Strategies for Financing Universal Basic Education for Sustainable National Development in Nigeria<\/a><\/p>\n By: N.J.K. Abdullahi and\u00a0A.Y. Abdulkareem<\/p>\n\n Survey research design was adopted in carried out this study. The sample of this study was 375 headmasters and 331 principals of the selected schools in North-Central Zone, Nigeria. The sample was selected using proportional sampling technique. The researcher utilized a self-designed questionnaires titled: Strategies of Financing Universal Basic Education and Sustainable National Development Questionnaire “(SFUSNDQ)” for this study. The instruments were validated and the reliability index of 0.78 was obtained through Cronbach’s Alpha statistics. The research questions were answered using mean, standard deviation and weighted mean scores while the hypotheses were tested with t-test statistics at 0.05 level of significance. The findings of this study showed that there is no significant difference between the mean scores of headmasters and principals on commercial based income as well, as agricultural based income as strategies for sustainable national development in North-Central Zone, Nigeria. Based on the findings of the study, it was recommended that school managers (headmasters and principals) should continue to put efforts to maintain commercial-based income. Furthermore, school managers should continue to lay more emphasis on agricultural-based income by encouraging students to participate fully in farming, fisheries among others for sustainable national development in Nigeria.<\/p><\/div>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n Policy Implications of a Proposed Framework to Improve the Accessibility and Effectiveness of Internships in Accounting<\/a><\/p>\n By:\u00a0John Capka and\u00a0Craig Foltin<\/p>\n\n This study examines perceptions and practices of employers including accounting firms and community college career center staffs and compares community college curriculum to that of four-year institutions. To determine results, interviews were conducted with employers and community college career center staffs in the State of Ohio. Interview findings showed: (1) most employers had a general lack of understanding of community college accounting programs and students, (2) community college career center staff lacked the knowledge and tools to effectively place students, and (3) community college curriculum through hiring point of internships is comparable to that of four-year institutions.<\/p>\n This paper’s findings demonstrate that current policy leaves internship placement, recruitment, and employer communication to the staff of career centers. This existing model lacks the engagement necessary to create the job pathway for students and employers. Through an examination of data, this study proposes the adoption of a policy that provides the intentional development of internship pathways. This proposed policy includes a better outline of internship objectives, faculty leadership, education and training of employers and career center staff, improved communication between institutions and employers, and engagement of community college leadership.<\/p><\/div>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n Restraints and Seclusion in US Public Schools: A review of existing law, policy, and litigation<\/a><\/p>\n By:\u00a0Bill Jewell, Emily Fraser, and\u00a0Randy Hendricks<\/p>\n\n Charter Schools\u2019 Impact on Traditional Public School Performance: Evidence from Arkansas<\/a><\/p>\n By: Mavuto Kalulu, Thomas Snyder, and Saliou N. Ouattara<\/p>\n\n School Finance as a Moral Dilemma<\/a><\/p>\n By:\u00a0John C. Pijanowski<\/p>\n\n The Hispanic Population and Hispanic Serving Institutions<\/a><\/p>\n By:\u00a0Margie Vela and Paul Gutierrez<\/p>\n\nAbstract Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
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