has been wasted; Some public middle and secondary school principals have performed poorly, at least partly because of inadequate leadership and communication from the Ministry of Education and the Department of Education; Major problems exist regarding curriculum misalignment, teachers’ qualifications and performance, services of school counselors, lack of parental involvement in the schools, and classification and instruction of students with cognitive, physical, and emotional disabilities; and Major changes are needed to overcome existing problems, including dismissal of the least effective individuals in the Department of Education and in individual schools.

In view of the scarcity of educational marketing/public relations studies in Taiwan, particularly at the kindergarten level and the need to recruit and retain students in a highly competitive environment, this research was conducted among a sample of parents whose children attend a large private kindergarten in one of the major cities in Taiwan. Both quantitative and qualitative methods were used to collect data for this study. The objectives of the study were to find out the demographic profile of the parents whose children enrolled at the kindergarten, their information seeking patterns regarding kindergarten education, factors affecting their choice of kindergartens, and their opinion about the services of the kindergarten where their children are enrolled in the areas of curriculum, faculty, and administrative services. The research revealed that parents of the kindergarten students studied are judicious shoppers for their children's education; they shopped extensively for a kindergarten which offered the highest cost-benefit ratio. For their children, they want a kindergarten which has a kind, warm, dedicated, and highly qualified faculty. They prefer a kindergarten which not only offers a balanced bilingual curriculum but also helps their students make a smooth transition into elementary schools. The study suggests that the parents are overwhelmingly satisfied with the curriculum, the faculty, and the administration of the kindergarten where their children are enrolled.

The thesis deals with the issue of administrative law in reflection of the new Education Act and court judgments in recent years, according to which the administrative procedure should apply in all schools and beyond complete list of cases referred to in the Education Act. The topic concerns the implementation of rights of children and students in public and private schools. Diploma thesis brings brief analysis of the development of public administration in education from 1990 to present with a focus on specific role of the school principal in the state administration. The thesis describes problematic areas in headmaster's decision about rights and duties of children and pupils especially in the application of Law no. 89/2012 Coll., the Civil code and the Law no. 258/2000 coll., on protection of public health and amending some related laws as subsequently amended. Diploma thesis provides a summary of the basic principles in the director's decision in state administration and headmaster's insight on the issue of administrative proceedings in nursery and primary schools.

Dans cette thèse, nous traitons de l'efficacité comparée de l'enseignement public et de l'enseignement privé au Cameroun. Le système éducatif camerounais actuel porte les marques de la période coloniale. L'école est passée par trois stades : avant, pendant et après la colonisation. Le système éducatif actuel se caractérise par une forte demande d'éducation et une offre d'éducation insuffisante aussi bien publique que privée. Les redoublements et les abandons sont fréquents et élevés. Le système éducatif est peu efficace dans son ensemble. Deux sous-systèmes éducatifs hérités de la période coloniale fonctionnent à la fois, l'un francophone et l'autre anglophone. Deux secteurs d'enseignement fonctionnent également, l'un public et l'autre privé. Le secteur privé est composé de quatre types d'écoles : le privé laïc, le privé confessionnel, le privé communautaire et et le privé des parents. Un grand nombre de parents d'élèves choisissent de scolariser leurs enfants dans les structures scolaires privées. Ils estiment que le secteur d'enseignement privé est plus efficace que le secteur d'enseignement public. L'analyse comparée des deux secteurs montre que les écoles privées sont associées à une meilleure progression des élèves. Elles sont en définitive plus efficaces que les écoles publiques. Un élève scolarisé dans le secteur privé obtient en moyenne de meilleurs résultats que son camarade qui fréquente le secteur public. L'analyse de la réussite des élèves au Certificat d'études primaires montre la supériorité numérique des élèves des institutions privées. Les chances d'obtenir le CEP sont plus élevées chez les élèves d'écoles privées confessionnelles et des structures publiques. Les variables de contexte scolaire sont aussi responsables de la variabilité des résultats des élèves dans chaque secteur d'enseignement. / In this thesis, we treat with the efficiency compared by the state education and by the private education in Cameroon. The current educational system carries the marks of colonial period. The school is crossed by three stages the school before the colonization, the school during the colonization and the school after the colonization. The current educational system is characterized by a strong educational request and an insufficient educational offer. The redoubling and the abandonments are frequent and raised. The educational system is little effective in general. Two educational sub-systems inherited from colonial period work, the one French speaker and the other English speaker. Two sectors of education also work the one public and the other deprived. The private sector consists of four types of schools: the school private layman, the school deprived confessional, the school deprived community and the school deprived of the parents. A large number of the parents choose to school their children in the private school structures that consider more effective than the public schools. The analysis compared by both sectors shows that private schools are associated with a better progress of the pupils. They are more effective after all than the public schools. The analysis of the success of the pupils to the Certificate of Primary Studies shows the numeric superiority of the pupils of the private institutions. The chances to obtain the CEP (Basic School-Leaving Qualification) are more raised (more brought up) at the pupil's of confessional private schools and the public structures. The variables of school context are also responsible for the variability of the results (profits) of the pupils in every sector of education (teaching).

This diploma thesis deals with issue of accounting, funding and taxes of waldorf primary school in the Czech Republic. You can also find an explanation of waldorf educational system in this thesis. It focuses on this area in specific conditions of Waldorf primary school and kindergarten Wlaštovka Carlsbad. The thesis also includes financial analysis of this primary school.

Utah's current educational systems were largely shaped by a transitional era that occurred during the late nineteenth and early twentieth centuries. A time when the region itself moved from territorial to state status, the dominant religion in the area, The Church of Jesus Christ of Latter-day Saints (LDS Church), likewise changed in its role in Utah society. Previously dominating most aspects of life, the Church was forced to reevaluate its place in society due to greatly increased secular power and context. Educational changes, as harbingers of larger societal shifts, are illustrative of such paradigm changes. During the four decade period stretching from 1888 to 1933, the LDS Church experimented with several private educational endeavors, seeking to maintain its place in the changing Utah society. Originally opposed to public education, these experimental private schools eventually became part of the public system itself as the Church restructured its paradigm. St. George, Utah, like many of the LDS-dominated intermountain communities, experimented with these educational changes during this era. Key to this experimentation was the St. George Stake Academy, founded in 1888 as a religious alternative for the region's youth. Though challenged initially, the privately sponsored Church school grew as did its public counterparts during the early twentieth century. Eventually, this growth included expansion into post-secondary education, as the school became Dixie Normal College, Dixie Junior College, Dixie College, and ultimately Dixie State College. Such growing, however, brought increased financial need. Faced with rising costs and budgetary restraints caused by periods of economic depression, the LDS Church rethought its educational policy. In the 1920s and early 1930s, the Church restructured its educational system, turning over to the state many programs originally intended as religious alternatives to public schools. This study traces the changing nature of education in Utah from 1888 to 1933, illuminating the process of paradigm change within religious organizations. Using St. George as the model, it tracks the roles the state and the LDS Church played in shaping the current educational structure, as both parties sought to understand their place in society.

The late 1800s have been noted as a major transitional period for the Church of Jesus Christ of Latter-day Saints. When the beleaguered pioneers first arrived in Utah they were isolated from the influence and expectations of the United States. During that time, leaders of the Church became influential in every aspect of life in Utah. By the end of the nineteenth century, however, the period of isolation had come to an end. Nationally, the social norms had changed and religion was expected to stay in the churches and out of politics. Church leaders were faced with serious questions regarding what policies and practices could be altered without betraying doctrines and principles of the gospel. Education was at the forefront of this tension in Utah. Members of the Church tried to hold on to an integrated approach to education that incorporated both the spiritual and the secular. Others, however, adamantly opposed such an approach in public schools. In 1892, the First Presidency announced a new educational institution that would become the administrative head of all Church schools: The University of the Church of Jesus Christ of Latter-day Saints. Willard Young became the President and James Talmage was placed over the science department. Talmage traveled to Europe to purchase the best scientific equipment. With the scientific apparatus and a new building the leaders of the Church hoped to persuade the youth of the Church to obtain higher education at home rather than traveling east to attend secularized universities. The Church's first private university seemed destined to become a major influence in Utah education. However, after one successful semester, President Woodruff closed the school and donated over sixty thousand dollars to the University of Utah. The following research explores the history of the Church University and the circumstances surrounding its closure. The paper shows how a combination of the financial panic of 1893, the effort to obtain statehood, and a rare opportunity to quietly gain influence at the University of Utah factored into the decision to close the Church's first private university.

World-wide, the nature, purpose and existence of private education has evoked intense interest and controversial debate. For many, private education presents a legal-moral dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of association, religion and culture. On the other, it raises perplexing moral and philosophical issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling legal, social, economic, educational and political arguments for and against private education, private schools in South Africa, which are increasing in number, continue to form an essential and permanent part of the education system. Private education is a complex subject which can be researched from a myriad of perspectives. This study is essentially a legal enquiry into the legal status of private schools in South Africa within the new democratic constitutional dispensation and how the law affects the organisation, governance and management of private schools. To this end, the study is confined to a discussion on legal aspects relating to private school governance, public funding of private schools, teachers' appointments and discipline, student admission and discipline and religious freedom. In discussing the legal context of such topics, a number of issues emerged concerning the complex nature and diversity of private schools, the relationship between the State and the private school sector, the right of private schools to exist and the implications of the bill of rights for private schools. Furthermore, the study raises challenging questions about the issues of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment and maintenance of private schools in a democratic society. Finally, one of the difficulties of conducting such a study is that South African law is complex and changing, and it is still in a state of evolution, given the recentness of the Constitution and the bill of rights. This means that while some legal issues pertaining to private schools are fairly well settled, for the most part it is not possible to provide a comprehensive or definitive statement about complex and often highly sensitive issues but merely to pose various legal-education questions and problems for consideration. In time, many of the issues raised will no doubt be settled by the courts / Educational Leadership and Management / D.Ed. (Educational Management

Les deux dernières décennies du XIXe siècle amorcent l’essor rapide de la banlieue parisienne et le déploiement de l’Ecole d’Etat. Les lois Paul Bert, Ferry et Goblet fondent l’Ecole républicaine laïque et organisent un enseignement féminin public. Dans le sud-est parisien, urbanisation et scolarisation se développent conjointement. L’étude de l’enseignement féminin, tant à travers ses élèves que ses enseignantes, jusqu’à la mise en place de la mixité à la fin des années 1950, révèle alors l’élaboration des modèles éducatifs et des représentations du genre en banlieue. Elle souligne le rôle de l’Ecole dans la codification du rôle social des femmes et de la place qui leur est attribuée dans l’espace de la cité. Elle offre aussi une grille de lecture renouvelée des rapports entre la capitale et ses banlieues, car la différenciation de ces dernières se fonde sur un territoire ressenti aussi bien que construit et sur un imaginaire de l’espace urbain. A travers les représentations qu’il véhicule, l’enseignement féminin souligne la pluralité sociologique du sud-est parisien et ses mutations sociodémographiques. L’évolution des structures et de l’offre scolaire, les attentes des notables et des familles en font le révélateur des différents pouvoirs et acteurs qui structurent cet espace : initiatives et concurrences locales, divergences entre le local et les logiques d’unification départementale ou nationale. L’Ecole concentre les inégalités qui se développent entre Paris et sa banlieue, entre les banlieues. Cette histoire des femmes, de l’Ecole et des banlieues s’articule autour de trois périodes clefs: le tournant du XXe siècle et la politique de laïcisation, l’Entre-deux-guerres et une concurrence scolaire accrue entre les sexes, entre Paris et ses banlieues, les années 1950 lorsque la politique scolaire s’affirme comme un facteur de hiérarchisation urbaine. Entre pouvoirs et société civile, l’enseignement féminin apparaît comme un vecteur fondamental de l’organisation des banlieues sud-est, et de l’affirmation d’une identité banlieusarde. / In the last two decades of the 19th century came the fast development of Parisian suburbs and the beginnings of the state school system. Laws bearing the names of Paul Bert, Ferry and Goblet were the foundation of a republican, secular educational system, as well as they designed public education for women. In the south-west of Paris, urbanism and education followed a joint development. A study of female education through learners and teachers until the implementation of coeducation in the late 1950s reveals the evolution of educational models and gender representation in suburban areas. It highlights the part played by schools in the systematization of the social role of women and the place attributed to them within the city; it also allows for a better understanding of the relationship between the capital and its suburbs, the latter differentiated in the way they are experienced not less than in the way they are planned and built, as well as through representations of the urban space. With the representations it promotes, female education highlights the social diversity of the Parisian south-west, and its socio-demographical mutations. Through the evolution of school structures and educational offer, expectations from parents and the elite, it becomes an indicator of the powers and agents at play there – local competitions and initiatives, discrepancies between local efforts and regional or national policies. The school system focuses the inequalities between Paris and its suburbs, and from one suburb to another. This history of women, education and suburbs addresses three distinct eras : the turn of the 20th century and the beginnings of the secularization of the school system, the Interwar period and the growing competition between genders and between Paris and its suburbs, and the 1950s, when educational policies openly factors in urban hierarchical organization. Between political powers and civil society, female education appears as an essential vehicle for the organization of the south-east suburbs, and the creation of a suburban identity.

World-wide, the nature, purpose and existence of private education has evoked intense interest and controversial debate. For many, private education presents a legal-moral dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of association, religion and culture. On the other, it raises perplexing moral and philosophical issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling legal, social, economic, educational and political arguments for and against private education, private schools in South Africa, which are increasing in number, continue to form an essential and permanent part of the education system. Private education is a complex subject which can be researched from a myriad of perspectives. This study is essentially a legal enquiry into the legal status of private schools in South Africa within the new democratic constitutional dispensation and how the law affects the organisation, governance and management of private schools. To this end, the study is confined to a discussion on legal aspects relating to private school governance, public funding of private schools, teachers' appointments and discipline, student admission and discipline and religious freedom. In discussing the legal context of such topics, a number of issues emerged concerning the complex nature and diversity of private schools, the relationship between the State and the private school sector, the right of private schools to exist and the implications of the bill of rights for private schools. Furthermore, the study raises challenging questions about the issues of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment and maintenance of private schools in a democratic society. Finally, one of the difficulties of conducting such a study is that South African law is complex and changing, and it is still in a state of evolution, given the recentness of the Constitution and the bill of rights. This means that while some legal issues pertaining to private schools are fairly well settled, for the most part it is not possible to provide a comprehensive or definitive statement about complex and often highly sensitive issues but merely to pose various legal-education questions and problems for consideration. In time, many of the issues raised will no doubt be settled by the courts / Educational Leadership and Management / D.Ed. (Educational Management