Transnational education: The importance of aligning stakeholders' motivations with the form of cross‐border educational service delivery

2021 ◽  
Author(s):  
Nigel Martin Healey
Keyword(s):  
Service Delivery ◽  
Educational Service ◽  
Transnational Education ◽  
Cross Border

Status of Educational Services to Handicapped Students with Limited English Proficiency: Report of a Statewide Study in California

1987 ◽  
Vol 54 (3) ◽  
pp. 220-227 ◽  
Author(s):  
Patricia Thomas Cegelka ◽  
Rena Lewis ◽  
Ana Maria Rodriguez
Keyword(s):  
Special Education ◽  
School Districts ◽  
Service Delivery ◽  
Limited English Proficiency ◽  
Response Rate ◽  
Educational Service ◽  
Survey Questionnaire ◽  
Educational Placement ◽  
Identification Evaluation ◽  
Data Banks

The purpose of this study was to develop an information base on educational service delivery for limited English proficient (LEP), handicapped students in 145 randomly selected school districts in California. Information on the districts was gathered both from existing data banks and a survey questionnaire. The survey instrument was returned by 104 districts for a response rate of 71%. Information was gathered on the following: proportion of LEP students in special education programs; the procedures commonly used in the screening, identification, evaluation, and reevaluation of LEP, handicapped students; educational placement options; and the curricula and instructional practices employed. The study concluded that quantitatively the state was doing well relative to identification and placement into special education of LEP students but that qualitative aspects of service delivery are frequently contrary to those recommended by both theory and research.

scholarly journals University Educational Service Delivery Strategy In A Changing World: Implications For Ethical Values And Leadership Integrity In Nigeria

2008 ◽  
Vol 5 (1) ◽  
Author(s):  
D. I. Akintayo
Keyword(s):  
Service Delivery ◽  
University Education ◽  
Educational Service ◽  
Ethical Values ◽  
Delivery Strategy ◽  
Significant Phenomenon ◽  
The Government ◽  
High Level ◽  
Changing World

This paper examined university educational service delivery strategy in a changing world as it affects ethical values and leadership integrity in Nigeria.  This was for the purpose of determining appropriate strategies for improving the quality of service delivery system in Nigerian universities.  The paper submits that the quality and quantity of educational services has considerably been improved in relation to internal efficiency of resources.  Moreso, the problem of access to education has become a significant phenomenon with its deleterious effect on labour market supply.  The university education has also become more relevant to manpower training and development.  However, the paper established that the high level of moral decadence among the students as well as the leaders has affected the quality of education in Nigeria.  The deplorable condition of Nigerian universities need be improved upon by all the stakeholders.  Also, resource allocation and utilization towards quality assurance in Nigerian education system need be properly considered for financial and moral supports by the government and private organizations in Nigeria.

REBALANCING IN CHINA: FISCAL POLICIES FOR SUSTAINABLE GROWTH

2018 ◽  
Vol 63 (04) ◽  
pp. 861-884 ◽  
Author(s):  
EHTISHAM AHMAD
Keyword(s):  
Service Delivery ◽  
Rapid Growth ◽  
Public Investment ◽  
Sustainable Growth ◽  
Fiscal Policies ◽  
Transfer System ◽  
Cross Border ◽  
One Belt One Road ◽  
Fiscal Space ◽  
The One

The 1993/1994 reforms in China created the fiscal space for public investment and rapid growth, based on modern tax instruments (VAT) and administration by offsetting local gainers and losers though the transfer system — and allocation of funds for investment in coastal hubs. Current challenges of congestion, pollution, and growing inequality require the design and financing for new sustainable growth hubs. This will involve an interface between local, national and cross border investments in connectivity under the One Belt One Road Initiative, together with new options for subnational (local) own-taxes, transfers, service delivery and strengthened governance mechanisms to monitor and manage liabilities, including PPPs.

Developing Twenty-Four Hour Service Plans for Severely Handicapped Learners

AAESPH Review ◽  
1977 ◽  
Vol 2 (4) ◽  
pp. 209-216 ◽  
Author(s):  
James E. McCormack ◽  
Robert H. Audette
Keyword(s):  
Service Delivery ◽  
Public Law ◽  
Educational Service ◽  
School Activities ◽  
Severely Handicapped ◽  
Educational Plans ◽  
The Law ◽  
The Relationship

Public Law 94–142 will require many SEAs and LEAs to make significant modifications and/or additions in their educational service delivery capabilities and procedures. This paper examines the relationship between two aspects of the law, developing individual educational plans (IEPs) and serving the severely/profoundly handicapped. A model is provided for developing IEPs for the severely/profoundly handicapped which Integrates residential and school activities.

The Delivery of Educational Technical Assistance Services for Children with Special Learning Needs: Development, Implementation and Evaluation

1978 ◽  
Vol 2 (2) ◽  
pp. 4-8 ◽  
Author(s):  
Alex Maggs
Keyword(s):  
Service Delivery ◽  
Technical Assistance ◽  
Ad Hoc ◽  
Formal Model ◽  
Federal State ◽  
Learning Needs ◽  
Service Needs ◽  
Educational Service ◽  
Assessment Development ◽  
Special Learning Needs

AbstractTechnical assistance may be defined as help from an outside agency designed to improve the competence of educational service delivery personnel by increasing their planning, management and organisational or programmatic skills as applied to tasks of service delivery to pupils. Such assistance may function within and between the federal, state or regional levels of governments, tertiary institutions, schools and other agencies concerned with educational service delivery. The limitations of traditional ‘ad hoc’ consultation systems are discussed and a formal model for technical asssistance delivery is proposed. It is argued that a realistic service would combine both formal and informal elements and would include problem analyses, development of inservice training curricula, the conduct of surveys and service needs, assessment, development and review of publications, design and conduct of evaluations, assistance to apply new techniques of service and other means of translating knowledge into practice.

scholarly journals Transnational Education in Historical Perspective. The Deutsche Kolonialschule (1898-1944)

2019 ◽  
Vol 4 (4-2019) ◽  
pp. 417-430
Author(s):  
Sylvia Kesper-Biermann
Keyword(s):  
Historical Perspective ◽  
Educational Practice ◽  
The Political ◽  
Educational Goals ◽  
Transnational Education ◽  
The Third ◽  
Cross Border ◽  
Societal Context ◽  
New Form ◽  
And Training

Transnational education (TNE) is widely viewed as focussing on a new form of educational practice specific to the globalised world of the late 20th and early 21st centuries. This article explores the potential that a historical perspective can offer. Particular attention is due the political and societal context of colonialism. It focusses on the Deutsche Kolonialschule (German Colonial School) where young German men trained for a life overseas between 1898 and 1944. First, it gives a brief overview of the Kolonialschule’s founding and development. The second part explores the various forms of cross-border networks and interconnections that it was part of. The third part analyses the intended types of education and training as well as the educational goals of the Kolonialschule. Fourth, a conclusion takes up the initial question looking at the potentials of a historical perspective on transnational education.

Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped Students

AAESPH Review ◽  
1977 ◽  
Vol 2 (4) ◽  
pp. 195-201 ◽  
Author(s):  
Lou Brown ◽  
Barbara Wilcox ◽  
Edward Sontag ◽  
Betty Vincent ◽  
Nancy Dodd ◽  
...  
Keyword(s):  
Service Delivery ◽  
School Facilities ◽  
Educational Service ◽  
Service Delivery Models ◽  
Educational Environments ◽  
School Day ◽  
Severely Handicapped ◽  
Age Appropriate ◽  
Architectural Barriers ◽  
Delivery Models

It is now the responsibility of educators to provide for the education of severely handicapped students in what has been referred to as “the least restrictive educational environment.” This paper discusses least restrictive educational environments in relation to segregation versus integration, interactions with nonhandicapped age peers, the ratio between handicapped and nonhandicapped students, chronologically age-appropriate educational environments, architectural barriers and prosthetized environments, “normal” organization of the school day, equal access to school facilities and resources, transportation, and ancillary services. The fundamental premise offered here is that educational service delivery models for severely handicapped students must closely approximate the best educational service delivery models used for nonhandicapped students.

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