Titlebook: Education Finance, Equality, and Equity; Iris BenDavid-Hadar Book 2018 Springer International Publishing AG, part of Springer Nature 2018

外來

School Finance Policy and Justiceveness. This examination reveals that alternative funding principles are in line with different theories of justice. This, in turn, legitimizes alternative decisions regarding redistribution mechanisms perceived as just or unjust. Each of the alternative principles is measured using a different appr

懸崖

Why Should Tax Justice Be Part of the Solution to Finance Free Good Quality Education? A Multi-countogressive tax reform is not only the most sustainable and equitable way to finance education, but it is also essential for States to demonstrate that they are taking appropriate steps towards the full realisation of the right to education.

改正

Prostaglandins

脆弱吧

Funding Mechanisms for Financing Vocational Training: An Analytical Frameworkectiveness and efficiency of training systems, through incentives, greater competition amongst training providers and the integration of private and public provision..This paper is addressed not only to an academic audience, but also to policy makers and practitioners of vocational training, who mus

GOAT

聲明

Together or Apart: Equality of Educational Opportunity in the Light of the Secular-Ultra-Orthodox Clcs of accommodation: pluralism and democracy in the Netherlands. University of California Press, Berkeley, 1996; Lorwin VR, Comp Polit 3:141–175, 1971. doi:.). Moreover, these struggles challenge the achievement of equality of educational opportunities, and burden on social gaps (BenDavid-Hadar I, E

颶風(fēng)

Choice and Efficiency in Education: New Perspective on the Tiebout Modely of education markets (Hoxby CM, J Econ Perspect 10:51–72, 1996; Rothstein J, Am Econ Rev 97:2026–2037, 2007; Tiebout CM, J Polit Econ 64:416–424, 1956). Furthermore, this work develops an innovative indicator for measuring efficiency, using the ratio between achievement and the overall educational

Lumbar-Stenosis

Financial Education and Equality respectively). This questionnaire was answered by 178 children enrolled in 3 different schools, of which two are located at the geographical periphery and one is located at the center of Israel. In one of these schools, 86 children studied financial education for 1?year (2014/15) and answered the s

詳細(xì)目錄

2364-835X nal policy, (2) graduate students at the course of school finance or economics of education, and (3) local and global policy makers atthe fields of education policy, and education finance.?.978-3-030-08004-4978-3-319-90388-0Series ISSN 2364-835X Series E-ISSN 2364-8368