International school systems differ greatly in their funding structures and educational approaches. Some key differences include: Chinese schools emphasize rote learning, while French schools ban religious dress; Irish schools are mostly Catholic but France separates religion from schools. Schooling also looks different depending on environment - in Bangladesh, some schools are on boats to continue operating during floods. Funding models also vary, with most countries publicly funding education but some like South Africa requiring parental contributions. Overall, this document outlines 10 differences in international education approaches and emphasizes that funding policies play a key role in directing resources and supporting high-quality, equitable learning opportunities.
Report on various types/forms of schoolAngelaMwSabu
How is the school system in India? It's pros and cons. To know about: public, govt aided, private, international, nos and special needs, which are the different types of schools.
Preparing Your PresentationBobby Franklin, Ph. D. Michele Mo.docxharrisonhoward80223
Preparing Your Presentation
Bobby Franklin, Ph. D.
Michele Morton, Ed. D.
Minadene Waldrop, Ed. D.
1
This is an example of what should be on the title page.
1
What Needs to be Done?
Choose a Power Point Theme
Develop slides
Write what you will say for each slide
Practice what you will say and changing the slides
Your presentation will be 10-15 minutes
2
Title
Name
Mississippi College
3
Purpose
This is where you give your thesis statement or tell what your purpose was for doing this research.
You do not have to include a separate slide for this information. It can be included with the title.
4
Hook the Audience
Why this topic? What does it matter? Why does it matter to you?
Why these countries or regions? What does it matter? Why does it matter to you?
5
For the next 5-6 Slides
Follow your outline and provide the most interesting part of your research
Graphics that tell or describe your research can be added but not “cutesy” items.
6
Comparison/Contrast
This may cover 2 slides.
This is a very important part of your presentation. Take the time to tell what you learned.
Tell what you learned.
7
Conclusion
Tell what learned as a result of this study.
Make sure what you are connecting to your purpose.
8
EFFECTIVE SCHOOLS IN KSA AND USA
A comparison of the education systems
My name is Hadi .
I am school manager in Saudi Arabia . I am a graduate student at Mississippi College.
I will present my research paper about effective school in KSA and USA.
Education
Drives development
Predictor of future status in the global arena
Invest in education in order to improve its effectiveness
Education is among the most important economic components for any country’s development . A country’s educational system is a valid predictor of its future status in the global arena. Governments, private institutions and individuals invest in education in order to improve its effectiveness and work force.
What are the keys to effective education?
Has high expectation for success
Strong leadership (both administratively and academically)
Proper student monitoring (enabled by low teacher to student ratio)
Provision of an orderly and safe environment for learning
Has opportunities for learning
Is focused on a specific mission
There is no agreement concerning keys to excellent educational performance, when viewed from a global perspective. According to one researcher “effective schools are determined by resources, class size, staff training, salaries, accessibility to textbooks, learning equipment and facilities, types of instructions and processes, curriculum, and student awards” (Hein et al., 2015, p 2248).
PUBLIC SCHOOLS IN KSA
Solely funded by government
Teachers are trained and hired by the Ministry of Education
Textbooks must be approved and distributed by the Ministry of Education
Curriculum is based on Sharia law
Madrasa, religious education, is a crucial part of the system
In KSA, the government funds all t.
Report on various types/forms of schoolAngelaMwSabu
How is the school system in India? It's pros and cons. To know about: public, govt aided, private, international, nos and special needs, which are the different types of schools.
Preparing Your PresentationBobby Franklin, Ph. D. Michele Mo.docxharrisonhoward80223
Preparing Your Presentation
Bobby Franklin, Ph. D.
Michele Morton, Ed. D.
Minadene Waldrop, Ed. D.
1
This is an example of what should be on the title page.
1
What Needs to be Done?
Choose a Power Point Theme
Develop slides
Write what you will say for each slide
Practice what you will say and changing the slides
Your presentation will be 10-15 minutes
2
Title
Name
Mississippi College
3
Purpose
This is where you give your thesis statement or tell what your purpose was for doing this research.
You do not have to include a separate slide for this information. It can be included with the title.
4
Hook the Audience
Why this topic? What does it matter? Why does it matter to you?
Why these countries or regions? What does it matter? Why does it matter to you?
5
For the next 5-6 Slides
Follow your outline and provide the most interesting part of your research
Graphics that tell or describe your research can be added but not “cutesy” items.
6
Comparison/Contrast
This may cover 2 slides.
This is a very important part of your presentation. Take the time to tell what you learned.
Tell what you learned.
7
Conclusion
Tell what learned as a result of this study.
Make sure what you are connecting to your purpose.
8
EFFECTIVE SCHOOLS IN KSA AND USA
A comparison of the education systems
My name is Hadi .
I am school manager in Saudi Arabia . I am a graduate student at Mississippi College.
I will present my research paper about effective school in KSA and USA.
Education
Drives development
Predictor of future status in the global arena
Invest in education in order to improve its effectiveness
Education is among the most important economic components for any country’s development . A country’s educational system is a valid predictor of its future status in the global arena. Governments, private institutions and individuals invest in education in order to improve its effectiveness and work force.
What are the keys to effective education?
Has high expectation for success
Strong leadership (both administratively and academically)
Proper student monitoring (enabled by low teacher to student ratio)
Provision of an orderly and safe environment for learning
Has opportunities for learning
Is focused on a specific mission
There is no agreement concerning keys to excellent educational performance, when viewed from a global perspective. According to one researcher “effective schools are determined by resources, class size, staff training, salaries, accessibility to textbooks, learning equipment and facilities, types of instructions and processes, curriculum, and student awards” (Hein et al., 2015, p 2248).
PUBLIC SCHOOLS IN KSA
Solely funded by government
Teachers are trained and hired by the Ministry of Education
Textbooks must be approved and distributed by the Ministry of Education
Curriculum is based on Sharia law
Madrasa, religious education, is a crucial part of the system
In KSA, the government funds all t.
Framework for national curriculum report on a pageAlison Hardy
Summary document on the National Curriculum review. This is not a DoE document. Go to https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011 for more detail.
To prepareReview the Assignment Forum contributions made by you a.docxamit657720
To prepare:
Review the Assignment Forum contributions made by you and your colleagues, and think about how to synthesize the collaborative experience.
To complete
Write an approximately 3-page paper including 2 pages in which you summarize the Assignment Forums listed below and 1 page in which you reflect on your own leadership development and goals. Identify three main concepts that you feel are important to incorporate in your own leadership.
Include your answers to the following questions:
•What are your strengths as a higher-education leader?
•In what areas do you require further development?
•How has this course work affected my notion of the role of the leader in higher education?
•How do I see myself promoting positive social change through my leadership?
Assignment Forums
Week 1:
Role of Leadership in Higher Education
Whether it is a small, liberal arts college focused on undergraduate education or a huge, sprawling university, leading an institution of higher education can be a complex and challenging undertaking. Typically, leaders do not have complete authority over each of the departments and colleges on campus. However, they often bear responsibility for issues that may occur in those areas. Leaders grapple with budget shortfalls, surging or dwindling enrollments, retention and graduation rates, and competing priorities on campus and off. Fortunately, most institutions have a team of leaders to whom to distribute the challenges and who provide diversity in perspectives.
Week 2: Models in Higher Education
In the 12th century in Paris, scholars came from across Europe to attend the newly formed university known as the Sorbonne. Many of the characteristics of a modern university were already part of this early institution. You would recognize professors, students, libraries, lectures, and scholarly writing. This model has been the standard for higher education for centuries, but now it is changing. For leaders in higher education, navigating these changes can be challenging.
Week 3: Models and Context
Does a competency-based learning model change learning incentives for students? Does a blended learning program make sense for science courses with lab sections? This week, you consider different learning models and their benefits and drawbacks. In each case, consider the context of the program, the student population, the institution, and other factors that contribute to the rationale for adopting a model.
Week 4: Sociopolitical Trends
Attracting and serving a diverse student population and recruiting and retaining a diverse faculty are priorities for many institutions. Most have implemented programs to address any historical deficits and actively work to make their campuses attractive to all students and scholars. These goals may be captured in a diversity statement, which publicly signals the institution’s commitment to making the campus a welcoming and successful experience for all.
Week 5: Diversity Statements
Attracting an ...
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
Week 5 Discussion question 1Social Foundations of Curriculum.docxdannies7qbuggie
Week 5 Discussion question 1
"Social Foundations of Curriculum"
Please respond to the following:
·
Debate It: Take a position for or against this statement: The U.S. should establish a moral education curriculum that must be implemented by all K-12 schools. Provide reasons and examples to support your response.
·
From the first e-Activity, consider the needs of all learners in the school district where you work or one with which you are familiar. Identify barriers in existing curricula, and examine whether Universal Design guidelines would enhance student representation, engagement, and / or expression.
Week 5 eActivity
·
Review the Website for
Universal Design for Learning
. Be prepared to discuss.
·
Research the Internet or the Strayer Library, or both, to locate a recent article on the integration of multiculturalism in schools and other public institutions by several governments in Western Europe (i.e., France, Germany, and Great Britain). Be prepared to discuss.
Week 5 Discussion 2
COLLAPSE
Top of Form
·
4
·
5
"Required Reading and Multiculturalism"
Please respond to the following:
·
Debate It: Take a position for or against this statement: All students should be required to read the “25 recommended works to be read by 8th grade” listed in Table 5.1, Chapter 5. Provide the titles of at least three works you would include in this or another recommended list. Provide reasons and examples to support your response.
·
From the e-Activity, review the impact of multiculturalism on schools in Western Europe. Provide a rationale for either expanding or rejecting multiculturalism in your local school district. Provide the Website(s) you referenced in your discussion, using APA format.
Curriculum Tips
5.1
Principles for Improving Schools
A number of important principles result in school effectiveness and excellence. Based on recent efforts to improve schools and reform education, school leaders and teachers can adapt many of the following principles for improving their own schools and the education of students.
1.
The school has a clearly stated mission or set of goals.
2.
School achievement is closely monitored.
3.
Provisions are made for
all
students, including tutoring for low achievers and enrichment programs for the gifted.
4.
Teachers and administrators agree on what is good teaching and learning; a general and agreed-upon psychology of learning prevails.
5.
Emphasis on cognition is balanced with concerns for students’ personal, social, and moral growth; students are taught to be responsible for their behavior.
6.
Teachers and administrators expect students to learn, and they convey these expectations to students and parents.
7.
The school day and school year are increased approximately 10 percent (or about 35 to 40 minutes per day and 15 to 20 days per year). This amounts to 1½ to 1¾ additional years of schooling over a 12-year period.
8.
Additional remedial reading and math classes, with reduced teacher–student r.
9 Notable Differences in Education Systems Around the World | Future Educatio...Future Education Magazine
Here Are 9 Notable Differences in Education Systems Around the World: 1. Curriculum and Content 2. Standardized Testing and Assessment 3. Teaching Methods and Pedagogies 4. Grading Systems 5. School Calendar and Schedule
This article presents the findings related to the analysis of education systems of Finland, South Korea, Japan, Cuba, the United States, China, France and Bologna Project of High Education of European Union taking as a basis articles: Finlândia: paradigma da educação no mundo (Finland: paradigm of education in the world), Finlândia: paradigma da educação no mundo (2) (Finland: paradigm of education in the world - 2), Bases do sucesso da educação na Coreia do Sul e no Japão (Bases of success of the education in South Korea and Japan), Os fatores de sucesso das políticas de educação na Finlândia e na Coreia do Sul (The success factors of education policies in Finland and South Korea), O sistema de educação em Cuba (The education system in Cuba), O sistema de educação dos Estados Unidos (The US education system), O sistema de educação da China (The education system in China), O sistema de educação da França (The education system in France) and the Projeto Bolonha de ensino superior da União Europeia e da Universidade Nova no Brasil (The Bologna project of higher education of the European Union and the project of New University in Brazil) published in Falcoforado Blog (http: // fernando.alcoforado.zip.net).
Framework for national curriculum report on a pageAlison Hardy
Summary document on the National Curriculum review. This is not a DoE document. Go to https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00135-2011 for more detail.
To prepareReview the Assignment Forum contributions made by you a.docxamit657720
To prepare:
Review the Assignment Forum contributions made by you and your colleagues, and think about how to synthesize the collaborative experience.
To complete
Write an approximately 3-page paper including 2 pages in which you summarize the Assignment Forums listed below and 1 page in which you reflect on your own leadership development and goals. Identify three main concepts that you feel are important to incorporate in your own leadership.
Include your answers to the following questions:
•What are your strengths as a higher-education leader?
•In what areas do you require further development?
•How has this course work affected my notion of the role of the leader in higher education?
•How do I see myself promoting positive social change through my leadership?
Assignment Forums
Week 1:
Role of Leadership in Higher Education
Whether it is a small, liberal arts college focused on undergraduate education or a huge, sprawling university, leading an institution of higher education can be a complex and challenging undertaking. Typically, leaders do not have complete authority over each of the departments and colleges on campus. However, they often bear responsibility for issues that may occur in those areas. Leaders grapple with budget shortfalls, surging or dwindling enrollments, retention and graduation rates, and competing priorities on campus and off. Fortunately, most institutions have a team of leaders to whom to distribute the challenges and who provide diversity in perspectives.
Week 2: Models in Higher Education
In the 12th century in Paris, scholars came from across Europe to attend the newly formed university known as the Sorbonne. Many of the characteristics of a modern university were already part of this early institution. You would recognize professors, students, libraries, lectures, and scholarly writing. This model has been the standard for higher education for centuries, but now it is changing. For leaders in higher education, navigating these changes can be challenging.
Week 3: Models and Context
Does a competency-based learning model change learning incentives for students? Does a blended learning program make sense for science courses with lab sections? This week, you consider different learning models and their benefits and drawbacks. In each case, consider the context of the program, the student population, the institution, and other factors that contribute to the rationale for adopting a model.
Week 4: Sociopolitical Trends
Attracting and serving a diverse student population and recruiting and retaining a diverse faculty are priorities for many institutions. Most have implemented programs to address any historical deficits and actively work to make their campuses attractive to all students and scholars. These goals may be captured in a diversity statement, which publicly signals the institution’s commitment to making the campus a welcoming and successful experience for all.
Week 5: Diversity Statements
Attracting an ...
From 8 4-4 to 2-6-3-3-3 the making of a successful education systemDr. Linda Kimencu
Kenya is transitioning from 8-4-4 to 2-6-3-3-3; the document highlights some things that the policy makers should consider to make the transition successful
Week 5 Discussion question 1Social Foundations of Curriculum.docxdannies7qbuggie
Week 5 Discussion question 1
"Social Foundations of Curriculum"
Please respond to the following:
·
Debate It: Take a position for or against this statement: The U.S. should establish a moral education curriculum that must be implemented by all K-12 schools. Provide reasons and examples to support your response.
·
From the first e-Activity, consider the needs of all learners in the school district where you work or one with which you are familiar. Identify barriers in existing curricula, and examine whether Universal Design guidelines would enhance student representation, engagement, and / or expression.
Week 5 eActivity
·
Review the Website for
Universal Design for Learning
. Be prepared to discuss.
·
Research the Internet or the Strayer Library, or both, to locate a recent article on the integration of multiculturalism in schools and other public institutions by several governments in Western Europe (i.e., France, Germany, and Great Britain). Be prepared to discuss.
Week 5 Discussion 2
COLLAPSE
Top of Form
·
4
·
5
"Required Reading and Multiculturalism"
Please respond to the following:
·
Debate It: Take a position for or against this statement: All students should be required to read the “25 recommended works to be read by 8th grade” listed in Table 5.1, Chapter 5. Provide the titles of at least three works you would include in this or another recommended list. Provide reasons and examples to support your response.
·
From the e-Activity, review the impact of multiculturalism on schools in Western Europe. Provide a rationale for either expanding or rejecting multiculturalism in your local school district. Provide the Website(s) you referenced in your discussion, using APA format.
Curriculum Tips
5.1
Principles for Improving Schools
A number of important principles result in school effectiveness and excellence. Based on recent efforts to improve schools and reform education, school leaders and teachers can adapt many of the following principles for improving their own schools and the education of students.
1.
The school has a clearly stated mission or set of goals.
2.
School achievement is closely monitored.
3.
Provisions are made for
all
students, including tutoring for low achievers and enrichment programs for the gifted.
4.
Teachers and administrators agree on what is good teaching and learning; a general and agreed-upon psychology of learning prevails.
5.
Emphasis on cognition is balanced with concerns for students’ personal, social, and moral growth; students are taught to be responsible for their behavior.
6.
Teachers and administrators expect students to learn, and they convey these expectations to students and parents.
7.
The school day and school year are increased approximately 10 percent (or about 35 to 40 minutes per day and 15 to 20 days per year). This amounts to 1½ to 1¾ additional years of schooling over a 12-year period.
8.
Additional remedial reading and math classes, with reduced teacher–student r.
9 Notable Differences in Education Systems Around the World | Future Educatio...Future Education Magazine
Here Are 9 Notable Differences in Education Systems Around the World: 1. Curriculum and Content 2. Standardized Testing and Assessment 3. Teaching Methods and Pedagogies 4. Grading Systems 5. School Calendar and Schedule
This article presents the findings related to the analysis of education systems of Finland, South Korea, Japan, Cuba, the United States, China, France and Bologna Project of High Education of European Union taking as a basis articles: Finlândia: paradigma da educação no mundo (Finland: paradigm of education in the world), Finlândia: paradigma da educação no mundo (2) (Finland: paradigm of education in the world - 2), Bases do sucesso da educação na Coreia do Sul e no Japão (Bases of success of the education in South Korea and Japan), Os fatores de sucesso das políticas de educação na Finlândia e na Coreia do Sul (The success factors of education policies in Finland and South Korea), O sistema de educação em Cuba (The education system in Cuba), O sistema de educação dos Estados Unidos (The US education system), O sistema de educação da China (The education system in China), O sistema de educação da França (The education system in France) and the Projeto Bolonha de ensino superior da União Europeia e da Universidade Nova no Brasil (The Bologna project of higher education of the European Union and the project of New University in Brazil) published in Falcoforado Blog (http: // fernando.alcoforado.zip.net).
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. 10 Ways Schools Differ Around the World
1. Chinese Education- Emphasises Memorisation and Learning by Drill
. This is one of the reasons why China excels so much in producing
scientists, engineers and mathematicians – while these subjects do still
require a good deal of critical thinking, rote learning is certainly more
helpful here than in arts subjects.
2. French Schools- Religious Dress is Banned
A core principle of French society is laïcité, roughly translated in
English as secularity, though it goes rather further than secularity
normally would do in English-speaking countries. It’s the belief that
religion and public life should be kept as far apart as possible. . It is not
in principle an opposition to religion – atheists are a minority in France,
albeit a sizeable one – but the belief that religion and public life,
especially politics, should not mix, and especially that religious
justifications for political decisions should be avoided
3. 3.Irish Schools - Non- Or Multi-denominational
France and Ireland are both majority Catholic countries, but the
approach they take to religion in schools could not be more different. In
Ireland, there are 2,884 Catholic schools, which teach religious
education from a Catholic perspective and may choose not to employ
non-Catholic teachers or accept non-Catholic pupils.
4. Bangladeshi Schools are Sometimes On Boats
The country is demographically unusual, too – of Bangladesh’s
population of 165 million, 32% are under the age of 15, so the school -
age population is huge and places a significant financial burden on state
finances. Conventional schools have to close during flooding, leaving
millions of children with no access to education, so Bangladesh has had
to come up with an innovative solution: flood-proof schools on boats.
Non-profits working in Bangladesh have played a significant role in
providing these floating schools, often powered by solar panels, that
mean children can get an education even when the floods are at their
worst.
4. 5. Japanese Schools- Teach Moral Education
Japan’s school system appears to prioritise producing good
citizens. Moral education has been taught informally in Japan for
decades, but it is gaining ever more prominence in the Japanese
curriculum, being taught in some schools on a par with subjects such as
Japanese or mathematics.
6. The Majority Of South Africans Pay for their Children’s Education
South Africa is one of the rare exceptions, where the default is not
a school funded wholly by the state, but a state-aided school, in which
the state subsidises education, but parents who can afford to do so are
still expected to contribute financially towards their children’s
education.
5. 7. German Schools
Strongly Opposed to Uniforms , it’s because of the belief that
wearing the same thing makes the school population feel more unified,
contributing to a positive sense of school spirit and belonging. But just
as often, it’s for practical reasons, such as uniforms allowing students
from different schools to be identified more easily, or that they provide
a cheaper clothing option for poorer families, or they make it easier for
parents to get their children ready for school in the mornings.
8. The South Korean school day is very long
By contrast, South Korean students in secondary school can be at their
desks for 14 to 16 hours. The standard school day is 8am until 4pm,
which in its own right is long by international standards. But students in
the last couple of years of school will then go home for some dinner, and
head out again to a private school from 6pm to 9pm for intensive
revision. There may well be another couple of hours of homework to do
even after all of that. South Korean students are among the most
successful on international league tables, but it requires a remarkable
amount of work.
6. 9. Dutch students all start school on their 4th birthday
There are different approaches to starting school, and the age at which it’s
appropriate for students to do so. Often, the differences are more in terminology than
reality.
One difficulty that school systems do face is that if every student starts school on
the same day – say the start of September, as is the norm in Britain – some will be
nearly a year older than others, which represents a significant developmental
difference.
10. Norway’s high school graduation involves a three-week party
The tradition is that Norwegian high school students club together to buy an old
car, bus or van, which they then decorate. They wear red or blue overalls, which also get
decorated. And then they spend the next three weeks in said car, bus or van having a
wild party, driving between different impromptu or organised events, finally culminating
in their graduation.
7. The importance of school funding policies
This study on school funding policies was conducted for a number of reasons:
The mechanisms through which school funding is governed, distributed and monitored play a key
role in ensuring that resources are directed to where they can make the most difference. While the
overall level of funding matters, the strategies used to allocate and match resources to learner needs
are at least as important.
As most school funding comes from public budgets, developing effective mechanisms to allocate this
funding among competing priorities is an important policy concern for governments. School systems
have limited resources with which to pursue their objectives and using these resources efficiently is a
key aim for their activities.
Efficiency alone is not the main concern of school systems but needs to be achieved alongside the
quality and equity objectives that are at the heart of schooling. The report focuses on how school
funding policies can best be designed so that available resources are directed to supporting high
quality teaching and providing equitable learning opportunities for all students.
As efficiency in school education has traditionally been considered from an economic perspective,
this study aims to look at school funding questions from a more educational angle. It analyses school
funding policies taking into account the complexity of educational processes, the diversity of
educational goals, the range of different governance contexts across school systems and the
importance of social and institutional arrangements in developing adequate school funding policies.
8. Governing school funding
The governance of school funding across OECD review countries is characterised by complex
relationships between the various actors involved in raising and spending funds for schooling.
While the majority of school funding originates at the central government level, other actors also
increasingly contribute to raising funds for school services. Sub-central governments typically
Clarifying roles and responsibilities in decentralised school funding systems
Across OECD countries, sub-central governments are responsible for distributing the largest share of public
funding – almost 60% of final funds – among individual schools. They typically complement central school funding
from their own revenues while also acting as an intermediary distributing central government funding to schools.
While motivations vary across countries, fiscal decentralisation is typically expected to increase responsiveness to
the demands of local communities, raise the potential for innovation and adapt resource management to local
conditions. But achieving equitable expenditure outputs for students in decentralised funding systems requires well-
designed fiscal relations, adequate coordination and capacity building across different levels of government.
9. Supporting schools with their budgetary responsibilities
Budget management responsibilities offer potential for more strategic management at the school level, but
the effective use of funds requires well-functioning school leadership and management structures. Greater
autonomy over funding decisions might increase existing inequities between schools, with some schools facing
greater challenges in linking spending choices to improvement priorities. Administering and allocating funds
effectively requires time, administrative capacity and adequate preparation of school leadership teams. Experience
in OECD review countries indicates that delegating budgetary responsibilities to schools may create tensions
between pedagogical and administrative school leadership. While budgetary autonomy allows aligning budget
planning with pedagogical needs of schools, it may also place considerable administrative, managerial and
accounting burdens on leaders, reducing their time for pedagogical leadership.
Developing regulatory frameworks for the public funding of private schools
Over the past three decades, the public funding of private school providers has become more common
across OECD countries. The public funding of private schools is typically combined with parental choice
systems that are intended to encourage greater diversity and quality in the educational offer. However, a
number of risks for equity need to be taken into account.
Distributing school funding
School systems need to consider a series of guiding questions to design a funding model that best fits the
established governance structure. These include the following:
• Who is responsible for the final allocation of funding to schools?
10. Which resource categories does this apply to?
What conditions (if any) should be set for the funding allocation?
How much of the funding will be distributed via the main allocation mechanism and how
much via other mechanisms (such as targeted funds)?
What basis will be used to fix the amount of funding allocated to schools?
Providing equity funding to schools
A key concern in designing funding allocation mechanisms is to ensure
that funding is allocated equitably to schools that are most in need of additional
resources. The following challenges and trade-offs need to be considered when
choosing an allocation mechanism for equity funding.
Choosing indicators to design funding allocation mechanisms
In designing funding allocation mechanisms, systems need to pay
adequate attention to data requirements and the choice of indicators. For all
indicators, there is a trade-off between simplicity and transparency on the one
hand and accuracy and fairness on the other. Relatively simple indicators are
likely to leave out some parts of the target population
11. Designing funding formulas for current expenditure
The use of formula funding is well suited to the distribution of current expenditure and
many countries have introduced this. There are three broad functions that funding formulas can
aim to support. First, one of the most important functions of a funding formula is to promote
equity by ensuring that similar funding levels are allocated to similar types of provision
(horizontal equity) and that differential amounts can be added to the basic allocation according
to the assessed degree of educational need (vertical equity).
Planning the use of school funding
The process leading up to the formulation and implementation of funding plans is a key
stage of the budgeting cycle. It provides an opportunity to reflect upon previous expenditure and
future resource needs in order to develop financially sustainable budgets that support the
provision of high quality education and effectively address policy priorities.
12. Sources of funding
Today, more people are participating in a wider range of educational
programmes offered by an increasing number of providers. As a result, the question of
who should fund people’s efforts to acquire more education – governments or
individuals themselves – is becoming increasingly important. In the current economic
environment, many governments are finding it difficult to provide the necessary
resources to support the increased demand for education in their countries through
public funds alone. In addition, some policy makers assert that those who benefit the
most from education – the individuals who receive it – should bear at least some of
the costs. While public funding still represents a very large part of countries’
investment in education, the role of private sources of funding – individuals,
households but also, for example, contributors from the business sector - is becoming
increasingly prominent.
13. Key insights
Education in OECD countries is mainly publicly funded, although there is a substantial level of private
funding at the pre-primary and tertiary levels
Between 2015 and 2019, the proportion of government expenditure devoted to public expenditure on
primary to tertiary education slightly decreased across OECD countries
Most systems rely on a mix of central and sub-central funding for schools
The division of responsibility for public funding in non-tertiary levels of education varies greatly among
countries
Public funding is more centralised at the tertiary level than at lower levels of education
Compared to other levels of education, public funding for ECE is more reliant on regional and local
sources than central government, although there are great differences between countries
Many governments delegate responsibility for ECEC public funding to local authorities. As a result,
public funding is more decentralised in early childhood education (ISCED 0) than at any other level of
education
14. 5% of the total funds devoted to tertiary institutions were transferred from the public to the private
sector, on average across OECD countries
A large share of government spending goes directly to educational institutions, but governments also
transfer funds to educational institutions, households and other private entities
The average shares of public and private expenditure on educational institutions have tended to be
relatively stable over time across the OECD
Although educational institutions from primary to tertiary level are still predominantly publicly funded,
their reliance on private funding is growing
Private sources are more important at the tertiary level compared to non-tertiary levels (primary,
secondary and post-secondary non-tertiary)
In many countries, private entities other than households contribute more than 10% to financing
tertiary education
Higher education research and development relies heavily upon public funding
Countries differ significantly in the amount of tuition fees charged by their tertiary institutions
International funding may complement national sources of school funding
15. Private business and non-profit organisations contribute to the cost of pre-primary education in a
small number of countries
Employers’ contributions to vocational education and training are an important source of private
funding in some countries
In most OECD countries, there is substantial public investment in early childhood education and care,
but ECEC still has one of the highest shares of private funding
Tuition fees vary not only across countries and educational levels, but also within countries for a given
level of education
Increasingly, countries are turning to alternative means to strike the right balance between keeping
student charges reasonable and finding sufficient funding for their tertiary education systems
The share of private funding is strongly related to the level of tuition fees charged by tertiary
institutions
Less than 20% of all tertiary students are enrol in independent private institution, which charge higher
annual tuition fees than public institutions for bachelor’s programmes in all OECD countries with
available data
Last updated October 3rd 2022