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Pub Date: |
2012-10-00 |
Pub Type(s): |
Reports - Descriptive; Tests/Questionnaires |
Peer Reviewed: |
Yes |
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Descriptors:
Public Education; Preschool Education; Elementary Secondary Education; National Programs; Data Collection; Special Education; School Statistics; Information Dissemination; State Departments of Education; Educational Administration; Federal Government; State Government; Public Officials; Public Policy; Educational Research; Educational Researchers; Educational Policy; News Media; Citizen Participation; Educational Finance; National Surveys; School Surveys; Enrollment; Average Daily Attendance
Abstract:
This documentation is for the revised file (Version 1b) of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) National Public Education Financial Survey (NPEFS) for school year 2008-2009, fiscal year 2009 (FY 09). It contains a brief description of the data collection along with information required to understand and access the data file. The Governments Division of the U.S. Census Bureau conducts the NPEFS data collection on behalf of NCES. The Education Sciences Reform Act of 2002, section 151(b) (3), 20 U.S.C. 9541, authorizes NCES to collect these data. NPEFS provides state aggregate finance data for revenues and expenditures for public elementary and secondary education. NPEFS data are useful to: (1) chief officers of state education agencies; (2) policymakers in the executive and legislative branches of federal and state governments; (3) education policy and public policy researchers; (4) the press; and (5) citizens interested in information about education finance. State education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, and four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands) report state aggregate finance data to the NPEFS program. The data file is organized by state or jurisdiction and contains revenue data by funding source, expenditure data by function and object, and average daily attendance (ADA) data. The file also includes total student membership data from the 2008-2009 CCD State Nonfiscal Survey of Public Elementary/Secondary Education 1c file. Appended are: (1) Record Layout and Description of Data Elements; (2) Glossary; (3) State Abbreviations and American National Standards Institute (ANSI) State Codes; (4) Imputations and Edits List; (5) Fiscal Data Plan Questions; (6) Fiscal Data Plan Responses; (7) Value Distribution and Field Frequencies; (8) State Notes; and (9) Survey Form. (Contains 3 tables, 7 exhibits and 11 footnotes.
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Foreign Countries; Federal Government; Educational Finance; Financial Support; Competition; Colleges; Research and Development; Research and Development Centers; Standards; Government Role; Educational Quality; Higher Education; Organizational Change; National Programs; Graduate Study
Abstract:
As described in "Go8 Backgrounder 24: Answering the Global Challenge--Experiences from European Excellence Initiatives," Germany began a debate about how to strengthen its position as an excellent location for science and research in 2004. This debate focussed in particular on the competitiveness of the country's universities and research centres with respect to international standards. The German Research Foundation (Deutsche Forschungsgemeinschaft, DFG), a self-governing organisation funding the bulk of research projects in Germany was the primary leader of this debate. The most important outcome of this debate was an agreement on the Excellence Initiative by the German federal and state governments. This took the form of a contract between the German federal government and the federal states, signed in 2005 with the specific aims of funding top-level research, enhancing the international visibility of research activities, and driving fundamental structural change. University research funded through the Excellence Initiative has to be conducted in large networks and in cooperation with non-university research institutions. The initiative also established a structured system of education and training for doctoral students, to make Germany more attractive to young international scholars. The German Research Foundation and the German Council of Science and Humanities (Wissenschaftsrat) were given responsibility for implementing the Excellence Initiative, which had three streams of funding: for graduate schools, for clusters of excellence, and for institutional strategies to promote top-level research in the whole institution (so-called "future concepts"). The success of the initiative has led to a renewed discussion about how universities in Germany with their renewed focus on excellence can compete against outstanding institutions abroad in funding competitions; and on how they can play an enhanced role in Germany becoming a preferred location for science and innovation. (Contains 1 figure.)
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Pub Date: |
2012-07-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Administration; Lifelong Learning; Rural Areas; Foreign Countries; National Programs; Case Studies; Networks; Financial Support; Geographic Regions; Guidelines; Citizen Participation; Private Financial Support; Educational Philosophy
Abstract:
This paper traces the policies and lessons learned from two consecutive German national programs aimed at developing learning cities/regions. Known as Learning Regions Promotion of Networks, this first program transitioned into the current program, Learning on Place. A case study chosen is from the Tolzer region where a network has self-sustained from its genesis in the initial program and conducts successful Learning Festivals. The German Government funded the Learning Regions Promotion of Networks Program from 2001 to 2008, with support from the European Union (EU) Social Fund. Over 70 regions were supported with a substantial budget on a phasing-out funding basis. When this program ended in 2008, a new program titled Learning on Place began, funded by the German Government and the EU Social Fund, commencing in 2009. This program has a focus on public and private partnership in supporting good educational management in cities and rural communities. In this way, by involving private foundations as partners, a framework for civic engagement has been introduced. To understand the purposes of and outcomes from these initiatives, it is important to grasp the European context within which the German Government and its Federal Ministry of Education and Research (BMBF ["Bundesministerium fur Bildung und Forschung"]) responded in answering the call to implement "coherent and comprehensive strategies for lifelong learning" (European Commission 2001: 4). In setting this challenge, the Commission communication quoted from a Chinese proverb that has philosophically underpinned the approach: When planning for a year, plant corn. When planning for a decade, plant trees. When planning for life, train and educate people. (Guanzi c. 645BC) (Contains 2 figures and 4 footnotes.)
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Source: |
Australian Journal of Career Development, v21 n3 p33-49 Spr 2012 |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Career Development; National Programs; Public Policy; Stakeholders; Role; Responsibility; National Organizations; Leadership; Skill Development; Research; At Risk Persons
Abstract:
The National Career Development Strategy Green Paper paper proposes a strategy that is committed to these principles: (1) quality through Career Industry Council of Australia (CICA) benchmarking, quality frameworks and processes and as a risk management strategy; (2) lifetime access to career development services; (3) development of career self-management skills and opportunity awareness; (4) integration through the establishment of a national career services, well marketed to achieve wide public appeal. The Career Industry Council of Australia is the national peak body for the career industry and has a vital interest in a successful outcome of an effective national strategy that results in a stronger national career development system that is good for individuals of all ages and good for the country. The Green Paper provides a useful summary of many of the issues that have been evident since the completion of the OECD review of career policy and programs more than a decade ago. The timing of this paper is particularly important because commitment to career development by the Australian Commonwealth Government has reached a low point, particularly since its location under the umbrella of the National Partnership on Youth Attainment and Transition. This article talks about the Career Industry Council of Australia and presents comments on key priorities and proposed direction for the National Career Development Strategy as proposed in the Green Paper.
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