Erscheinungsdatum: 10/2012, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Atypische Organisationsstrukturen bei Fondazione, Stiftung und Fondation, Titelzusatz: Rechtsvergleichende Untersuchung partizipativer Elemente bei der rechtsfähigen Stiftung des Privatrechts in Deutschland, Frankreich und Italien unter besonderer Berücksichtigung ihrer Eignung für Public Private Partnership, Autor: Runte, Julia, Verlag: Bucerius Law School Press // Bucerius Law School Hochschule fr Rechtswissenschaft gGmbH, Sprache: Deutsch, Rubrik: Recht // Sonstiges, Seiten: 312, Informationen: Paperback, Gewicht: 527 gr, Verkäufer: averdo
Public Private Partnership in School Education in Punjab ab 79 € als Taschenbuch: Partnerships in Education in Pakistan. Aus dem Bereich: Bücher, Ratgeber, Lebenshilfe,
Public Private Partnership in School Education in Punjab ab 79 EURO Partnerships in Education in Pakistan
Over the last decade, public schools in developing countries have faced chronic shortage of funds, skills and expertise to offer the quality education to the children. Traditional source of funding is no longer adequate to finance public schools. There is plenty literature available on public private partnerships but little exists on models for state and non- state partnership. This book, therefore, provides three models (non-state financing to public school, state financing to non- state provision and a joint financing) for partnership arrangements. Qualitative methodology particularly grounded theory is used to build models. It seeks to interpret partnerships in various perspectives and developed relevant partnerships models for school level based on the socially constructed meanings. The book demonstrates the application of qualitative methods in financing education. It is useful to policy makers, program managers, educationists, community leaders and students for policy formulation, program development, research and study design in the field of school finance.
Improving school performance is a primary goal of educational systems not only in the United States but around the world. Partnerships between K-12 grade schools and colleges and universities not only provide benefits to the institutes of higher education that engage in them but assist K-12 schools in three main ways: (1) enriching curriculum offerings, (2) broadening teaching expertise, and (3) helping at-risk students stay in school. Because of their autonomy and greater likelihood to engage in innovation, this book used charter schools to investigate how school/university partnerships functioned in each of the three areas listed above and the results depict both quantitative and qualitative benefits. This book also sheds light on not only the benefits partnerships can provide schools, but what components are needed to make a partnership successful. In addition, the obstacles that can threaten a partnership are examined so they can be avoided. Professors, administrators, and teachers in both public and private K-12 schools as well as colleges and universities can benefit from this book to create and enhance new partnerships to address a large range of pressing educational needs.
This research study was designed to access the effectiveness of Public Private Partnership in school education. The objectives of the study were, 1) to find out the availability and utilization of the physical facilities in schools established under public private partnership, 2) to investigate the opinion of different stakeholders about the current situation of public private partnership, 3) to assess the effectiveness of public-private partnership in the development of school education in Punjab, and 4) to compare the views of teachers working in schools established under public private partnership in different regions of the Punjab regarding Community Participation Project. Multistage cluster sampling technique was adopted. Punjab province was divided into three regions i.e. Northern Region, Central Region and Southern Region, having three districts from the northern region, four districts from the central region and four districts from the southern region for the purpose of data collection. The study was delimited to Community Model Schools (CMS) functioning under Community Participation Project (CPP) scheme. Study was also delimited to BISER.
High Quality Content by WIKIPEDIA articles! Wallace High School in Causewayhead, Stirling, Scotland. It was founded in 1971 to serve northern and north-eastern Stirling. The University of Stirling is in the catchment area, and the school has formed strong links with the institution. Wallace High School is one of seven secondary schools in the Stirling Council area. The others are the high schools of Balfron, Bannockburn, Dunblane, McLaren (in Callander), St. Modans (in Springkerse) and Stirling.In 2008 the school moved from its initial location on Dumyat Road to a new building on Airthrey Road which was funded by a public-private partnership. The old site will be used for a new housing scheme.
Public Private Partnership is one of the government policies that started as a solution for Universal Secondary Education inequalities which saw registered Private Secondary schools that met specified criteria enrolled to receive a PPP grant of 47,000 Uganda shillings per term to subsidies costs for students who achieved a minimum score of 28 aggregates in their Primary Leaving Examination to enroll for Secondary Education. However,inspite of the policy implementation, In Luuka District many secondary school going children aged 13 years and above are not enrolled in school and the highest level they might have completed is below senior four standing at 85.3 percent according to MoES Headcount Report, (2016). This formed a strong basis of study to establish the contribution of PPP to secondary education enrollment in Luuka District, Uganda despite the policy implementation. The study findings established a number of other significant factors along side PPP policy failures that greatly impacts on students enrollment.
In an increasingly competitive global economy, is the partnership between companies and schools one solution to the need for a highly skilled workforce? At a time when schools are perceived to be performing poorly, what are the implications of increased private sector involvement in the public schools? In her fascinating comparative study of school-firm partnerships in Chicago and Berlin, cities with significantly different market economies, Elisabeth Muhlenberg analyzes how these initiatives intertwine company aims, such as improved civic reputations and school-to-work pipelines, with a school's social, skills and knowledge goals. She discusses the relative impact of national and local institutions on these Corporate Citizenship initiatives and offers insights into the factors that promise the greatest benefits for the schools and the companies. Muhlenberg also points out some of the challenging conditions of this type of cooperation. The result is an important contribution to the fields of education and management that will be of interest to anyone involved in bridging the divide between business and the public schools.