CURRENT LINKS IN FRANCE BETWEEN THE STATE AND PRIVATE SCHOOLS

1967 ◽  
Vol 62 (5) ◽  
pp. 485-495
Author(s):  
Robert Healey
Keyword(s):  
Private Schools ◽  
The State

ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽  
2017 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
Muslim Ansori ◽  
Akhmad Khisni
Keyword(s):  
Private Schools ◽  
Education System ◽  
Crucial Role ◽  
The State ◽  
Educational Institutions ◽  
Legal Entity ◽  
Non Profit ◽  
The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

Designs for Comprehensive Community Colleges: 1958-1970

1989 ◽  
Author(s):  
Steven Brint ◽  
Jerome Karabel
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Private Schools ◽  
The State ◽  
Public Higher Education ◽  
Massachusetts Institute Of Technology ◽  
History Of ◽  
Total State ◽  
Institute Of Technology ◽  
State Organization

No analysis of the history of the community college movement in Massachusetts can begin without a discussion of some of the peculiar features of higher education in that state. Indeed, the development of all public colleges in Massachusetts was, for many years, inhibited by the strength of the state’s private institutions (Lustberg 1979, Murphy 1974, Stafford 1980). The Protestant establishment had strong traditional ties to elite colleges—such as Harvard, Massachusetts Institute of Technology, Williams, and Amherst—and the Catholic middle class felt equally strong bonds to the two Jesuit institutions in the state: Boston College and Holy Cross (Jencks and Riesman 1968, p. 263). If they had gone to college at all, most of Massachusetts’s state legislators had done so in the private system. Private college loyalties were not the only reasons for opposition to public higher education. Increased state spending for any purpose was often an anathema to many Republican legislators, and even most urban “machine” Democrats were unwilling to spend state dollars where the private sector appeared to work well enough (Stafford and Lustberg 1978). As late as 1950, the commonwealth’s public higher education sector served fewer than ten thousand students, just over 10 percent of total state enrollments in higher education. In 1960, public enrollment had grown to only 16 percent of the total, at a time when 59 percent of college students nationwide were enrolled in public institutions (Stafford and Lustberg 1978, p. 12). Indeed, the public sector did not reach parity with the private sector until the 1980s. Of the 15,945 students enrolled in Massachusetts public higher education in 1960, well over 95 percent were in-state students. The private schools, by contrast, cast a broader net: of the nearly 83,000 students enrolled in the private schools, more than 40 percent were from out of state (Organization for Social and Technical Innovation 1973). The opposition to public higher education began to recede in the late 1950s. Already by mid-decade, a large number of urban liberals had become members of the state legislature, and a new governor, Foster Furcolo, had been elected in 1956 on an activist platform.

8 Art. 7 GG: School

2019 ◽  
Author(s):  
Bumke Christian ◽  
Voßkuhle Andreas
Keyword(s):  
Primary School ◽  
Sex Education ◽  
Private Schools ◽  
School System ◽  
The State ◽  
Child Rearing ◽  
Constitutional Court ◽  
Religious Instruction ◽  
Federal Constitutional ◽  
Legal Position

This chapter discusses the provisions of Art. 7 of the Grundgesetz (GG) concerning the state's organisational power, the freedom to establish private schools, and the legal position of parents, students, and educators. Art. 7 para 1. GG grants the state the authority — and imposes the obligation — to not stand by and allow the school system to be operated on its own, for example by commercial providers or religious or philosophical communities. Other provisions relate to religious instruction and the abolition of the pre-primary school. The chapter examines the jurisprudence of the Federal Constitutional Court with regard to the state's power to organise schools, child-rearing and instruction (for example, the issue of sex education in schools), the rights of parents concerning the care and education of children, and the rights of students in school.

The dynamics of regulating low-fee private schools in Kenya

2018 ◽  
pp. 25-44
Author(s):  
Gilbert Mitullah Omware
Keyword(s):  
Private Schools ◽  
Growth And Development ◽  
Basic Education ◽  
Education And Training ◽  
Current Approach ◽  
The State ◽  
For Profit ◽  
Uniform Approach ◽  
Law And Policy ◽  
And Training

This chapter examines Kenya's current approach to the regulation of low-fee private schools amid the tension between conceiving of education as a commodity provided for profit — where rules of the market determine growth and development — and conceiving of education as a fundamental right that the state must fulfil for every person in its jurisdiction. In Kenya, the contextual term for ‘low-fee’ private schools is ‘APBET’ schools (Alternative Provision of Basic Education and Training), after the 2009 APBET Policy. The Kenyan government still does not know exactly how many APBET schools operate in the country and therefore cannot adequately regulate them. As demonstrated by the fragmentation in the regulation of these schools, it reveals that there is a need to consolidate the incorporation, registration, licensing, and taxation regimes to ensure a uniform approach to law and policy on low-fee private schools. As such, a comprehensive overhaul of the regulation of APBET schools is required.

The Morality of School Choice

2004 ◽  
Vol 2 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Adam Swift
Keyword(s):  
School Choice ◽  
Private Schools ◽  
The State ◽  
State School ◽  
The Third ◽  
Good For

Summarising the arguments of How Not to Be A Hypocrite: School Choice for the Morally Perplexed Parent (Routledge Falmer 2003), the article discusses three questions. The first is whether parents who disapprove of elite private schools to such an extent that they would vote to ban them are acting hypocritically or inconsistently with their principles if they send their children to such schools. My answer is that they need not be. The second is whether parents should have the option of sending their children to such schools; whether those schools should be allowed to exist. My answer is that they should not. The third is whether, given that such schools do exist, parents are justified in sending their children to them. My answer is that in certain circumstances they may be, but that most of those who opt for such schools are not justified in doing so. As long as the state school is ‘good enough’, parents should send their children to that school, even where it would not be as good for their children as would private alternatives.

scholarly journals Inserção do Egresso de Cursos à Distância no Mercado de Trabalho: um Estudo Voltado para a Licenciatura em Matemática

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Márcia Maria de Medeiros Travassos Saeger ◽  
Alexandre Henrique Andrade de Melo
Keyword(s):  
Distance Education ◽  
Labor Market ◽  
Distance Learning ◽  
Field Study ◽  
Private Schools ◽  
Considerable Increase ◽  
The State ◽  
Distance Courses

A discussão sobre a Educação a Distância vem ganhando espaço cada vez maior no Brasil, notadamente nos últimos anos. Diante do considerável aumento do número de alunos matriculados em cursos a distância, faz-se mister compreender como se dá a inserção desses alunos no mercado de trabalho após sua formação. Destarte, esta pesquisa teve como objetivo investigar a inserção de egressos da Licenciatura em Matemática no mercado de trabalho por meio de um estudo descritivo e de campo, realizado junto a alunos graduados pela Universidade Federal da Paraíba na modalidade a distância, bem como com gestores de escolas particulares do Estado. A pesquisa revelou que a maior parte dos egressos do curso já atuava no mercado de trabalho antes mesmo de sua formação. Os gestores escolares ressaltaram a importância da Educação a Distância, sobretudo nas regiões onde não há universidades instaladas, e a maior parte deles não considera o egresso de cursos a distância menos capacitado para atuar nas escolas. Palavras-chave: Educação a Distância, Mercado de trabalho, Licenciatura, Matemática.   Insertion of Graduates of Distance Learning Courses in the Labor Market: a Study Focused the Degree in Mathematics AbstractThe discussion on distance education has been increasingly in Brazil, particularly in recent years. Owing to the considerable increase in the number of students enrolled in distance courses, it is mister to understand how is the insertion of these students in the labor market, after their graduation. Thus, this research had as objective to investigate the insertion of graduates in Mathematics in the labor market, through a descriptive and field study, carried out among the students graduated from the Federal University of Paraiba in the distance modality, as well as with managers of private schools of the State. The research revealed that most of the students of course was already working in the labor market, even before their graduation. The school managers highlighted the importance of distance education, especially in regions where there are no universities installed and most of them do not consider the egress of distance courses less qualified to act in schools. Keywords: Distance education, Labor market, Graduation, Mathematics. A discussão sobre a Educação a Distância vem ganhando espaço cada vez maior no Brasil, notadamente nos últimos anos. Diante do considerável aumento do número de alunos matriculados em cursos a distância, faz-se mister compreender como se dá a inserção desses alunos no mercado de trabalho após sua formação. Destarte, esta pesquisa teve como objetivo investigar a inserção de egressos da Licenciatura em Matemática no mercado de trabalho por meio de um estudo descritivo e de campo, realizado junto a alunos graduados pela Universidade Federal da Paraíba na modalidade a distância, bem como com gestores de escolas particulares do Estado. A pesquisa revelou que a maior parte dos egressos do curso já atuava no mercado de trabalho antes mesmo de sua formação. Os gestores escolares ressaltaram a importância da Educação a Distância, sobretudo nas regiões onde não há universidades instaladas, e a maior parte deles não considera o egresso de cursos a distância menos capacitado para atuar nas escolas.Palavras-chave: Educação a Distância, Mercado de trabalho, Licenciatura, Matemática. Insertion of Graduates of Distance Learning Courses in the Labor Market: a Study Focused the Degree in Mathematics AbstractThe discussion on distance education has been increasingly in Brazil, particularly in recent years. Owing to the considerable increase in the number of students enrolled in distance courses, it is mister to understand how is the insertion of these students in the labor market, after their graduation. Thus, this research had as objective to investigate the insertion of graduates in Mathematics in the labor market, through a descriptive and field study, carried out among the students graduated from the Federal University of Paraiba in the distance modality, as well as with managers of private schools of the State. The research revealed that most of the students of course was already working in the labor market, even before their graduation. The school managers highlighted the importance of distance education, especially in regions where there are no universities installed and most of them do not consider the egress of distance courses less qualified to act in schools.Keywords: Distance education, Labor market, Graduation, Mathematics.

6. Schools and Equality of Opportunity

2021 ◽  
pp. 78-92
Author(s):  
William Abel ◽  
Elizabeth Kahn ◽  
Tom Parr ◽  
Andrew Walton
Keyword(s):  
Private Schools ◽  
Family Life ◽  
Private School ◽  
School System ◽  
Equality Of Opportunity ◽  
The State ◽  
Educational Adequacy

This chapter addresses the value of equality of opportunity and assesses its implication for the design of the school system, arguing for the radical conclusion that the state should prohibit elite private schools. It begins by outlining how elite private schools create inequalities in prospects between children, and develops an account of why this is morally problematic. A challenge to the chapter’s argument comes from those who reject equality of opportunity in favour of educational adequacy. The chapter then considers the possibility that it is wrong for the state to prohibit elite private schools because this interferes too much in family life. It offers a framework for assessing which choices should be protected on these grounds, and argues that the choice to send one’s child to an elite private school does not fall in this set.

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