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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.

This dissertation explored the cost and value of 1:1 computing programs in high schools in Texas. The study examines whether the total cost of ownership of these programs can be justified by the student testing gains and graduation rates. It investigates whether student learning outcomes show a definable correlation between positive gains and the implementation of 1:1 computing programs. The study also explores whether there is a measurable return on investment of 1:1 programs based on testing gains and graduation rates. The research used the State of Texas Assessment of Academic Readiness exam scores to validate assumptions and test the hypothesis. The study found no clear link between the addition of 1:1 computing programs and the realms of student success. While there is marginal improvement in student outcomes, there is only circumstantial evidence that laptops and devices are the catalysts for the change. The dissertation also found that the total cost of ownership (TCO) is a significant portion of the district's spending, costing millions of dollars, and that the financial disclosure and budget information data was either missing, incomplete, or over-generalized, causing an issue for assessing program effectiveness or ROI. Despite this lack of transparency, there is a slight positive ROI trend based on the data reviewed during the observation period.

This study investigated the present status of classification/salary administration of office support personnel employed in the public schools of North Carolina. Although this study was limited to office support personnel positions, it had implications for all classified positions within the public schools. The purpose of the study was to provide information and develop recommendations for planning and establishing classification/salary administration policies for classified personnel. The recommendations addressed concerns identified through the review of literature, a questionnaire which was completed by administrators across the state, and interviews with administrators from five school systems. The results from this study indicated that superintendents, more often than other administrators, were responsible for classification/salary administration of office support personnel. The majority of office support personnel were classified in the lowest state classification levels. The criteria most often used for determination of classification levels was matching job description with state job classification level descriptions. The interview and observation methods were the two methods most often used for collecting job classification information. The majority of administrators believed: the local school systems should determine classification status, there should be a standardized performance appraisal instrument, there should be performance-based pay, and salaries of office support personnel were slightly lower than the local business community. Uniformity issues were perceived to exist both internally with the respective school system and externally by comparison of school systems. As a result of this study, recommendations for school systems to follow in their classification/salary administration policies and procedures for classified personnel were developed. The ultimate aim of these recommendations was to eliminate some of the inconsistencies found to exist. / Ed. D. / incomplete_metadata

<p dir="ltr">In the ever-evolving landscape of higher education research, the intersection of performance-based funding policy, export control laws, and research endeavors presents a complex web of challenges and opportunities. This dissertation explores this intricate interplay through two distinct yet interconnected lenses. The first paper, a law review article, "The Implications of Export Control Laws on Research Universities" scrutinizes the regulatory frameworks governing the dissemination of sensitive technologies and information. Examining the compliance burden, institutional responses, and the balance between national security concerns and academic freedom sheds light on the intricate dynamics shaping research practices. The second paper, "The Impact of Performance-Based Funding Policy on Research and Development at Higher Education Institutions" delves into the ramifications of funding policies that tie financial allocations to predetermined performance metrics. Through empirical analysis, it investigates how such policies influence research priorities, funding distribution, and institutional strategies for innovation. Through a multidisciplinary approach drawing from policy analysis, legal studies, and empirical research methodologies, this dissertation aims to contribute to a nuanced understanding of the complex interplay between performance-based funding policies, export control laws, and research in higher education. Ultimately, it seeks to offer actionable recommendations for policymakers, institutional leaders, and researchers to navigate this intersection effectively and advance knowledge creation in an increasingly interconnected world.</p>

In 1979, the West Virginia Supreme Court remanded to the trial court the highly controversial <i>Pauley v. Bailey</u> decision. Subsequently, the trial court judge, Arthur Recht, following the specific instructions of the Supreme Court, ruled the public school finance system unconstitutional. Justice Recht ordered the West Virginia Legislature to develop a state system for funding the public schools that would comply with the constitutional mandate to provide a system of public schools that was "thorough and efficient" (West Virginia Constitution Art. 13 Section 1). Thus, West Virginia joined six other states that have ruled their state systems for financing public schools violative of their respective state constitutions. The purpose of this study was to identify the historical circumstances affecting the public school finance system which ultimately led to the <u>Pauley</u> decision. In addition, the study traced and chronicled the legislative and judicial attempts to implement <u>Pauley</u> through the end of the West Virginia Legislature in 1984. / Ph. D. / incomplete_metadata

ln a class action suit brought to obtain a judgment declaring that the Kentucky system of financing public elementary and secondary education violated the Kentucky Constitution Judge Ray Corns ruled the system unconstitutional on May 31, 1988. He held that the system violated not only the state constitution but also the due process and equal protection clauses of the 14th Amendment of the United States Constitution. The purpose of this study was twofold. First, the study traced the historical and legal development of the financial support system for public elementary and secondary education from 1830 to the present date. Second, the study analyzed the facts surrounding the ruling declaring the system unconstitutional. The study was a historical review of the legislative documents, historical records, and legislative acts which set the stage for the unconstitutional judgment. Judge Ray Corns, the Circuit Court judge rendering the decision, and other key actors in The Council for Better Education v. Wilkinson were interviewed to analyze facts and events related to the ruling that the system was unconstitutional. / Ed. D.