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This study aims to determine the extent school-based management committee (SBMC) participates in enhancing quality assurance in secondary school management in Enugu state, Nigeria.

A total of 1,305 people participated in the study, which included a sample of 843 comprising 281 principals in all the public secondary schools, 281 community representatives and 281 Parent Teachers Association (PTA) representatives were randomly selected form Enugu State, Nigeria. There were 17 local government areas in Enugu State where those public schools were located; a 29-item questionnaire was used as the instrument for data collection. In addition, the questionnaire was developed using simple English words to facilitate their understanding. Mean and standard deviation were used to answer the research questions, while analysis of variance was used to test the hypotheses.

The findings showed that SBMC enhanced quality assurance in public secondary schools in Enugu State to a low extent. The government should therefore educate the principals on the role of the SBMC to ensure quality in public secondary schools in Enugu State, Nigeria.

It was challenging for the researchers to help the principals understand the rationale and significance of the study. Thus, the researchers spent a great deal of time, explaining the parameters and goals of the study. Another limitation was that additional data from interview and focus group could have added more useful information. Therefore, future researchers should try as much as possible to add focus group discussion and interview in studies similar to this one.

The finding that there are major problems militating against the operation of the SBMC in public secondary schools in Enugu State Nigeria implies that if proper policy is not made to ease the implementation of SBMC, it would be difficult to maintain quality assurance in the secondary schools. In addition, the findings show indication that educational counseling is lacking in the secondary schools in Enugu state, especially on the part of principals, and PTA. Therefore, there is need for the government to make quality assurance counseling available for principal and PTA to ensure quality assurance.

The researchers originated that SBMC enhances quality assurance in public secondary schools.

The purpose of this paper is to examine the incidence of public education subsidies in Ghana. Since the late 1990s, Ghana’s government has increasingly recognized human capital as key to alleviating poverty and income inequality, causing dramatic increases of government expenditures to the education sector. At the same time user fees have been introduced in higher education while basic education is being made progressively free. The question then is, whether these spending increases have been effective in reaching the poor and to what extent? What factors influence the poor’s participation in the public school system?

The authors address the key issues by employing both the standard benefit incidence methods and the willingness-to-pay method.

The results give a clear evidence of progressivity with consistent ordering: pre-schooling and primary schooling are the most progressive, followed by secondary, and then tertiary. Own price and income elasticities are higher for private schools than public schools and for secondary than basic schools.

Given the liquidity constraints African governments face yet there is the need to improve the human capacity of the countries, this study offers solution to how to optimally allocate the educational budget.

The use of policy simulations to ascertain the incidence of public spending on education is innovative as far as previous studies in Africa is concerned.

The purpose of this paper is to provide insight into the current contributions of private schools to education provision in Tanzania, and to consider the feasibility of a school voucher program to contribute to the expansion of the secondary school system, compared to the alternative expansion of public secondary education.

The study offers an analysis of current educational circumstances and educational goals in Tanzania, and projects differential costs and outcomes associated with various options for expanding secondary education. Data come from two sources: a census of the private schooling market in the Morogoro Urban district, conducted as part of the World Bank’s Systems Approach for Better Education Results initiative; and Tanzania’s National Panel Survey 2010–2011.

For those students unable to cover the full cost of secondary education, findings suggest that a targeted private school voucher would be an efficient and equitable policy mechanism for secondary school expansion. Such an approach would ease the financial burden on government for constructing all new schools, yet assure access for the most vulnerable.

The implementation of school voucher programs is increasing in low-income countries. It is important for policy makers to carefully consider the appropriateness of this type of policy intervention for their particular educational contexts. This paper models an approach by which researchers and policymakers can assess the educational circumstances of a particular location, and determine the potential effectiveness of a private school voucher policy.

This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.

Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.

The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.

This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

The purpose of this paper is to investigate the relationship between deterrence measures, leadership support and public finance regulatory compliance among public secondary schools in Uganda.

A questionnaire survey of 257 Ugandan public secondary schools was undertaken. Ordinary least squares regression was used to determine whether, in addition to deterrence measures, leadership support also explains variances in public finance regulatory compliance.

Results based on a hierarchical regression analysis indicate that deterrence measures explain 17.4 per cent of variances in public finance regulatory compliance. In addition, leadership support explains a further 18.2 per cent of the variances in public finance regulatory compliance.

The results imply that in addition to deterrence measures, secondary schools in Uganda should also emphasise leadership support in order to improve their public finance regulatory compliance.

Contrary to previous studies, the authors explain regulatory compliance using deterrence measures and leadership support in a single study while also focussing on institutions and not individuals as a unit of analysis. The authors also extend the predominantly financial institutions compliance studies to the education sector. Thus probably for the first time, the authors show that leadership support complements deterrence measures in explaining public finance regulatory compliance in the education sector. Even with strong deterrence measures, the lack of leadership support may lead to inadequate public finance regulatory compliance.

The level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?

A quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.

The descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.

In terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.

Researchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

The basic structure of Korea's formal education system is 6-3-3-4. This school system, which was established soon after its independence from Japan after World War II, has not been changed very much until recently. Primary education covers grades 1–6. Kindergarten has not been a part of the official school system until now, although making it a part of the pubic school system has been under discussion for some years. In the secondary education sector, there are two levels of schools: middle schools covering grades 7–9, and high schools covering grades 10–12. After 12 years of formal education, students advance to higher education. Typically, undergraduate degree (B.A. or B.S.) takes four years.

School libraries in the United States have existed since the founding of private schools and academies in New England, such as Phillips-Andover and Phillips-Exeter in the late 18th century. The development of public secondary school libraries, however, did not occur until early in the 20th century. While New England's academies were national leaders in secondary school education, New England's public schools lagged behind their counterparts in the Central region of the United States in the development of school libraries. The first national standards for secondary school libraries was adopted by and published by the National Education Association (NEA) in 1918 from a study and report by the Committee on Library Organization and Equipment (CLOE), chaired by Charles C. Certain. The 1918 standards were entitled, “Standard Library Organization and Equipment for Secondary Schools of Different Size.” (NEA, 1918) This was the first attempt to quantify high school library facilities by identifying standards for a good high school library. In 1920, the American Library Association (ALA) endorsed and published these standards, which have become known as the “Certain Standards,” in honor of the committee chair. The “Certain Standards” addressed the need for high school libraries to become an integral part of the school by setting goals, planning, and establishing quantified collections, seating, and equipment. These standards also called for creating a library classroom and for hiring a qualified librarian (with 1 year of postgraduate study and one year of internship) (NEA, 1918; ALA, 1920). Most importantly, this document identified the role of the librarian as a professional who was not expected to do clerical work, but who “… should have the ability to work for and with teachers” (NEA, 1918; ALA, 1920, p. 12). Therefore, the standards movement began as an effort to quantify library facilities and to provide qualified librarians in secondary schools which became the focus for improving school libraries throughout the 20th century (Roscello, 2004).

This paper investigates the moderating role of institutional quality in the relationship between public education financing and educational quality in Sub-Saharan Africa (SSA).

This paper uses a two-step system generalised method of moments (GMM) to investigate the dynamic relationships among the variables using data from the World Bank covering the periods 2002–2020 for 46 SSA countries.

The results show that institutional quality moderates the effect of public education financing on educational quality at SSA’s primary, secondary and tertiary levels. This finding shows that improved institutional quality enhances the effectiveness of public educational investments.

The findings of this study imply that policymakers seeking to enhance educational quality must not only increase educational investments but also institute measures to improve institutional quality.

Prior studies fail to examine the moderating role of institutional quality in the nexus between public education financing and educational quality. This study analyses the role of institutional quality in the public education financing–educational quality nexus in SSA. The findings of this study contribute to improving the return on public education financing in SSA.

The purpose of this paper is to analyse factors that influence access to secondary education, and strategies for improving access to secondary education in Kenya.

A logit model estimated using the Welfare Monitoring Household Survey while a simulation model is used to evaluate some of the strategies for improving access to secondary school education.

The main determinants of access to secondary school education at household level include household's income, education level of household head, household residence, sex of child, availability of schools, and age of student.

Factor such as property ownership by household and indirect costs to schooling not adequately captured due to non‐responses.

Strategies for expanding secondary school education include: expansion of infrastructure through strong partnerships, enhancing efficiency in use of human and financial resources, developing sustainable poverty reduction and resource targeting mechanisms, increasing household awareness on the importance of secondary school education, and addressing gender disparities.

The value of the paper is in its innovativeness to empirically estimate factors that determine access to secondary education and simulate resource requirements for secondary school education with the aim of identifying appropriate strategies for improving access.