Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 327-338).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 160 p. Includes abstract. Includes bibliographical references (p. 126-129).

Thesis (Ed.D.)--Boston University.

The problem of this study is to determine the role of the administrative assistant in the public schools of Texas, as perceived by superintendents, and to compare the findings with recommendations which are found in the literature.

This research focuses on School fees at public schools in Gauteng: implications for the provision of education. The demand for free education is no longer one made by revolutionaries or radicals only. Even the World Bank – key architects of user fees – have come around to this way of thinking, seeing that charging school fees for primary education is bad for development. The subject of school fees has been in the news because of the disruption of schooling by the Pan African Student Organisation in Tskane (Gauteng) and Balfour (Mpumalanga). In Tskane, students demanded a reduction in fees from R300-00, (Secondary Schools) and R120-00 (Primary Schools) to R50-00 and R25-00 respectively. The Global Campaign for Education (GCE) has called for the total scrapping of school fees over the next three years. Cosatu and Sadtu President sang from the same hymn book, “education fees are a tax on the poorest and must be dropped” (The Educators’ Voice, 2002b:2). The Freedom Charter, a beacon of the revolution, was drafted by popular assembly in Kliptown in 1955 by the African National Congress Alliance. Declaring, “the doors of learning and culture shall be opened,” it championed the right to education, which shall be free, compulsory, universal and equal for all, and adult illiteracy shall be ended by a mass state education plan. (The Educators’ Voice, 2002b:3) The Reconstruction Development Plan document based on the Freedom Charter, which served as the African National Congress-led alliance electoral platform for the 1994 elections, stated that the democratic Government must ensure that all children go to school for at least 10 years. The ten-year compulsory general education cycle should proceed from a pre-school reception year to the present grade nine. The Government must phase in compulsory education as soon as possible. To achieve this objective the Government must rebuild and expand our schools. Classes of 50-80 or more learners are unacceptable. “We must ensure that no class exceeds 40 learners by the end of the decade.” In many developing countries the levying of school fees prevents children access to school. Even in countries where primary education is meant to be free, the cost of buying books and uniforms means that many poor families simply cannot afford to educate their children. The World Bank recently called for the elimination of school fees. Immediate action to increase resources to countries which have education plans and a three to five fold increase of donor funding for primary education is needed (The Educators’ Voice, 2002b:3). A report on school funding and resourcing commissioned by former National Education Minister Professor Kader Asmal, found worrying indications of disregard by Education Department employees of the rights of the poor. The report found that while discrimination against impoverished learners was not widespread, it was common enough to merit intervention. As the “new” South Africa forges ahead with rebuilding and transforming its education system following the end of apartheid in 1994, the levying of school fees has emerged as a highly controversial issue – one that resonates in many developing countries around the world. Such fees are regarded by many South Africans as exacerbating a problem – a plagued national system of education funding that falls short of meeting even the most basic needs of the nation’s historically disadvantaged learners. Most of those learners are black children who make up roughly 90 percent of our learner population (The Educators’ Voice, 2002b:3). However, to many education officials and principals, school fees are a necessary financial tool as the government tries to address the severe education inequities such as crumbling classrooms and insufficient textbooks that are reminders of apartheid’s hateful legacy. The government does not have the money to bring all schools up to standard. A coalition of activist, researchers, educators, and lawyers are now using school fees as a rallying cry for an effort, they hope, will spur more substantive improvements to South Africa’s ailing schools. The goal of the Education Rights Projects is to ensure that all children, especially the nation’s indigent youth, have access to a free basic education (http://www.epnet.com). In addition to school fees, the group plans to address the dearth of proper school buildings and teaching resources, the hardships experienced by rural students, and the sexual harassment of and violence to female students. Katarina Tomanevski, the special rapporteur on the right to education in the United Nations office of the High Commissioner for Human Rights, said that it is possible to eliminate school fees, noting that Uganda and Tanzania abolished them in recent years. The World Bank is strengthening its opposition to school fees because countries that charge fees cannot ensure that poor children still have access to school, said Robert S. Prouty, the bank’s leading education specialist. Daria Roithmayr, an associate professor of law at the University of Illinois, who wrote a paper on school fees, contends that school fees violate the South African Constitution which guarantees the children’s basic right to education. School fees also contradict international law, including the Convention On The Rights Of The Child, an international human rights treaty that requires governments, including South Africa, to make primary education “free” for all (http://www.epnet.com). / Prof. T.C. Bisschoff

Masters in Public Administration - MPA / The study assesses the application of policies on the right of refugees and asylum seekers with regard to the education of their children, and the many challenges impeding this right. Fundamental changes in the legal framework protecting the right to education of the children of refugees and asylum seekers have been in place since 1994, when South Africa became a democratic state. The principles of international treaties recognising the rights of children were incorporated into the Constitution of South Africa of 1996, demonstrating South Africa’s commitment to the protection of children’s rights. However, studies have suggested that, refugees’ and asylum seekers’ children have been discriminated against in terms of access to education, despite the legislative framework which provides for equal and inclusive education in South Africa. Access to education for migrant children in South Africa is invariably met with challenges which constitute a violation of the Constitution and international law. This study assessed policies and practices affecting refugees’ and asylum seekers’ children to access primary schools in a democratic South Africa. The researcher argues that access to education for refugees and asylum seeker’s children must be guided by the social justice principle of “every child deserves an education”, regardless of the legality of their parents in South Africa. Failure to afford them the opportunity to study is a violation of the Constitution and international law. The study used semi-structured interviews based on a questionnaire. Participants included parents who were refugees or asylum seekers,schools’ principals, and officials from Scalabrini Centre and the Western Cape Education Department (WCED). The data collected from respondents was presented, discussed and analyzed through a thematic analysis approach. From data collected, it was possible to identify the barriers preventing refugees’ and asylum seeker’s children from accessing education. Some of the barriers were generated from gaps in migration policy, ineffective policy implementation, poor documentation and various institutional challenges. Based on the study findings, it is recommended that South African lawmakers formulate policies that speak to the needs of the refugee child and amend the current migration policy to make it more reasonable and accommodative with regard to meeting the needs of migrants’ children in general, and refugee’ and asylum seekers’ children in particular. This would enable South Africa to uphold the constitutional values and its international obligations in relation to the promotion and protection of the right to education for all children.

"In organization and administration the educational system of England and Wales differs in three main respects from that of many other countries. These characteristic features are: the decentralization of administration, the prominent part played by voluntary agencies, and the fact that teachers are not subject to official control on questions relating to curricula, syllabi of instruction, and methods of teaching"--Introduction. / "August, 1947." / Typescript. / "Presented to the Graduate Committee of Florida State University in partial fulfillment of the requirements for the Degree of Master of Arts under Plan II." / Advisor: M. R. Hinson, Major Professor. / Includes bibliographical references (leaves 50-51).

"In providing adequate school housing it has been found that many problems arise which are varied and complicated. Due to the great increase in population in Escambia County in the past decade, these problems have been magnified. In this study we shall attempt to present the solution to some of these problems as they have been worked out by the local educational leaders, the Board of Public Instruction, and the State Department of Education personnel. Many problems still face Escambia County in providing adequate school housing for our boys and girls. With cooperative effort the solution to these problems is being realized to a large extent. Appreciation should be extended to those who have cooperated in this effort"--Introduction. / Typescript. / "August, 1960." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 42-43).

With the rapid changes in American education and the educational financing that is necessary for these changes, school finance is perhaps one of the most dynamic forces in education today.

The purpose of this study was to trace the development of the content of the disciplines in the social studies curriculum in the public secondary schools of Utah from 1847 to 1967. The factors considered in dealing with the development of the social studies curriculum were: textbooks, courses of study, and associated teacher materials used by the students in the public secondary schools of the Utah territory and state. The school subjects within the social studies curriculum included: history, geography, civics, economics, psychology, sociology, and anthropology. These school subjects were examined chronologically for the period, 1847-1967, to determine events that reflected major educational changes in the school curriculum of Utah. From the findings of the study, it was concluded that: 1. History as a subject in the public secondary schools of Utah from 1847 to 1967 was characterized by growth and development. This was through the greater availability of textbooks and the appearance of the subject at different grade levels. National committees in the United States have prominently influenced the instructional content of history in Utah through textbooks and courses of study. 2 . Geography was taught as a separate subject of study in the public secondary schools of Utah. As one of the first of the social studies offered it received major emphasis during the territorial period. Efforts in the nineteenth century to improve the geography textbooks in American education brought forth materials that included maps, globes, drawings of the earth's physical features, and study of the pupil's home region, Present-day practices traced to national developments came from the Committee of Ten, 1892, and the 1916 report of the Committee of Social Studies by the National Education Association which exerted influences on geography instruction in the secondary schools of Utah. 3 . Civics and other associated materials in the political science field including law and constitution owe their greatest debt of existence in the Utah territorial schools to the teaching of American history, The first evidence of a separate offering of materials from the study of civics in Utah's public schools was in 1892. On the national level various committee reports since 1892 by the American Political Science Association, American Historical Association, and the National Education Association have materially shaped school courses in Utah in the great task of citizenship training. 4. Economics, formerly known as political economy, never enjoyed a prominent position in the schools of Utah. During the first three decades of the present cenmry the subject of economics gained a foothold in the program of studies of Utah schools, Since the 1960's implementation of economic materials have assisted in promoting greater economic understanding. S. Psychology as a school study was found in other subject-matter textbooks used in Utah secondary schools before psychology became an independent and separate subject in 1921. A very limited number of high school textbooks in psychology on state approved textbook listings, over the years, may be evidence that this subject has not been a strong, separate and independent subject in Utah schools. 6. Sociology prior to 1913 was not an independent subject of study in Utah schools. Since 1913 it has been taught on a limited basis. The emerging in 1930 of the course in present-day problems in American democracy contained then as it presently does, elements of sociology, economics, and political science. 7. Anthropology in Utah schools had been taught from the behavioral content of history, geography, sociology etc., but there has been little effort to identify the anthropological concepts. Anthropology has not yet become firmly established as a separate and independent subject in Utah schools.