Economics of Education Essay Example for Free

Economics of Education Essay This project, critically reviews the sources of revenue at Kinondoni Municipal along with the budgetary allocation to secondary educational sector. It provides the major sources of revenue which include Central Government revenue, Basket fund (Donors) and Local government revenue which constitute revenue from city service levy, property tax, advertising and bill boarding fees, compensation revenue, and cost sharing. It identifies that education is the priorities to which the council does consider much in allocating their funds. The project reveals the background on the system of financing education as an essential and critical kind of investment in developing countries particularly Tanzania. It has shown its significances with respect to running the system (government) in general. The significances give the stand to which the Government should take into consideration on allocating funds in secondary educational department. More over the project has identified the objectives for analyzing the sources of revenue and educational budgetary allocation. These objectives have been stated in such a way that, it shows the directory as guidelines for reaching targeted goal(s) for sustainable development. Nevertheless, case study method and documentary review as well as interview techniques were employed. The data have been analyzed using tables and figures. 1.0. Introduction and Background. Kinondoni Municipal is located in Dar es Salaam City in Tanzania. It is bordered by Indian Ocean to North East, Ilala Municipal to the South, Bagamoyo District to the North, Kibaha District to the West and Kisarawe District to the South West. The Municipal has number of matters and services to be done/ provided to the community. Among others being education, health services, road construction and maintenances, water services, urban agriculture, power and energy supply and others of alike. All these services need money to run in effective way so that, the community members could appreciate the concern of the government for their well-being. The Municipal has vision and Mission which the study was interested with, to check out whether are just worded or are real in practical terms. The study eyed particularly to its Mission statement â€Å"Provision of quality services to the community through effective and efficient use of resources, capacity building, good governance and rule of law hence improve the living standard of people†. The project (study) was done at this Municipal to identify the sources of revenue for the Municipal to curter and serve the community effectively and efficiently. Another purpose was to check out, how the Municipal allocate its funds (Revenue) to secondary educational sector. A source of revenue is a critical problem in running several activities to an individual, family, community and national level respectively. Moreover, despite the scarcity of fund (resources) in servicing the community, there is a problem on proper plans and allocating the present resources in optimal manner. Thus, the wise decisions on how to use the present resources in its scarcity is very important particularly for developing countries like Tanzania. Another aspect towards this study (project) was to determine the way the sources of revenue are collected. On this activity, it is the point at which monitoring of revenue collection should be taken into consideration for effective performance. Furthermore, this exercise needs humanitarian aspiration than personal essence so that, the fruits will be for the community as large. There are two significances of doing this project. First was to determine the sources of revenue to the Municipal in order to understand the position of Municipal and the Government in general in its strengths and weaknesses so as to address recommendations to be taken for better performance in future. Second was to assess the allocation of the funds in secondary educational sector. From this, allocation of fund will realize the choices for most of the councils in Tanzania and the way investment aspects are taken into account especially educational investment, hence improvements to be made in a long run. The objectives of this project were as follows i) To determine the sources of revenue for Kinondoni Municipal. ii) To assess the budget allocation to Secondary educational sector in Kinondoni Municipal. The project presents various literature reviews in respective to the study (project). The literature review is mostly on sources of revenue, financing systems, administration, roles of the state and recommended suggestions. Galabawa (1985, p. 1) claimed that, â€Å"Tanzania’s plan for extending educational opportunities and improving the quality of education are often hampered by the limited resources to educational industry†. This realizes that, the problem resources in provision of education in Tanzania is a problem that exists and needs a solution on how to go about in order to reduce the burden from the government to ensure more educational opportunities and improve the quality of education. More emphasis on quality of education has been described by Michaelowa. The author tried to identify the areas which need to be checked to ensure that are taken into considerations for the consequences in anyhow. The author argued that, â€Å"The number of days teachers are absent from school (ABSENCE), and teachers’ self reported job satisfaction (MOTIVATION) have significant coefficients of the expected negative and positive sign respectively† (Michaelowa, 2001, p. 1707). If the education industry is running short of resources to improve access and quality of education, and if the responsible persons needs to be motivated for effective teaching, means this industry need to be financed. The financing can be determined by number of factors as quoted from the article that, â€Å"The policies of financing education in any country reflect the country’s ideology. Although Tanzania’s education policies emphasized quality of opportunity and access, they also vary from environment prevailing at specific time† (Galabawa, 1994, p. 37) This literature review has contributed much on this project since objectives stated can be revealed particularly on sources of revenue. According to Galabawa (2007, p. 3), There are various sources of education revenue. These sources can be divided into four broad categories: Fiscal sources; ser charges including various forms of cost recovery and cost sharing; student loan when constituted as a revolving fund which generates income out of which loans are offered to students and various forms of community contributions. The fiscal sources include general taxes; earmarked taxes; taxes on With regards to education as an investment, and sources of educational revenue, the government has to play its role for sustainable development Galabawa (2007, p. 2) portrayed that, â€Å"The price of education can, therefore be influenced by the government decision which impinge on issues of supply of education services; the allocation and distribution of resources between different levels or different courses; the choice between different methods of financing education and student support or even between different methods of schooling†. Therefore, this clarifies the position of the Government in provision of education in the country to assure access and proper allocation of funds in different sectors. Property; salaries and sales; and different types of levies. For all matters being discussed concerning sources of revenue, educational revenue, budgetary allocation and the role of the government on educational investments and other sector, to have sustainable implementation of plans and to build capacity on fund management, accountability, effective audit and formula funding to generate consistent and reliable disbursements† should be taken into consideration for sustainable development. Besides literature review, case study was employed during the project. The study was done in Kinondoni Municipal. Therefore purposeful sampling technique was used. The project had two variables namely, dependent variable which is budget allocation, and independent variable which is source of revenue. With these variables the hypotheses of this project were as follows; (i) There is a significant relationship between sources of revenue and budget allocation in secondary educational sector (Alternative hypothesis). (ii) There are no basic criteria guiding for sources of revenue and budget allocation in secondary educational sector (Null hypothesis). Field visit, discussion and interview. The list of tools used to collect information and guide the field interview and discussion were documentary review and Interview. The targeted personnel were Municipal economist and district secondary educational officer; these were obtained using purposeful sampling in order to get correct information. The documentary review involved reviewing various documents concerning sources of revenue and general allocation (budget) of the fund to secondary educational sector. Also an interview was conducted in brief way with the Municipal economist and district secondary educational officer. The interview was basically on the way they get fund for running the Municipal to curter and serve the community. Moreover, the questions on what are the major criteria for allocating the fund and challenges they face on all matters concerning sources of revenue and allocation of fund in general were asked.

Ambiguities of Counter-Hegemonic Monologism in Margaret Atwood’s Surfacing :: Essays Papers

Ambiguities of Counter-Hegemonic Monologism in Margaret Atwood’s Surfacing In his book Ideologies of Epic, Colin Graham looks at the recognisable tendency of Victorian epic poetry to establish or attempt to establish a monologic discourse in relation to the concept of nation, national literature and empire. Epic as genre and the concept of nation, â€Å" . . . desiring to be ‘centripetal’, turning in upon themselves, denying the existence of the ‘other’† (Graham,1), is a phenomenon relevant to monologic discourse as it may be perceived not only in national epic but also in the novel and it’s concomitant ideologies. Graham points to the evolution in literary history, the move towards the adjectival use of the word ‘epic’, particularly with regard to the work of Wordsworth and George Eliot. He notes, â€Å" . . . [the feminising and privatising of ] the once-public, turning narratives of action into narratives of the drama of selfhood.† (Graham,4) In a post-colonial context and in the geographical context of Canada one can see in Surfacing how Atwood asserts a feminist counter hegemonic discourse with and within a discursive framing of Canadian national identity. Graham draws on the work of M.M.Bakhtin, the Russian critic. Michael Gardiner’s comments on Voloshinov are also seen by Graham as relevant to this discussion of monologism: The dominant class is motivated to ensure fixity of meaning and arrest the flux of the sign, insofar as the establishment of a monolithic or ‘official’ language facilitates the socio-political unification of society. (Gardiner, 16) So, monologism is synonymous with hegemony - be that sexual, social, imperial or any other ideological assertion of dominance and fixity. Thus, the status of the subaltern - where the subaltern has no ‘voice’ - leaves them, as Bakhtin says, as, â€Å" . . . another person [who remains] wholly and merely an object of consciousness, and not another consciousness.† (qtd.in Gardiner, 26) In Surfacing the subaltern role could be filled by both male and female. The narrating I holds the discourse firmly. She alone has her inner consciousness exposed and denies others their consciousness. Unlike, say, Toni Morrison in Jazz, where questions of gender and race are dealt with through a narrative consciousness that moves fluidly from one voice to another. As feminist epic, structurally and adjectivally, the foregrounding and dominance of the ‘I’ forms a moral-ideological hierarchy. Anna walks out of the bedroom, dressed in jeans and shirt again. She combs her hair in front of the mirror, light ends, dark roots, humming to herself.

Women in the War

1. In Britain in 1914 and before, women were thought of as second class citizens. Women had few privileges that men had; they were down upon by men. Women's employment opportunities were limited and their pay was considerably less than a man's. All this was due to strong discrimination about women being of less importance and intelligence, the general view was traditional one which inferred that women should be housewives. Only one third of women were in paid employment. However there were differences between the jobs they did because of their class. Middle class and Working class women did very different jobs. Working class women worked in more manual, and labour intensive jobs. Whilst Middle class did more intellectual jobs. So we already know that there were clear distinctions between the jobs the women of different classes did. Working class women mostly did domestic services such as cleaning or being servants for the rich. They had to work in poor conditions and were subjected to long working hours. On top of this they received criticism, low wages and got little time off. A major employer was the textiles industry in which women could supervise, yet men often get these jobs. Women also made clothes and dresses, or jewellery or painted ornaments. Middle class women experienced better working conditions. These women were more likely to work as teachers, nurses, secretaries and shop assistants. Women had no political vote and were looked down on as inferior to men. Before 1914 jobs for women were limited and discouraged due to traditional beliefs about the role of women. Within this discrimination there was further discrimination between the classes of women. They were expected to manage the house. People were aware of this and a group called the Suffragettes voiced the opinion that equality should be imposed. This all changed when war broke out. 2. When war broke out the men went to war, this meant that they left their vacant jobs behind. The country was behind the war effort and all came together. Women were at first not allowed to fill the men's jobs, they were only allowed to knit and fundraise. People, including Emmeline Pankhurst, a leading Suffragette realised that women could help more. Pankhurst in July 1915 organised a ‘Right to Serve' march in which 60 000 women took part. There was also an increasing demand for shells due to shortages on the front line. Lloyd George, the Minister of Munitions had to negotiate with trade unions to let women work. They came to a deal known as the ‘Treasury Agreements'. Women began to work in industrial employment; they began manufacturing munitions and shells. The government backed Pankhurst further by giving them à ¯Ã‚ ¿Ã‚ ½3000 to organise processions. Also the women war register was established; it contained all the names of women wanting to help. Also more jobs needed filling when, in early 1916 the government introduced conscription as they realised they were in for the long slog. The war wouldn't be over any time soon. Vigorous campaigning ensued with extensive propaganda encouraging women to work instead of men in industry, farming and the armed services. As a result of increased levels of women working birth rates were falling, this was because women were worried about raising children during wartime. So to ease worries, the government increased the number of child welfare centres so that children and babies had a place where they could be cared for. Female employment levels rose massively due to encouragement, campaigning and thanks to the women's will to help the country win the war. Another reason is because men had to go fight on the frontlines so in order to keep up the production of munitions and shells, the women had to fill in the men's jobs. 3. Before the war women were limited to working in textiles even though they were paid at a fraction of the money that men were. Only a third of women were in paid employment. There were strict traditional rules in society which made it clear that some jobs were purely a certain gender. Women of a lower class had to generally work as domestic services for the rich and middle class women worked doing clerical work and teaching. Women were seen as 2nd class citizens. When the war broke out the men left to go to war meaning that there were vacant jobs that needed to be filled. At first the government were reluctant, but later they realised that women could make a big difference. Protests organised by the Suffragettes encouraged women to work. Women worked in industry, medical and many new areas of employment now. Women though were still treated badly, underpaid and overworked. Some men resented the women and say them as inferior. More positively though is that women became freer and some women over 30 could vote. After 4 years of war, it was over; the allies had won and the men returned home. Women were pressured to leave their jobs for the men and go back to their old jobs, mostly housekeeping. Women did leave work and female employment levels returned to what they were before 1914. The jobs that women worked in changed slightly though as more women worked in areas such as law and medicine, pay did also improve. In the short term it looked like not much had changed, things were back to normal. Women were still paid less and weren't promoted above men. However in the long run World War 1 changed the role of women and had a massive impact as they earned the respect and privileges that they deserved for their contributions. It had been made clear that women were capable of many things that men could do and over time the mood changed regarding what women could and should do.

Gender Identity Disorder - 954 Words

Gender Identity Disorder/Gender Dysphoria Gender identity disorder (GID) or transsexualism is defined by strong, persistent feelings of identification with the opposite gender and discomfort with one’s own assigned sex. (â€Å"Psychology Today†) Due to a recent change to the Diagnostic and Statistical Manual of Mental Disorders, or DSM, â€Å"Gender Identity Disorder† will be replaced with â€Å"Gender Dysphoria†. For the purpose of this paper those two terms will be interchangeable. This paper will explore the symptoms that lead to a gender identity disorder diagnosis as well as the treatment process and obstacles a person with this disorder may face. It is a difficult process and is not something somebody would endure unless they truly†¦show more content†¦(Frey, 2006) A person must be deemed a transsexual with gender dysphoria before reassignment surgery is even considered. A transsexual is a person with gender identity disorder who has overwhelming desire to change anatomic se x. (Ford-Martin, 2011) Other criteria may include recommendation by 2 mental health specialists trained in gender identity issues or sometimes a team of specialists, undergone hormone therapy successfully for at least one year, living â€Å"real life†/ cross-dressing for a minimum of a year, deemed emotionally stable and medically healthy or at least existing conditions being treated and controlled. Whatever treatment is chosen is just the beginning of the journey. There are many ramifications a person with gender dysphoria faces; psychological, social, and religious. According to local psychologist Dr. Gerald Ramsey, Ph.D. in his book â€Å"Trans-Sexuals Candid Answers To Private Questions† he states â€Å"Transsexuals from some religious backgrounds have grown up with the admonition that homosexuality is a mortal sin, punishable by fire and brimstone. These individuals believe they are putting at risk the future of their souls – facing not just the loss of family and friends, but the ultimate judgment of God, which may include spiritual annihilation. To confront, explore and challenge such beliefs takes incredible personal energy and faith.† (Ramsey, 1996) As you can see a diagnosis of genderShow MoreRelatedGender And : Gender Identity Disorder1287 Words   |  6 PagesGender Dysphoria, formerly known as Gender Identity Disorder, is described by the D SM-IV as a persistent and strong cross-gender identification and a persistent unease with ones sex. However, gender identity is not diagnosed as such if it is comorbid with a physical intersex condition. Gender dysphoria is not to be confused with sexual orientation, as people with gender dysphoria could be attracted to men, women, or both. According to an article written by, Australasian Sciences there are fourRead MoreGender And Gender Identity Disorder2178 Words   |  9 Pageswe re born, our gender identity is no secret. We re either a boy or a girl. Gender organizes our world into pink or blue. As we grow up, most of us naturally fit into our gender roles. Girls wear dresses and play with dolls. For boys, it s pants and trucks.† (Goldburg, A.2007) However, for some, this is not the case. Imagine for a moment that you are a two year old boy drawn to the color pink, make up, and skirts. If this is the case than most likely, you are experiencing Gender Dysphoria, otherwiseRead MoreGender Identity Disorder Essays1031 Words   |  5 PagesLiving a life feeling out of place, with the wrong feelings, and in the wrong body, for a person with Gender Identity Disorder, this is how they feel day to day. According to the DSM-IV-TR, Gender Identity Disorder is characterized by a strong, persistent cross-gender identifi cation, persistent discomfort with his or her sex or sense of inappropriateness in their gender role of that sex. According to the American Psychiatric Association (APA), children, adolescents and adults who exhibit a preoccupationRead More Gender Identity Disorder Essay1594 Words   |  7 PagesGender, Sex, Sexuality: Separate and NOT equal. First and foremost, a few key terms to keep in mind while reading this paper. 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Gender identity disorder in children is usually reported as having always been there since childhood, and is considered clinicallyRead MoreGender Identity Disorder Is A Mental Disorder983 Words   |  4 Pagesdepartment of Psychiatry and Behavioral Sciences, Emory University School of Medicine, state that â€Å"gender identity disorder is a mental disorder in which gender identity is incongruent with anatomical sex†. Individuals experience different degrees of unhappiness with their sex at birth, which in turn causes them to pursue the life and body of the opposite sex (2010). Does this mean that Matt (ie) has a mental disorder? Would this explain why when Matt (ie) went to a Shaman and the Shaman gave Matt (ie) allRead MoreGender Identity Disorder ( Gid )1209 Words   |  5 Pagestheir biological sex and gender identity, which is known as gender dysphoria. Gender dysphoria is formally known as gender identity disorder (GID), gender incongruence or transgenderism. According to Mohammaed Meomon, gender dysphoria is a product of highly complex genetic, neurodevelopmental, and psychological factors (Meomon, 2016). A person’s biological sex is given at birth depending on the appearance of the genitals. What a person identifies with is called gender identity. For example, a womanRead MoreGender Identity Disorder (Gid)1051 Words   |  5 Pages(e-mail me and let me know if you use this and how it does) Gender Identity Disorder (GID) As early as the age of four (Vitale, 1996), some children begin to realize that the gender their body tells them they are, and the gender their mind tells them they are dont correspond. The sense of gender and the anatomical sex of a person mature at different times and different regions of the body (Vitale, 1997b). Sometimes the gendermap, the template within the mind of a person that codes for masculinityRead MoreGender Identity Disorders ( Gids )1403 Words   |  6 Pagesindividual who was living as a woman while waiting to qualify for gender re-assignment surgery (GReS), shows the pain that those who struggle with gender identity disorders (GIDS) undergoi while â€Å"trapped† in the physical and social constraints of living as their original gender, as well as the relief that comes with living as a member of their â€Å"true† gender. Some may argue that use of surgery for purposes of treating gender identity disorders is morally unacceptable since trans sexuality does not belongRead MoreGender Identity Disorder ( Gid ) Essay2178 Words   |  9 PagesIntroduction Sex and gender have been highly controversial constructs amongst many researchers for a long time, due to differing interpretations and definitions for both. Sex is described as the biological indicators of an individual being male or female, based on their sex chromosomes and non-ambiguous internal and external genitalia. Gender, on the other hand, is a social construct that is shaped by the way someone develops their idea of male or female within society. The term gender was introduced when