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The management of resources is a central duty for school and college leaders, but one for which they are often under-prepared. Good, contextual information and guidance are vital, especially as increased marketisation, international comparison and decentralised governance put additional pressure on leaders to manage their resources astutely. This second edition of Educational Resource Management: An International Perspective is an updated guide to all aspects of this key responsibility and how they are applied in today’s real-world situations across the globe.Following a detailed overview of funding and resource management in public and private provision, the book looks at the criteria by which the effectiveness, efficiency and equity of the management of educational resources may be judged. It goes on to explore cost structures, budgets and the principles of asset management, all illustrated through case studies that draw on practitioner experiences and the authors’ observations in a range of national contexts. Concluding with a review of current tensions in educational resource management and pointers towards further study, the book is a succinct yet comprehensive guide for school and college leaders. It will be essential reading for those studying the subject as part of Masters and Professional Doctorate qualifications
Education --- Finance. --- School finance --- Schools --- Finance
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This publication provides an overview of the recent trends and developments in financial education policies and programmes in Europe. It describes the status of national strategies for financial education and various financial education programmes targeting a variety of audiences and through a variety of delivery channels. Based on the analysis of these initiatives, the report offers policy and practical suggestions for European policy makers and other stakeholders.
Finance --- Education --- Study and teaching. --- Finance. --- School finance --- Schools --- Funding --- Funds --- Economics --- Currency question
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Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously. Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable. Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an expos e. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer! Steven I. Pfeiffer, Professor, Florida State University, US This fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world. The book begins with a thorough history of Indias government-run schools based on the traditional British model which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools. This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book.
School management --- Development aid. Development cooperation --- Private schools --- Education --- School finance --- Schools --- Finance. --- Finance --- Business management --- E-books
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Education, Primary --- Education --- Planning --- Finance --- Finances --- onderwijs --- School finance --- Schools --- Children --- Primary education --- Early childhood education --- 371 --- Planning. --- Finance. --- Education (Primary)
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As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
English language --- Education --- School finance --- Schools --- Germanic languages --- Study and teaching --- Foreign speakers --- Finance. --- Finance --- United States. --- American community survey. --- ACS (American community survey) --- A.C.S. (American community survey)
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School management --- Education --- Manpower --- Finance --- 37.014 --- -Manpower --- Man power --- Labor supply --- Military readiness --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Opvoedingspolitiek --- 37.014 Opvoedingspolitiek --- School finance --- Education - Finance
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Education, Primary --- Education --- Planning --- Finance --- 37.014 --- 373.2 --- -Education --- -Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Children --- Primary education --- Early childhood education --- Opvoedingspolitiek --- Kleuteronderwijs --- Education (Primary) --- -Opvoedingspolitiek --- 373.2 Kleuteronderwijs --- 37.014 Opvoedingspolitiek --- School finance --- Education, Primary - Planning --- Education - Finance
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The purpose of this book is to provide a hands-on guide to finance and investment for academics with an objective of providing strategies to maximize income, minimize fees, and legally minimize taxes. There are many risks in finance and investment such as stock market crashes, inflation, corruption, fees and interest rates. This book stresses that stocks and bonds are the mainstay of most investors. Dividend-growth stocks mitigate the risk of inflation. In addition, they cost nothing once they are purchased, unlike mutual funds that have constant fees. The author explains how to find dividend-growth stocks whose payout increase exceeds inflation and how to compound quarterly in order to make projections for future growth in the number of shares or in the value of the capital itself. The author, in addition, discusses the value of bond funds and master-limited partnerships for an investment portfolio. Retirement income is a major concern for senior academics and the median level of retirement savings for those 55 to 64 is only $145,000, which is insufficient. The author stresses the need to mix dividend-growth stocks and closed-end bond funds to fund retirement as well as explains Roth IRAs, 401(k)s and other such tax-free forms of retirement financing. Finally, the book examines financial risks and shows how to mitigate them to the extent possible. This book is a must-have for any professor or academic approaching retirement age or looking to secure their future income.
Finance, Personal. --- Finance. --- Investments. --- Investments --- Retirement income --- Education --- Finance --- Business & Economics --- Social Sciences --- Investment & Speculation --- Banking --- Finance - General --- Financial Management & Planning --- Theory & Practice of Education --- Planning --- Investing --- Investment management --- Portfolio --- School finance --- Schools --- Management. --- Finance, general. --- Disinvestment --- Loans --- Saving and investment --- Speculation --- Administration --- Industrial relations --- Organization --- Funding --- Funds --- Economics --- Currency question
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Academies (British public schools) --- Education --- Education. --- Finance --- Finance. --- England. --- Periodicals --- England --- School finance --- Schools --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- City academies (British public schools) --- Public schools --- Angleterre --- Anglii͡ --- Anglija --- Engeland --- Inghilterra --- Inglaterra --- Académies (Écoles publiques britanniques) --- Éducation --- Finances
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Who finances educational facilities? What are the criteria used and how are they applied? Each country has its own system; however, the general trends are towards diversification of funding sources and decentralisation of responsibility. This publication examines the links between decentralisation and new means of financing. Although local control can guarantee greater effectiveness and responsiveness to local needs, central government remains responsible for ensuring access to equity and equality of educational opportunity. The greatest challenge in education funding consists of achieving compatibility between these objectives and technological development.
Teaching aids --- Education --- Finance --- Finances --- European Investment Bank --- 476 --- AA / International- internationaal --- CA / Canada --- FR / France - Frankrijk --- MX / Mexico - Mexique --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- School finance --- Economie van de opvoeding --- European investment bank. --- Banque européenne d'investissement --- Europese investeringsbank --- Finance. --- European Investment Bank.
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