-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
Issues and Problems in the Philippine Basic EducationAira Grace Atabay
The document summarizes teacher to pupil ratios in various Asian countries, noting the Philippines has ratios of 1:45 for elementary and 1:27 for lower secondary. It also outlines significant shortages in classrooms, teachers, textbooks and other resources in the Philippines public education system from 2001-2006. Overcrowded classrooms with around 80 students each are common.
Financing the educational system by regina brillantesREDJBRILLANTES
The document discusses the proposed 2019 budget for education in the Philippines, which allocates the highest funding to the education sector but reduces some program budgets like Tulong Dunong scholarships and the school building fund, in order to redirect funds to the implementation of free tuition programs. Concerns were raised about cuts to financial aid and infrastructure, but the budget aims to make education more accessible while ensuring efficient spending of resources.
This document is a research proposal that examines motivational factors and learning strategies among students learning English as a second language at IKM Jasin. The proposal contains an introduction outlining the background and purpose of the study. It states the problem being examined is the low English proficiency of many IKM Jasin students based on exam results. The objectives are to determine students' motivational factors for learning English and identify strategies used by proficient students. The proposal outlines the research questions, definitions, limitations, and significance of the study which is to help teachers improve students' English skills. A literature review will examine language learning strategies and motivational factors related to second language acquisition.
The document discusses gender disparity in education in Turkey, noting that millions of women are functionally illiterate with illiteracy rates as high as 50% in some rural southeastern provinces. It analyzes the key barriers to girls' education such as lack of schools, poverty, traditional gender bias, and child labor/marriage. The document proposes solutions like increasing access to quality schools, cash transfers to poor families conditional on school attendance, and addressing male-dominated cultural attitudes.
Social rates of return to education consider both private costs and broader societal costs and benefits of education. Studies have found that social rates of return are higher than private rates of return because they account for non-monetary social benefits like improved health, civic participation, and reduced inequality. Research also shows that social rates of return are generally higher in primary education in developing countries than in developed countries, but higher in secondary education in developed countries. Properly accounting for all costs and benefits can help ensure efficient levels of investment in education from both public and private sources.
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
Issues and Problems in the Philippine Basic EducationAira Grace Atabay
The document summarizes teacher to pupil ratios in various Asian countries, noting the Philippines has ratios of 1:45 for elementary and 1:27 for lower secondary. It also outlines significant shortages in classrooms, teachers, textbooks and other resources in the Philippines public education system from 2001-2006. Overcrowded classrooms with around 80 students each are common.
Financing the educational system by regina brillantesREDJBRILLANTES
The document discusses the proposed 2019 budget for education in the Philippines, which allocates the highest funding to the education sector but reduces some program budgets like Tulong Dunong scholarships and the school building fund, in order to redirect funds to the implementation of free tuition programs. Concerns were raised about cuts to financial aid and infrastructure, but the budget aims to make education more accessible while ensuring efficient spending of resources.
This document is a research proposal that examines motivational factors and learning strategies among students learning English as a second language at IKM Jasin. The proposal contains an introduction outlining the background and purpose of the study. It states the problem being examined is the low English proficiency of many IKM Jasin students based on exam results. The objectives are to determine students' motivational factors for learning English and identify strategies used by proficient students. The proposal outlines the research questions, definitions, limitations, and significance of the study which is to help teachers improve students' English skills. A literature review will examine language learning strategies and motivational factors related to second language acquisition.
The document discusses gender disparity in education in Turkey, noting that millions of women are functionally illiterate with illiteracy rates as high as 50% in some rural southeastern provinces. It analyzes the key barriers to girls' education such as lack of schools, poverty, traditional gender bias, and child labor/marriage. The document proposes solutions like increasing access to quality schools, cash transfers to poor families conditional on school attendance, and addressing male-dominated cultural attitudes.
Social rates of return to education consider both private costs and broader societal costs and benefits of education. Studies have found that social rates of return are higher than private rates of return because they account for non-monetary social benefits like improved health, civic participation, and reduced inequality. Research also shows that social rates of return are generally higher in primary education in developing countries than in developed countries, but higher in secondary education in developed countries. Properly accounting for all costs and benefits can help ensure efficient levels of investment in education from both public and private sources.
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
This document provides an overview of Finland's educational system. It discusses that Finland's Ministry of Education and Culture oversees legislation and policy. It also describes the various levels and types of education in Finland including early childhood education, basic education, upper secondary education, vocational education, adult education, higher education, teacher education, and Finland's model which emphasizes standardized testing, play, free college, an elevated teaching profession, no private schools, and little homework.
This document discusses human capital theory and the relationship between investment in education and economic growth. It defines human capital as the skills and knowledge gained through education and experience. Human capital theory posits that investment in education increases worker productivity and contributes to national economic growth. While education improves individual earnings and benefits society, the impact on economic growth depends on how educational capital is utilized and whether the skills learned match labor market demands. Maintaining an equilibrium between education supply and demand is important to avoid unemployment or skills shortages that could limit growth. For education to meaningfully support growth, countries need a focused, responsive education system of high quality that meets the economy's skill needs.
This document provides an overview of the historical development of comparative education. It discusses some key figures and developments:
1) Marc-Antoine Jullien de Paris is considered the "father of comparative education", developing one of the first comprehensive schemes for comparative study in 1817.
2) In the 19th century, many reports compared foreign education systems but did not truly analyze differences. Figures like John Griscom, Victor Cousin, and Horace Mann published influential comparative works.
3) I.L. Kandel emphasized the importance of a historical approach and studying determining national factors that influence education systems. Comparative education aims to discover differences in systems and underlying principles.
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
The document discusses the 8 major components of educational planning: 1) educational status and head count, 2) supply and demand of teachers, 3) educational financing, 4) school buildings, 5) curriculum development, 6) educational materials, 7) expansion models, and 8) legal bases. Educational planning ensures success, diminishes trial and error, and provides alternatives while saving time, money, and effort. It involves determining student and teacher numbers, budgeting, financing, facilities, curriculum, materials, expansion, and legal considerations.
The document discusses criticisms of the No Child Left Behind Act and standardized testing in education. It summarizes the key aspects of NCLB, such as increased standardized testing requirements and school accountability. It then provides perspectives from a teacher who argues that NCLB leads to an over-emphasis on testing at the expense of critical thinking skills. The document concludes by stating that NCLB has good intentions but flawed testing methods that place too much pressure on students and teachers.
The document discusses the renewal function of school systems and how they serve as an adjustment factor and prepare students for future roles in society. It states that school systems must have both maintenance and renewal mechanisms to adapt to a changing environment and society. Renewal allows the school system to respond to societal changes by transmitting new cultural perspectives. The document provides historical examples of how school systems in the Philippines were used by colonial governments to further their aims and socialize populations. It emphasizes that school systems must teach students to learn how to learn and adapt to change.
The Common Core State Standards Initiative sets English and math standards for K-12 students across 46 states to ensure students are prepared for college and careers after graduation, including skills in areas like mathematical practice, reading, writing, and statistics. The standards were developed by the National Governors Association and Council of Chief State School Officers and are expected to impact around 45 million students as they create common benchmarks across states.
This document provides information about the education system in Japan. It discusses the history of education in Japan from the introduction of Chinese learning in the 6th century through periods of influence from China and Europe. It also describes the current K-12 system with 6 years of elementary school, 3 years of junior high, and 3 years of high school. The administration of schools is outlined from the national Ministry of Education down to local boards. Requirements for teacher certification and types of certificates are presented. Finally, some issues with the system are raised such as lack of competition and individual differences.
The document outlines the national goals of education in Kenya which include fostering nationalism, promoting social and economic development, individual development, moral and religious values, social equality and responsibility, respect for culture, international consciousness, and health and environmental protection. It then describes Kenya's education system which includes early childhood education, primary education lasting 8 years, 4 years of secondary education, and 2-3 years of tertiary/university education. The document also discusses who finances education in Kenya and some of the key challenges facing Kenya's education system including inadequate infrastructure, teacher shortages, and high pupil-teacher ratios.
Approaches to the study of comparative education by tariq ghayyurTariq Ghayyur
This document discusses eight approaches to comparative education as identified by Awolola in 1986. These include the problem approach, case study approach, area study approach, historical approach, descriptive approach, philosophical approach, international approach, and gastronomic approach. For each approach, the document provides details on how the approach would be implemented in a comparative education study.
Globalization has both positive and negative impacts on education. It has led to curriculum upgradation through advances in technology. It also promotes a productivity orientation in educational systems to prepare students for global markets. Additionally, globalization encourages international understanding and cultural acceptance. However, it also breaks down boundaries between countries and allows increased mobility of students, teachers, and knowledge worldwide.
The document provides an overview of the metamorphosis of Philippine education through history from Spanish rule to present day. It discusses the education system under Spanish, American, Japanese, and post-war administrations. It then outlines issues in the Philippine education system including quality, accessibility, curriculum, and budget issues. Several development initiatives are presented, including the K-12 program which extended basic education to 12 years. Issues, concerns, and needs of the education system are also summarized.
This document discusses financing education at the institutional level by analyzing internal and external competitive forces that affect educational institutions. It examines how external forces like global demand for graduates impact enrollment trends. It also looks at internal forces such as faculty quality, facilities, and research capabilities. Porter's Five Forces model is applied, analyzing rivalry among institutions, potential for new entrants, power of suppliers/employees, and threat of substitutes. Various analyses like external factor analysis and competitive profile matrix are presented to evaluate competitiveness based on these forces both internally and externally. In summary, competitive forces and factors heavily influence the financial operations and viability of educational institutions.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
The document provides an overview of the United Kingdom's education system from nursery school through university. It describes the main stages of education including nursery school for ages 3-5, primary school for ages 5-11, secondary school for ages 11-16, the option of sixth form for ages 16-18, vocational training through apprenticeships or college, and university education. It also includes facts and figures about student enrollment numbers, pass rates, and qualifications at each stage of education.
The key principles of Finnish education policy are quality, efficiency, equity and internationalization. Education is free at all levels from pre-primary to higher education. The education system consists of pre-primary education, nine years of compulsory basic education, upper secondary education and higher education. Education policy priorities are outlined in five-year development plans which currently focus on promoting equality, quality and lifelong learning. Legislation governs each level of education and most education is publicly funded through state and local authorities. Evaluation of education focuses on both self-evaluation of schools and national evaluations.
The document discusses the importance of teachers understanding how public education is financed in the United States. It provides an overview of how public education is funded through federal, state, and local sources and how those funds are distributed. Understanding how funding works allows teachers to advocate for adequate resources, address equity issues, and effectively use available funds to support student learning. The document also examines the impacts of financing on students, teachers and communities as well as efforts at education finance reform.
The document discusses financing education in three key areas:
1) Prioritizing education is important as it empowers individuals and contributes to a country's development. The Philippines government allocates the highest budget to education and guarantees the right to education in its constitution.
2) Sources of education financing include public funds (80% of funding), private sources (20% of funding), and international sources (2% of funding). Households provide the largest share of private financing.
3) The increasing cost of education is due to factors like expanding campuses to meet demand, budget cuts leading to tuition hikes, and universities competing to attract students and faculty through investments that drive costs up further.
This document provides an overview of Finland's educational system. It discusses that Finland's Ministry of Education and Culture oversees legislation and policy. It also describes the various levels and types of education in Finland including early childhood education, basic education, upper secondary education, vocational education, adult education, higher education, teacher education, and Finland's model which emphasizes standardized testing, play, free college, an elevated teaching profession, no private schools, and little homework.
This document discusses human capital theory and the relationship between investment in education and economic growth. It defines human capital as the skills and knowledge gained through education and experience. Human capital theory posits that investment in education increases worker productivity and contributes to national economic growth. While education improves individual earnings and benefits society, the impact on economic growth depends on how educational capital is utilized and whether the skills learned match labor market demands. Maintaining an equilibrium between education supply and demand is important to avoid unemployment or skills shortages that could limit growth. For education to meaningfully support growth, countries need a focused, responsive education system of high quality that meets the economy's skill needs.
This document provides an overview of the historical development of comparative education. It discusses some key figures and developments:
1) Marc-Antoine Jullien de Paris is considered the "father of comparative education", developing one of the first comprehensive schemes for comparative study in 1817.
2) In the 19th century, many reports compared foreign education systems but did not truly analyze differences. Figures like John Griscom, Victor Cousin, and Horace Mann published influential comparative works.
3) I.L. Kandel emphasized the importance of a historical approach and studying determining national factors that influence education systems. Comparative education aims to discover differences in systems and underlying principles.
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
The document discusses the 8 major components of educational planning: 1) educational status and head count, 2) supply and demand of teachers, 3) educational financing, 4) school buildings, 5) curriculum development, 6) educational materials, 7) expansion models, and 8) legal bases. Educational planning ensures success, diminishes trial and error, and provides alternatives while saving time, money, and effort. It involves determining student and teacher numbers, budgeting, financing, facilities, curriculum, materials, expansion, and legal considerations.
The document discusses criticisms of the No Child Left Behind Act and standardized testing in education. It summarizes the key aspects of NCLB, such as increased standardized testing requirements and school accountability. It then provides perspectives from a teacher who argues that NCLB leads to an over-emphasis on testing at the expense of critical thinking skills. The document concludes by stating that NCLB has good intentions but flawed testing methods that place too much pressure on students and teachers.
The document discusses the renewal function of school systems and how they serve as an adjustment factor and prepare students for future roles in society. It states that school systems must have both maintenance and renewal mechanisms to adapt to a changing environment and society. Renewal allows the school system to respond to societal changes by transmitting new cultural perspectives. The document provides historical examples of how school systems in the Philippines were used by colonial governments to further their aims and socialize populations. It emphasizes that school systems must teach students to learn how to learn and adapt to change.
The Common Core State Standards Initiative sets English and math standards for K-12 students across 46 states to ensure students are prepared for college and careers after graduation, including skills in areas like mathematical practice, reading, writing, and statistics. The standards were developed by the National Governors Association and Council of Chief State School Officers and are expected to impact around 45 million students as they create common benchmarks across states.
This document provides information about the education system in Japan. It discusses the history of education in Japan from the introduction of Chinese learning in the 6th century through periods of influence from China and Europe. It also describes the current K-12 system with 6 years of elementary school, 3 years of junior high, and 3 years of high school. The administration of schools is outlined from the national Ministry of Education down to local boards. Requirements for teacher certification and types of certificates are presented. Finally, some issues with the system are raised such as lack of competition and individual differences.
The document outlines the national goals of education in Kenya which include fostering nationalism, promoting social and economic development, individual development, moral and religious values, social equality and responsibility, respect for culture, international consciousness, and health and environmental protection. It then describes Kenya's education system which includes early childhood education, primary education lasting 8 years, 4 years of secondary education, and 2-3 years of tertiary/university education. The document also discusses who finances education in Kenya and some of the key challenges facing Kenya's education system including inadequate infrastructure, teacher shortages, and high pupil-teacher ratios.
Approaches to the study of comparative education by tariq ghayyurTariq Ghayyur
This document discusses eight approaches to comparative education as identified by Awolola in 1986. These include the problem approach, case study approach, area study approach, historical approach, descriptive approach, philosophical approach, international approach, and gastronomic approach. For each approach, the document provides details on how the approach would be implemented in a comparative education study.
Globalization has both positive and negative impacts on education. It has led to curriculum upgradation through advances in technology. It also promotes a productivity orientation in educational systems to prepare students for global markets. Additionally, globalization encourages international understanding and cultural acceptance. However, it also breaks down boundaries between countries and allows increased mobility of students, teachers, and knowledge worldwide.
The document provides an overview of the metamorphosis of Philippine education through history from Spanish rule to present day. It discusses the education system under Spanish, American, Japanese, and post-war administrations. It then outlines issues in the Philippine education system including quality, accessibility, curriculum, and budget issues. Several development initiatives are presented, including the K-12 program which extended basic education to 12 years. Issues, concerns, and needs of the education system are also summarized.
This document discusses financing education at the institutional level by analyzing internal and external competitive forces that affect educational institutions. It examines how external forces like global demand for graduates impact enrollment trends. It also looks at internal forces such as faculty quality, facilities, and research capabilities. Porter's Five Forces model is applied, analyzing rivalry among institutions, potential for new entrants, power of suppliers/employees, and threat of substitutes. Various analyses like external factor analysis and competitive profile matrix are presented to evaluate competitiveness based on these forces both internally and externally. In summary, competitive forces and factors heavily influence the financial operations and viability of educational institutions.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
The document provides an overview of the United Kingdom's education system from nursery school through university. It describes the main stages of education including nursery school for ages 3-5, primary school for ages 5-11, secondary school for ages 11-16, the option of sixth form for ages 16-18, vocational training through apprenticeships or college, and university education. It also includes facts and figures about student enrollment numbers, pass rates, and qualifications at each stage of education.
The key principles of Finnish education policy are quality, efficiency, equity and internationalization. Education is free at all levels from pre-primary to higher education. The education system consists of pre-primary education, nine years of compulsory basic education, upper secondary education and higher education. Education policy priorities are outlined in five-year development plans which currently focus on promoting equality, quality and lifelong learning. Legislation governs each level of education and most education is publicly funded through state and local authorities. Evaluation of education focuses on both self-evaluation of schools and national evaluations.
The document discusses the importance of teachers understanding how public education is financed in the United States. It provides an overview of how public education is funded through federal, state, and local sources and how those funds are distributed. Understanding how funding works allows teachers to advocate for adequate resources, address equity issues, and effectively use available funds to support student learning. The document also examines the impacts of financing on students, teachers and communities as well as efforts at education finance reform.
The document discusses financing education in three key areas:
1) Prioritizing education is important as it empowers individuals and contributes to a country's development. The Philippines government allocates the highest budget to education and guarantees the right to education in its constitution.
2) Sources of education financing include public funds (80% of funding), private sources (20% of funding), and international sources (2% of funding). Households provide the largest share of private financing.
3) The increasing cost of education is due to factors like expanding campuses to meet demand, budget cuts leading to tuition hikes, and universities competing to attract students and faculty through investments that drive costs up further.
The federal government supports early childhood education programs through several agencies and laws. Major programs include Head Start, administered by the Department of Health and Human Services since 1965 to provide preschool to low-income children. The No Child Left Behind Act of 2001 holds schools accountable and focuses on literacy. It established six fundamental areas including accountability, technology, and parental involvement. The document outlines the history and purposes of key federal programs and laws supporting early childhood learning and families.
Lab rubricInstructor Guidelines First enter scores (between 0 and.docxcroysierkathey
Lab rubricInstructor Guidelines: First enter scores (between 0 and 4) into yellow cells only in column F. Then, include student-specific feedback in the appropriate cell.InappropriateBelow AverageAverageAbove AverageScoreWeightFinal Score1234The entry is on topic and includes content to support the unit Learning Objectives.Submission does not relate to the topic.Answers some question/topics with some content linked to only one unit Learning Objective.Answers all questions with some content linked to at least two unit Learning Objectives.Answers all questions with opinions/ideas creatively, clearly, and completely with obvious support of all unit Learning Objectives.60%0.00The entry demonstrates critical thinking by supporting opinions with example and explanations.Submission does not relate to the topic.Answers some question/topics with some clearly stated opinions. No example is provided.Answers all questions with opinions and ideas that are stated clearly. At least one example is provided.Answers all questions with opinions/ideas creatively, clearly, and completely. More than one example is provided.20%0.00The entry meets length stated in assignment requirements.Submission did not meet stated length.Submission met or exceed the stated length.10%0.00Spelling/
Grammar/ Formatting/ MechanicsSignificant errors in spelling and/or grammar. Major flaws in writing mechanics and formatting.Poor spelling and grammar are apparent. Does not use APA style formatting when needed.Uses Standard English with rare errors and misspellings. Minor errors in APA style formatting.Consistently uses Standard English with rare misspellings. Appropriate mechanics and APA style formatting.10%0.00100%0.00Final Score0Percentage0.00%Total available points =204Rubric ScoreGrade pointsPercentageLowHighLowHighLowHigh3.54.0182090%100%2.53.49161880%89.99%1.72.49141670%79.99%0.01.00014069.99%
FEDERAL AND STATE FUNDING FOR CHILD CARE AND EARLY LEARNING
Early childhood professionals, such as child care providers, teachers, and consultants, receive federal and state funding to provide a variety of
services to children in low-income working families. Federal and state funding for early childhood services are available through a complex maze
of funding streams and government agencies. The following are some quick facts about early childhood services and the funding streams that
support these services.
■ Most federal funds are granted to State agencies to provide statewide services. Some federal funding is provided directly to local public and
private entities. 1
■ Federal and state funding for child care services is also provided directly to parents via tax credits. Some States have established business tax
credits to support child care providers directly. There are also tax credits available for businesses that sponsor child care for their employees.
■ The Federal and the State Departments of Education fund public (schools) and private ...
20050119 Murray and Aud A Guide to Understanding State Funding of Arizona Pub...Vicki Alger
This document summarizes a report on state funding of Arizona public school students. It finds that:
1) The average state base equalization funding per student in Arizona ranges from $4,200 to $4,600, while the average non-equalized district funding portion is $4,309.
2) The total average funding per student is between $8,500 and $9,000, though amounts may be higher for students with special needs.
3) If 5% of Arizona's public school students received education grants to attend private schools worth $3,500 for elementary and $4,500 for high school, it could save the state $32 million in fiscal year 2003 with minimal funding
Access To Higher Education Exploring The Variation In Pell Grant Prevalence ...Gina Rizzo
This document discusses a study that examines variation in the prevalence of Pell Grant recipients (a measure of economic diversity) among research universities in the US. It provides background on trends in higher education financing, describes the Pell Grant program, and outlines the research questions and methodology. The study uses data from 148 public and private research universities to analyze factors correlated with the percentage of undergraduate students receiving Pell Grants at each institution.
Present Problem of Philippines Educational System.pdfBorbeAnaliza
The document discusses problems with the Philippine educational system. It notes that the system has been heavily influenced by its colonial history under Spanish, American, and Japanese rule. Key issues it faces include affordability, as disadvantaged families have high dropout rates, and a mismatch between education and jobs available. This has led to large numbers of educated unemployed and underemployed individuals. Additionally, the country faces ongoing brain drain as many educated Filipinos go abroad for work, subsidizing other nations' economies. Proper implementation of reforms has also been a challenge for improving the system.
The document discusses support for basic education in the Philippines. It summarizes that (1) a World Bank project provided $200 million to support education reforms from 2006-2012, which led to improved access, participation, and learning outcomes. It also discusses (2) the challenges of failing education systems in the past and how spending increases helped address them. (3) Key results included increased enrollment, participation rates, and test scores through support for policies like school-based management.
The document summarizes California's Local Control Funding Formula (LCFF), which overhauls the state's education budget to increase funding for schools serving low-income, foster, and English-learning students. It discusses how these students have historically faced inadequate support and are concentrated in lower-performing schools. While LCFF aims to remedy this inequity by providing extra funding to schools based on their numbers of disadvantaged students, it faces challenges in implementation at the local level due to ambiguous directives and demographic factors that could undermine its effectiveness.
The Local Control Funding Formula (LCFF) in California aims to address historical underfunding of schools serving low-income, foster, and English-learning students. However, it faces challenges in implementation. LCFF gives school districts flexibility but provides ambiguous guidance on achieving its goals of improved teaching, standards, engagement, and outcomes. Measuring progress is difficult without clear scales. Large districts struggle to obtain community input within tight timelines. The formula risks symbolic implementation instead of strategic achievement of its objectives to remedy inequities facing underserved students.
This document summarizes recommendations from a policy report on breaking the cycle of poverty in young families through two-generation strategies. The two-generation approach aims to meet the needs of both parents and children simultaneously by providing services like education, workforce training, childcare and development. The report calls for policy changes at the federal, state and local levels as well as for organizations. Recommended federal policies include redefining poverty levels, increasing minimum wage and funding for existing programs. State/local policies should support blended funding and workforce development. Organizations need help with grants, data collection and collaboration. The overall goal is to provide comprehensive support for young parents and children's economic mobility.
This document summarizes recommendations from a policy report on breaking the cycle of poverty in young families through two-generation strategies. The two-generation approach aims to meet the needs of both parents and children simultaneously by providing services like education, workforce training, childcare and development. The report calls for policy changes at the federal, state and local levels as well as support for organizations implementing two-generation programs. Recommended federal policies include redefining poverty levels, increasing funding for existing programs, and providing tax relief and workforce access for working families. State/local policies should support coordination across services and funding. Organizations need help with evaluation, collaboration and accessing grants. Case studies highlight promising two-generation programs and policies in states like Washington,
This document discusses financial literacy and student loan debt in the United States. It begins by introducing the complex issue of rising student loan debt levels and examines how financial literacy relates to borrowing behaviors and financial well-being. It then defines various federal loans and grants available to students. Statistics show most students rely on loans, especially unsubsidized loans, to finance their education. Dependent students have lower unsubsidized loan limits than independent students. The document examines the role different institution types play in students' financial literacy and borrowing.
Public education in the US relies on financing from multiple levels of government. Local school districts primarily rely on property taxes to fund schools, though this leads to disparities between wealthy and poor districts. States provide additional funding from sales taxes and income taxes. Federal funding makes up a small portion and focuses on specific programs. There are ongoing debates around school choice, accountability, and balancing funding sources as costs rise.
The Federal Role in Education FINAL REVISIONJovanna Harris
The Federal government plays a limited but important role in education in the United States. While the majority of education funding comes from state and local sources, the Federal government contributes approximately 10.8% to elementary and secondary education funding. The Department of Education (ED) aims to promote student achievement, educational excellence, and equal access through targeted funding programs. ED has grown its programs over time while keeping administrative costs low, delivering 99 cents of every dollar directly to educational systems.
The document discusses India's investment in education and the quality of its population. It notes that literacy rates, health levels, and skill development determine a population's quality and impact a country's growth rate. Education is presented as an important asset that provides long-term benefits like jobs and income. The government has increased spending on education over time, though it remains around 3% of GDP. Literacy rates have risen nationally but still vary greatly between regions, genders, and rural/urban areas. The National Education Policy of 2019 aims to further improve access, learning outcomes, and educational infrastructure.
The document discusses enhancing the quality of primary education in India. It notes that while enrollment has increased, quality remains a concern. It outlines various government programs aimed at improving education quality, such as the District Education Revitalization Programme. However, challenges remain like high student-teacher ratios and lack of infrastructure. Private schools have grown but often fail to serve the poorest families. Overall improvements to the education system are needed to fully achieve the goal of universal primary education in India.
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1. P R E S E N T E D B Y
L A L S I A M K I M A H N A M T E
M . E D , 4 T H S E M E S T E R
R O L L N O - 1 5
FINANCE FOR SECONDARY
EDUCATION IN USA
(M.ED./4/SP/403-B)
2. INTRODUCTION
Financing education is a term used to describe the
financial and in-kind resources available for
education. The concept of education finance also
addresses questions about how resources are
allocated, used and accounted for to achieve
sustainable and quality education for all children and
youth. In most countries basic education is
nowadays perceived not only as a right, but also as a
duty. Governments are typically expected to ensure
access to basic education, while citizens are often
required by law to attain education up to a certain
basic level
3. FINANCE FOR SECONDARY EDUCATION
IN U.S.A
Secondary education in U.S.A is the last seven years of
statutory formal education, i.e. from grade 6 (age 11-12)
through grade 12 (age 17-18). Secondary education
occurs in two phases. The first phase is the lower
secondary phase which is a junior high school. The
second phase is the upper secondary phase which is the
senior high school. Strong local responsibility and
decentralized control is found in the U.S.A; responsibility
divided between national and local units. U.S.A is a
federal, republic and democratic country. The federal
government does not operate public schools. Each of the
50 states of U.S.A has its own Department of Education
that set its own guidelines.
4. STATE, LOCAL AND FEDERAL ROLE IN
EDUCATION FUNDING
Education is USA is mainly provided by the public sector with
control and funding from three levels, i.e. federal, state and
local. The funding of public elementary and secondary schools
in the United States involves a combination of local, state, and
federal government revenues, in proportions that vary
substantially both across and within states. According to the
most recent data, state governments provide 47.0% of these
revenues, local governments provide 44.8%, and the federal
government provides 8.3%. Over the last several decades, the
share of public elementary and secondary education revenues
provided by state governments has increased, the share
provided by local governments has decreased, and the federal
share has varied within a range of 6.0% to 12.7%.
5. STATE
According to the US Department of Education, the
Federal Government contributes about 47.0% to
funding US public schools. To fund the remaining
balance per student in the public education System,
state and local governments are mandated to allocate
money towards education. The state allocates a
percentage of its revenue, from sales and income tax,
to use towards education.
6. LOCAL
The Local government allocates education funding
from the revenue generated by property tax and
other fundraising efforts. Local officials have the
ability to influence the rate of change of property
taxes that are used to fund local expenditures,
including education. Due to the varied levels of
income throughout states and within local
communities, education funding suffers from
inequalities where some communities have excessive
funding and others are lacking important resources
to support students.
7. FEDERAL
According to the US Department of Education, the
Federal Government contributes about 8.3 % to
funding US public schools. The Federal Educational
Programmes are as follow:
8. 1. Assistance to state government: It gives financial assistance
and land to state governments, which in turn makes grants available
to various agencies.
2. Provision for Education in the Centrally Administered
Areas: It makes provision for education in the centrally
administered areas.
3. Education of the Red Indians: It makes full
arrangement for the education of the Red Indians.
4. Training and Education of its Employees: It makes
its own arrangement for the training and education of its
employees.
5. Assistance for Educational Programmes: It provides
financial assistance in full or in part for providing various types of
educational facilities.
6. Foreign Educational Programmes: It collaborates
with other foreign countries in planning educational programmes.
7. Clearing House Function: It serves as a clearing house
for educational information.
9. PUBLIC SCHOOLS
: For most public schools the funding comes from
three different levels. The federal government does
not officially fund or govern education; this is within
the purview of each state. The state governments
gather and distribute a significant amount of funding
for schools through state sales and income taxes,
lotteries, and property taxes. Local governments also
often contribute through their respective taxation
systems as well.
10. PRIVATE SCHOOLS
Private schools, on the other hand, are typically
funded by a combination of tuition, gifts,
endowments, scholarship/voucher funds as well as
donation and grants from religious organizations or
private individuals. These schools seem to
continually provide an overall higher quality of
education to students, but at a cost that not many
families can shoulder.