Suchergebnisse

This document presents the first known systematic effort to assess the quality of the data gathered by MoEC and MoRA. To assess the accuracy of the data, unannounced visits were conducted to a representative sample of schools by a team of trained observers. These independent school observations were later compared with the official data records. This report compares collected data with the data in the respective ministry systems and identifies the shortcomings of current data management approaches in MoEC and MoRA, which might adversely affect data quality and subsequent decisions made using this information. This report was produced jointly by the World Bank, together with MoEC and MoRA. The World Bank received financial support from the Government of Australia's Department of Foreign Affairs and Trade (DFAT) through the 'Improving Dimensions of Teaching, Education Management and Learning Environment' (ID-TEMAN) Trust Fund. This Trust Fund aims to support Indonesia to improve learning outcomes through better policy, operations, and implementation.

Teacher absenteeism is of concern in today's developing educational climate. In South Africa, where education itself is a contested terrain, and decades of disadvantage still impact resources and skills, despite democracy, it is a compelling challenge. This paper, based on a study of how independent primary schools in Gauteng, South Africa, manage teacher absenteeism, offers an analysis of the management practices employed so that some lessons can be extrapolated. The paper draws from real teaching experience in South African primary schools, noting the huge impact of teacher absenteeism and its implications for teaching and learning. Five co-educational (with both genders), independent primary schools were selected for this qualitative study, using Christopher Hood's Cultural-Theory Framework, document analysis, interviews and observation. Findings homed in on processes used to track teacher attendance policies; directives and instruments that regulate teacher absenteeism; factors that influence teacher absenteeism; leadership styles; rewards for good attendance; penalties for abusing leave, and strategies and measures to manage teacher absenteeism. We conclude with recommendations in response to this challenge and emphasise the need for further research.Keywords: primary school; strategies for management; teacher absenteeism; teaching and learning

Teacher absenteeism is of concern in today's developing educational climate. In South Africa, where education itself is a contested terrain, and decades of disadvantage still impact resources and skills, despite democracy, it is a compelling challenge. This paper, based on a study of how independent primary schools in Gauteng, South Africa, manage teacher absenteeism, offers an analysis of the management practices employed so that some lessons can be extrapolated. The paper draws from real teaching experience in South African primary schools, noting the huge impact of teacher absenteeism and its implications for teaching and learning. Five co-educational (with both genders), independent primary schools were selected for this qualitative study, using Christopher Hood's Cultural-Theory Framework, document analysis, interviews and observation. Findings homed in on processes used to track teacher attendance policies; directives and instruments that regulate teacher absenteeism; factors that influence teacher absenteeism; leadership styles; rewards for good attendance; penalties for abusing leave, and strategies and measures to manage teacher absenteeism. We conclude with recommendations in response to this challenge and emphasise the need for further research. ; This article is based on the MEd dissertation of Linda Naidoo. ; http://www.sajournalofeducation.co.za ; hj2020 ; Early Childhood Education

Bill introduced by the Texas Senate relating to certain powers and duties of the board of trustees of an independent school district and the governing body of an open-enrollment charter school and to abolishing certain county boards of education, boards of county school trustees, and offices of county school superintendent.

This article examines the determinants of school choice (government, Catholic or other independent schools) as well as the success in completing year 12 for cohorts of students born in 1961 and 1970. The results show that those attending Catholic and other independent schools have favourable socio‐economic backgrounds. Ability has a significant and positive effect on the probability of completing year 12. There is no evidence of unobserved selection effects on the probability of completing year 12 for the 1961 cohort. For the 1970 cohort, there is negative selection into other independent schools and positive selection into Catholic schools. Decomposition results further reveal that selection on the basis of observed characteristics accounts for only a small part of the observed differences in year 12 completion rates across the three school systems. In comparison, selection on the basis of unobserved factors is an important part of the difference in year 12 completion rates. The school effects for both cohorts are much larger than those reported in previous studies.

Exploring the most significant challenges facing independent schools today, this book asks leading figures from education, economics, politics, philosophy and the arts to give their views on how independent schools can adapt to rapidly changing markets which see them scrutinised as never before. A best-seller in its first edition, this fully revised second edition includes many new and updated essays, as well as featuring 26 brand new contributions from leading figures from education. How the sector has responded to the Covid-19 pandemic dominates some of the new contributions, but leading thinkers on areas as complex as gender identity and race write about how independent schools will have to change if they are to survive and flourish in the 21st century. This is a book that, more than ever before, anyone interested in education must read.

The Houston independent school district was created by act of the Texas legislature in 1923. ; Mode of access: Internet.