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Currently, over a third of children not in school live in countries considered being as fragile. These countries, which are mainly located in sub-Saharan Africa, will not reach the objectives of Education For All for 2015. This thesis covers approaches across comparative education, political science and sociology of organizations. It explores empirically the condi¬tions of achievement of EFA within the contexts of fragility. Despite its ambiguities, the notion of fragile states was adopted in 2005 as an operational concept by most of aid agencies. Definitions of fragile state converge on a set of specific criteria (dysfunctional institutions, chronic socio-political instability, limited access to social services). Nevertheless, the former also cover various and related dimensions, whose severity makes universal primary education achievement particularly hazardous. Therefore, the in¬junction made to states to provide homogenous basic education for their population, espe¬cially in the poorest ones, may indeed encounter difficulties in the particular contexts of fragile states (chapter 1). Armed conflicts are certainly the most obvious cause of the fragility of states and countries. The effects of these conflicts undermine the educational system and destroy any prospect of education for a difficulty measurable proportion of children, especially those in poor and isolated environments. Periods of instability can also be seen in the impact of public finances policies and the failure of governments to invest in social areas such as education. The latter being an element that contributes to the emergence of values of a democratic political system (chapter 2). Insofar as investment in education is perceived as a necessary, if not sufficient, to vanquish poverty, the option to stimulate and accelerate the development of education constitutes an opportunity for the international community. Even if it means that the latter also has to ex¬ercise some forms of interference. The findings of our empirical analysis show, that within fragile states, the emergence of a current contradiction between the inclusive nature of the EFA goals and the exclusionary nature of the paradigms on which foreign aid is based (effec¬tiveness and results). This situation leads us to question the approach of aid which is torn morally between the consequences of individual actions or common actions where the finan¬cial criteria and instruments are clearly not adapted to situations of fragility (chapter 3). ; Plus du tiers des enfants non scolarisés dans le monde vit actuellement dans des pays considérés comme fragiles. Principalement localisés en Afrique subsaharienne, ces pays, pour la plupart, ne seront pas en mesure de réaliser les objectifs de l'Éducation Pour Tous d'ici 2015. Se situant à la croisée de l'éducation comparée, des sciences politiques et de la sociologie des organisations, cette thèse explore empiriquement les conditions d'achèvement de l'EPT dans les contextes de fragilités.Malgré les ambigüités qui l'entourent, la notion d'État fragile a été adoptée en 2005 en tant que concept opérationnel par la plupart des organismes d'aide. Si les définitions de l'État fragile convergent sur un ensemble de critères spécifiques (institutions dysfonctionnelles, instabilité sociopolitique chronique, accès limité aux services sociaux), la fragilité revêt des dimensions variées et connexes dont la sévérité rend la réalisation de la scolarisation primaire universelle singulièrement aléatoire. Dès lors, l'injonction faite aux États de fournir une édu-cation de base homogène aux populations, notamment aux plus pauvres, peut rencontrer des difficultés d'adaptation dans les contextes particuliers des États fragiles (chapitre 1). Les conflits armés constituent certainement la plus évidente origine de la fragilité des États et des pays. Les effets de ces conflits mettent à mal le développement éducatif et anéantissent toute perspective d'éducation pour une proportion d'enfants difficilement mesurable, parti-culièrement ceux issus de milieux pauvres et isolés. Les périodes d'instabilité signalent égale-ment l'impact des politiques des finances publiques ainsi que l'échec d'un gouvernement à investir dans des domaines sociaux tels que l'éducation, élément contribuant à l'émergence des valeurs d'un système politique à tendances démocratiques (chapitre 2). Dans la mesure où l'investissement éducatif est perçu comme une condition nécessaire, sinon suffisante, de sortie de la pauvreté, l'option d'impulser et d'accélérer le développement éducatif s'impose comme un critère d'opportunité pour la communauté internationale, quitte à exercer des formes d'ingérence. Les conclusions de notre analyse empirique montrent, dans la problématique des États fragiles, l'émergence d'une contradiction actuelle entre le caractère inclusif des objectifs de l'EPT et la nature excluante des paradigmes sur lesquels se fondent l'aide extérieure (efficacité et résultats). Cette situation conduit alors à s'interroger sur une approche de l'aide liée à une analyse morale écartelée entre les conséquences des actions individuelles ou communes et dont les critères et instruments financiers ne sont visiblement pas adaptés aux situations de fragilité (chapitre 3).

1. The university and the public sphere -- 2. Higher education and economies of worth -- 3. The role of the university in a democracy -- 4. Academic authority, trust, and reliance -- 5. Higher education and citizenship -- 6. The ivory tower and public life -- 7. The corruption of democracy and education -- 8. Implications for policy and practice -- 9. Towards a modern democratic society -- 10. Concluding remarks : communicative rationality and the cultural impoverishment of the university.

Report of the Texas State Auditor's Office related to developing guidelines for the reporting of certain information related to employee salary supplements given to state agencies and higher education institutions in the form of a gift, grant, donation, or other considerations by a person; collecting data from each state agency receiving a gift, grant, donation, or other considerations from a person that the person designates to be used as a salary supplement for a named person, position, or endowment; reviewing salary supplement data; and reporting data related to salary supplements and conflicts of interest to the Legislature.

This paper focuses on the relationship between adult education and the State within the context of hegemonic globalization and the all pervasive neoliberal ideology. It draws from a variety of sources and provides an overview of discussions concerning the State giving pride of place to the Historical Materialist tradition in the area. Using a gramscian perspective, it argues that contrary to the widespread mantra that the state has receded into the background in this era of globalization, we argue that the State remains ever so present in this context and, if anything, remains central to the Neoliberal project. (DIPF/Orig.)

A letter report issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO provided information on 10 major Department of Education programs for (FY) 1996, focusing on: (1) the percentage of federal funding spent at the federal level and the uses of these funds; (2) the percentage of federal funding spent at the state level and the uses of these funds; and (3) the amount of time school personnel in a small number of school districts spent fulfilling federal administrative requirements for those programs for which the districts received funds."

In this chapter the authors summarize the main results of the empirical studies and try to identify common patterns of IO-driven change of educational policies in different countries. They relate this synopsis to the theoretical framework and reflect on possible explanations for unexpected results. Then, the authors give a critical assessment of the theoretical framework and the case selection, regarding their strengths and weaknesses. Finally, they outline further research on the outcomes of changing education policies, which should focus on individual data on outcomes in secondary and tertiary education. (DIPF/Orig.).

This collection explores the relationship between new equality regimes and continued societal inequalities, exploring change, ambivalence and resistance specifically in relation to compulsory and post-compulsory education, seeking to more fully situate the educational journeys and experiences of staff and students

On cover: Course of study and some important school laws, 1919. ; Mode of access: Internet.

These statistics, broken down by county and school district, show federal, state and local government revenues and revenues per pupil for fiscal year 2017-18.