This document discusses key issues related to decentralizing education financing and delivery. It notes that decentralization is increasingly seen as an alternative to central governance due to financial constraints on central governments. Potential benefits include efficiency, quality, choice and participation. However, decentralization does not automatically improve service delivery and more research is needed, especially in Asia, on its impacts. Key questions that remain include how to establish equitable, high-quality education policies under decentralization and what role non-state actors can play in improving access. The document also examines mechanisms for financing decentralized education, such as transfers to local governments, as well as public-private partnerships.
Microeducation aims to address low quality and high dropout rates in Indian primary education by establishing local learning centers run by entrepreneurs. Entrepreneurs would receive loans to set up centers providing affordable, high-quality education and vocational training. Centers would be accountable for performance metrics like enrollments and test scores. The model leverages existing infrastructure while incentivizing quality through entrepreneurship. It could be scaled nationally by partnering microfinance institutions with government and communities.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
State Policies To Expand Education Options Oct 2008nmartin7136
Presentation for local and state leaders on expanding education options for struggling students and disconnected youth- NYEC Learning Exchange in Austin, TX, Oct. 2008
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
Education is the manifestation of the perfection already in man.”
- Swami Vivekananda
Indigenous Education.
Our goal should be making education for all free of cost.
Commercialization of Education.
Government Funding.
Corporate Funding.
Funding from Society.
Good Governance and Transparency in Education.
Education Loan.
Technology Enabled Learning (TEL).
Bridging Social Gaps.
Learning with earning.
WE want the Education by which character is formed, strength of mind is increased, the intellect is expanded, an by which one can stand on one's own feet.
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
This 3-sentence summary provides the key information from the document:
The document is a report that proposes a funding model for free undergraduate higher education in South Africa as a solution to the current higher education funding crisis. It analyzes challenges in the current system, such as declining state subsidies, and recommends increasing state funding to 50% of costs and establishing an independent infrastructure fund contributed to by corporations. The report also proposes alternative funding sources like increasing skills development levies or corporate/personal income taxes to fully fund the system and make higher education free for all students.
Microeducation aims to address low quality and high dropout rates in Indian primary education by establishing local learning centers run by entrepreneurs. Entrepreneurs would receive loans to set up centers providing affordable, high-quality education and vocational training. Centers would be accountable for performance metrics like enrollments and test scores. The model leverages existing infrastructure while incentivizing quality through entrepreneurship. It could be scaled nationally by partnering microfinance institutions with government and communities.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
State Policies To Expand Education Options Oct 2008nmartin7136
Presentation for local and state leaders on expanding education options for struggling students and disconnected youth- NYEC Learning Exchange in Austin, TX, Oct. 2008
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
Education is the manifestation of the perfection already in man.”
- Swami Vivekananda
Indigenous Education.
Our goal should be making education for all free of cost.
Commercialization of Education.
Government Funding.
Corporate Funding.
Funding from Society.
Good Governance and Transparency in Education.
Education Loan.
Technology Enabled Learning (TEL).
Bridging Social Gaps.
Learning with earning.
WE want the Education by which character is formed, strength of mind is increased, the intellect is expanded, an by which one can stand on one's own feet.
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
This 3-sentence summary provides the key information from the document:
The document is a report that proposes a funding model for free undergraduate higher education in South Africa as a solution to the current higher education funding crisis. It analyzes challenges in the current system, such as declining state subsidies, and recommends increasing state funding to 50% of costs and establishing an independent infrastructure fund contributed to by corporations. The report also proposes alternative funding sources like increasing skills development levies or corporate/personal income taxes to fully fund the system and make higher education free for all students.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
An analysis of financing of elementary education in India [www.writekraft.com]WriteKraft Dissertations
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
This document discusses the privatization of education in India. It notes that privatization has increased in the education sector through various means like the rise of private tuition and contracting private agencies to publish textbooks. The quality of education in government schools has declined due to lack of infrastructure and accountability issues with teachers. There is a growing need for privatization in education to address issues like the growing population, financial burden on the government, and demand for higher education that the public sector cannot meet alone. However, privatization also raises concerns about furthering educational inequalities.
Higher education in the times of massificationAnup Singh
Massification of higher education refers to increasing access to post-secondary education. The document discusses trends in massification globally and in countries like India and China. It notes that India aims to increase its gross enrollment ratio in higher education to 30% by 2020 but there are regional variations. Massification poses challenges like maintaining quality, access, and equity while expanding capacity and financing. It also discusses the implications for higher education sectors, including the growing private sector in India and issues of regulation and governance. Overall, the document analyzes key issues around increasing access to higher education on a large scale.
- Primary education is a fundamental right in India and achieving universal primary education is a national priority and Millennium Development Goal.
- Both the national and state governments recognize education as critical for development and are investing major financial resources, but demand for education exceeds supply in terms of both access and quality at all levels.
- The World Bank aims to improve its impact on access, learning outcomes, and reducing skills shortages in India through various education projects and analytical work at all levels from basic to higher education.
The document discusses the trend of privatizing public education in Spain and the implications of this trend. It argues that privatization will lead to greater inequality in society. Specifically, it notes that privatization empowers private interests over public and comprehensive schools. It also discusses different ways that privatization can occur, including both visible processes like directly funding private schools, as well as more hidden processes like implementing market-based reforms in public schools. The document analyzes examples of privatization in Spain and argues that both socialist and conservative governments have supported expanding the privatization of education.
- Primary education is a fundamental right in India and achieving universal primary education is a key goal of both the Indian government and the World Bank. However, demand for education exceeds supply in terms of both access and quality at all levels.
- The World Bank has provided over $1 billion to India's education sector since 2000, focusing on expanding access to basic education, improving secondary education access and quality, reforming vocational education and technical education, and supporting research.
- Key challenges remain in finishing the expansion of basic education access, dramatically improving education quality at all levels, expanding secondary education access, and making vocational and higher education more relevant to the job market.
This document summarizes the key policy positions of the Ontario Undergraduate Student Alliance (OUSA) regarding system growth in Ontario's post-secondary education system. It addresses eight areas related to sustaining and strengthening the system in light of expected growth: funding, cost inflation, differentiation, satellite campuses, online learning, pathways, infrastructure, and instructional capacity/quality.
The document outlines several principles, including that the system should continue growing to meet economic needs, and education should remain publicly funded and accessible. It then provides recommendations in each area, such as raising operating funding, controlling cost inflation, pursuing moderate differentiation through strategic mandates, expanding access through satellite campuses and online learning, improving credit transfer between institutions, increasing
Ability and willingness to pay for university education in calabar, nigeriaAlexander Decker
1) The document explores user fees as a policy option to reform university systems in Calabar, Nigeria and its implications for households' ability and willingness to pay for education costs.
2) It examines households' ability and willingness to pay increased fees at state-owned and federal-owned universities through a survey.
3) The results revealed that households in Calabar had the ability and willingness to pay for education costs, though low-income households were willing to pay more for male children than female children.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
The document discusses several recommendations around financing global education. It calls for increasing funds for education, with a focus on investing in teachers. It recommends strengthening domestic resources through taxation. States should adhere to global benchmarks of spending 6% of GDP and 20% of national budgets on education. Privatization risks harming equity, so regulatory mechanisms are needed. Budgets should be transparent and include stakeholder input. All resource allocations should address existing inequalities. Comprehensive teacher policies with adequate, sustainable funding are also emphasized.
Alternate forms of government intervention in educationMuhammad Yasir
This document summarizes an analysis of alternate forms of government intervention in education from an economist's perspective. It discusses the current state of intervention in Pakistan and analyzes the education systems of Finland, South Korea, and Singapore. Two alternate forms of intervention are proposed: full state funding of education modeled after South Korea, and state funding on merit and need basis like Singapore. Public-private partnerships are also recommended to refine the proposed models.
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
The document discusses the Early Childhood Development and Education (ECDE) program in Southern Africa run as a partnership between OSISA and the Early Childhood Program. It provides background on the poor state of ECDE in the region and the goals of their 2010-2014 strategy called "Getting It Right" to improve access to quality ECDE. It outlines successes of this strategy and plans for their 2015-2018 joint strategy to continue improving access and quality of ECDE, strengthening advocacy networks, and investing in training to benefit marginalized children in the region.
Two sides of indian higher education: government and private educationAnup Singh
This presentation points out that Indian private education in the higher education sector is growing fast. However, it suffers from lack of government support. Rather control becomes a pretext for harassment. it also describes the dynamics of malaise in higher education: both government and private. It provides some suggestions for effective regulation of higher education
The document discusses the state of education in India. It notes that while primary education is a right in India, demand for education exceeds supply in terms of both access and quality at all levels. The key challenges are to increase access to primary education, dramatically improve education quality with a focus on early reading skills, teacher quality, and accountability, and address issues in secondary, vocational, technical, and higher education like access gaps, curriculum overload, and lack of relevance to employment needs. The government of India has made universal elementary education an unprecedented priority through programs like Sarva Shiksha Abhiyan, with major financial resources allocated through an education cess.
Role of PPP in education of CWSN - A study FINALdeepika bhatt
This document provides an introduction and rationale for a research proposal examining the role of public-private partnerships in educating children with special needs in India. It discusses how public-private partnerships can help address the increasing demand for education facilities while harnessing private sector expertise. The proposal aims to establish the best model to move from segregation to inclusion of children with special needs in society by leveraging public-private partnerships. It notes challenges include implementation difficulties, accountability issues, and ensuring services reach the poor. The study is needed because currently only a small percentage of children with disabilities in India have access to education.
This document discusses factors related to teacher supply and demand as well as access and equity in education. For teacher supply and demand, it identifies key factors like teacher training output, teacher demographics, and projections of student enrollment. Planning issues include who has authority over teacher hiring and deployment as well as balancing urban and rural teacher allocation. Access and equity indicators include completion rates, enrollment data disaggregated by student characteristics, and planning to resolve barriers to access through funding formulas and infrastructure investments. The document proposes consulting stakeholders, reviewing literature, and collecting various education and socioeconomic data over 1-2 years to inform recommendations. Potential recommendations address reforming teacher education, incentives, salaries, assessments, and training as well as investing in education quality, conditional
1) The document discusses the decentralization of activities from the finance and accounts division of an organization to its regional centers.
2) Initially, financial powers were centralized to allow for uniform procedures and control, but this led to delays in reimbursements and issues with vouchers.
3) An audit recommended decentralizing powers, and financial and administrative powers were delegated to regional directors. This improved initiative, decision making, and relevance to local needs.
Decentralisation - DISTRIBUTED COMPUTING ON A MASSIVE SCALEAman Kohli
The Next Webs. A presentation given to Master's Students in Computing on Decentralisation, Distributed Computing and the next web. Full presentation is available here http://akohli.github.io/presentation-decentralised/decentralised-presentation.html
Decentralization of basic education le thu huongMunkh Orgil
This document discusses the current status of decentralization of basic education financing and delivery in Asia. It provides an overview of progress and challenges in basic education across the region. Key points include rapid expansion of primary education but growing disparities, varying levels of priority and funding given to education among countries. The document also defines education decentralization, presents a typology, and reviews experiences in Asia, noting the diverse origins and milestones of decentralization reforms in different countries aimed at improving service delivery. Bottlenecks that remain for effective decentralized service provision are also mentioned.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
An analysis of financing of elementary education in India [www.writekraft.com]WriteKraft Dissertations
Writekraft Research and Publications LLP was initially formed, informally, in 2006 by a group of scholars to help fellow students. Gradually, with several dissertations, thesis and assignments receiving acclaim and a good grade, Writekraft was officially founded in 2011 Since its establishment, Writekraft Research & Publications LLP is Guiding and Mentoring PhD Scholars.
Our Mission:
To provide breakthrough research works to our clients through Perseverant efforts towards creativity and innovation”.
Vision:
Writekraft endeavours to be the leading global research and publications company that will fulfil all research needs of our clients. We will achieve this vision through:
Analyzing every customer's aims, objectives and purpose of research
Using advanced and latest tools and technique of research and analysis
Coordinating and including their own ideas and knowledge
Providing the desired inferences and results of the research
In the past decade, we have successfully assisted students from various universities in India and globally. We at Writekraft Research & Publications LLP head office in Kanpur, India are most trusted and professional Research, Writing, Guidance and Publication Service Provider for PhD. Our services meet all your PhD Admissions, Thesis Preparation and Research Paper Publication needs with highest regards for the quality you prefer.
Our Achievements:
NATIONAL AWARD FOR BEST RESEARCH PROJECT (By Hon. President APJ Abdul Kalam)
GOLD MEDAL FOR RESEARCH ON DISABILITY (By Disabled’s Club of India)
NOMINATED FOR BEST MSME AWARDS 2017
5 STAR RATING ON GOOGLE
We have PhD experts from reputed institutions/ organizations like Indian Institute of Technology (IIT), Indian Institute of Management (IIM) and many more apex education institutions in India. Our works are tailored and drafted as per your requirements and are totally unique.
From past years our core advisory members, research team assisted research scholars from various universities from all corners of world.
Subjects/Areas We Cover:
Management, Commerce, Finance, Marketing, Psychology, Education, Sociology, Mass communications, English Literature, English Language, Law, History, Computer Science & Engineering, Electronics & Communication Engineering, Mechanical Engineering, Civil Engineering, Electrical Engineering, Pharmacy & Healthcare.
This document discusses the privatization of education in India. It notes that privatization has increased in the education sector through various means like the rise of private tuition and contracting private agencies to publish textbooks. The quality of education in government schools has declined due to lack of infrastructure and accountability issues with teachers. There is a growing need for privatization in education to address issues like the growing population, financial burden on the government, and demand for higher education that the public sector cannot meet alone. However, privatization also raises concerns about furthering educational inequalities.
Higher education in the times of massificationAnup Singh
Massification of higher education refers to increasing access to post-secondary education. The document discusses trends in massification globally and in countries like India and China. It notes that India aims to increase its gross enrollment ratio in higher education to 30% by 2020 but there are regional variations. Massification poses challenges like maintaining quality, access, and equity while expanding capacity and financing. It also discusses the implications for higher education sectors, including the growing private sector in India and issues of regulation and governance. Overall, the document analyzes key issues around increasing access to higher education on a large scale.
- Primary education is a fundamental right in India and achieving universal primary education is a national priority and Millennium Development Goal.
- Both the national and state governments recognize education as critical for development and are investing major financial resources, but demand for education exceeds supply in terms of both access and quality at all levels.
- The World Bank aims to improve its impact on access, learning outcomes, and reducing skills shortages in India through various education projects and analytical work at all levels from basic to higher education.
The document discusses the trend of privatizing public education in Spain and the implications of this trend. It argues that privatization will lead to greater inequality in society. Specifically, it notes that privatization empowers private interests over public and comprehensive schools. It also discusses different ways that privatization can occur, including both visible processes like directly funding private schools, as well as more hidden processes like implementing market-based reforms in public schools. The document analyzes examples of privatization in Spain and argues that both socialist and conservative governments have supported expanding the privatization of education.
- Primary education is a fundamental right in India and achieving universal primary education is a key goal of both the Indian government and the World Bank. However, demand for education exceeds supply in terms of both access and quality at all levels.
- The World Bank has provided over $1 billion to India's education sector since 2000, focusing on expanding access to basic education, improving secondary education access and quality, reforming vocational education and technical education, and supporting research.
- Key challenges remain in finishing the expansion of basic education access, dramatically improving education quality at all levels, expanding secondary education access, and making vocational and higher education more relevant to the job market.
This document summarizes the key policy positions of the Ontario Undergraduate Student Alliance (OUSA) regarding system growth in Ontario's post-secondary education system. It addresses eight areas related to sustaining and strengthening the system in light of expected growth: funding, cost inflation, differentiation, satellite campuses, online learning, pathways, infrastructure, and instructional capacity/quality.
The document outlines several principles, including that the system should continue growing to meet economic needs, and education should remain publicly funded and accessible. It then provides recommendations in each area, such as raising operating funding, controlling cost inflation, pursuing moderate differentiation through strategic mandates, expanding access through satellite campuses and online learning, improving credit transfer between institutions, increasing
Ability and willingness to pay for university education in calabar, nigeriaAlexander Decker
1) The document explores user fees as a policy option to reform university systems in Calabar, Nigeria and its implications for households' ability and willingness to pay for education costs.
2) It examines households' ability and willingness to pay increased fees at state-owned and federal-owned universities through a survey.
3) The results revealed that households in Calabar had the ability and willingness to pay for education costs, though low-income households were willing to pay more for male children than female children.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
The document discusses several recommendations around financing global education. It calls for increasing funds for education, with a focus on investing in teachers. It recommends strengthening domestic resources through taxation. States should adhere to global benchmarks of spending 6% of GDP and 20% of national budgets on education. Privatization risks harming equity, so regulatory mechanisms are needed. Budgets should be transparent and include stakeholder input. All resource allocations should address existing inequalities. Comprehensive teacher policies with adequate, sustainable funding are also emphasized.
Alternate forms of government intervention in educationMuhammad Yasir
This document summarizes an analysis of alternate forms of government intervention in education from an economist's perspective. It discusses the current state of intervention in Pakistan and analyzes the education systems of Finland, South Korea, and Singapore. Two alternate forms of intervention are proposed: full state funding of education modeled after South Korea, and state funding on merit and need basis like Singapore. Public-private partnerships are also recommended to refine the proposed models.
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
The document discusses the Early Childhood Development and Education (ECDE) program in Southern Africa run as a partnership between OSISA and the Early Childhood Program. It provides background on the poor state of ECDE in the region and the goals of their 2010-2014 strategy called "Getting It Right" to improve access to quality ECDE. It outlines successes of this strategy and plans for their 2015-2018 joint strategy to continue improving access and quality of ECDE, strengthening advocacy networks, and investing in training to benefit marginalized children in the region.
Two sides of indian higher education: government and private educationAnup Singh
This presentation points out that Indian private education in the higher education sector is growing fast. However, it suffers from lack of government support. Rather control becomes a pretext for harassment. it also describes the dynamics of malaise in higher education: both government and private. It provides some suggestions for effective regulation of higher education
The document discusses the state of education in India. It notes that while primary education is a right in India, demand for education exceeds supply in terms of both access and quality at all levels. The key challenges are to increase access to primary education, dramatically improve education quality with a focus on early reading skills, teacher quality, and accountability, and address issues in secondary, vocational, technical, and higher education like access gaps, curriculum overload, and lack of relevance to employment needs. The government of India has made universal elementary education an unprecedented priority through programs like Sarva Shiksha Abhiyan, with major financial resources allocated through an education cess.
Role of PPP in education of CWSN - A study FINALdeepika bhatt
This document provides an introduction and rationale for a research proposal examining the role of public-private partnerships in educating children with special needs in India. It discusses how public-private partnerships can help address the increasing demand for education facilities while harnessing private sector expertise. The proposal aims to establish the best model to move from segregation to inclusion of children with special needs in society by leveraging public-private partnerships. It notes challenges include implementation difficulties, accountability issues, and ensuring services reach the poor. The study is needed because currently only a small percentage of children with disabilities in India have access to education.
This document discusses factors related to teacher supply and demand as well as access and equity in education. For teacher supply and demand, it identifies key factors like teacher training output, teacher demographics, and projections of student enrollment. Planning issues include who has authority over teacher hiring and deployment as well as balancing urban and rural teacher allocation. Access and equity indicators include completion rates, enrollment data disaggregated by student characteristics, and planning to resolve barriers to access through funding formulas and infrastructure investments. The document proposes consulting stakeholders, reviewing literature, and collecting various education and socioeconomic data over 1-2 years to inform recommendations. Potential recommendations address reforming teacher education, incentives, salaries, assessments, and training as well as investing in education quality, conditional
1) The document discusses the decentralization of activities from the finance and accounts division of an organization to its regional centers.
2) Initially, financial powers were centralized to allow for uniform procedures and control, but this led to delays in reimbursements and issues with vouchers.
3) An audit recommended decentralizing powers, and financial and administrative powers were delegated to regional directors. This improved initiative, decision making, and relevance to local needs.
Decentralisation - DISTRIBUTED COMPUTING ON A MASSIVE SCALEAman Kohli
The Next Webs. A presentation given to Master's Students in Computing on Decentralisation, Distributed Computing and the next web. Full presentation is available here http://akohli.github.io/presentation-decentralised/decentralised-presentation.html
Decentralization of basic education le thu huongMunkh Orgil
This document discusses the current status of decentralization of basic education financing and delivery in Asia. It provides an overview of progress and challenges in basic education across the region. Key points include rapid expansion of primary education but growing disparities, varying levels of priority and funding given to education among countries. The document also defines education decentralization, presents a typology, and reviews experiences in Asia, noting the diverse origins and milestones of decentralization reforms in different countries aimed at improving service delivery. Bottlenecks that remain for effective decentralized service provision are also mentioned.
The document discusses decentralization in organizational structures. Decentralization means assigning authority and responsibility for decision making to lower levels of management. This allows for quicker decisions and better communication. An example given is Clarion University's student newspaper advertising services. Advantages of decentralization include reducing the burden on top executives, quicker decisions, growth and diversification, better communication, and developing executive skills.
slide2-centralisation
slide3-decentralisation
slide4-difference in both
slide5-types of decentralization
Deconcentration
Delegation
Devolution
slide6-Deconcentration
slide7-Delegation
slide8-Devolution
slide9-benefits of decentralization
slide10-limitation of decentralization
The document discusses the relationship between philosophy and education. It states that philosophy provides the foundation and guiding principles for education, and that education is the application of philosophical beliefs. The document outlines several philosophies of education such as idealism and naturalism, and how they influence aspects of the education system like curriculum, teaching methods, and the role of the teacher. Overall, the document emphasizes that philosophy and education are interdependent, with philosophy answering fundamental questions about the purpose and goals of education.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
7 national higher education policies towards asean community by 2015 v2gatothp
The document discusses national higher education policies in Southeast Asian countries towards achieving the goals of the ASEAN Community by 2015. It outlines the three pillars of the ASEAN Community - political and security, economic, and socio-cultural. It then summarizes higher education trends in individual Southeast Asian countries and common challenges faced in the region. Finally, it proposes future policy discussions and regional strategies to address issues around quality assurance, research, cross-border education, and sustainable development.
This document discusses strategies to enhance primary education quality in India. It notes that India's literacy rate is only 65% despite the global rate being 80%. Several issues are identified including poverty, population growth, poor infrastructure, gender bias, and backward thinking. Solutions proposed include increasing teacher recruitment and training, improving content and infrastructure, focusing on disadvantaged groups, providing mid-day meals, subsidies for families sending children to school, and implementing a school voucher system to give parents more choice. The conclusion emphasizes the importance of quality education for national development and dignity.
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9
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2. Decentralisation in Education Policy: The Story
Choice of Decentralisation for Financing and
Delivery of Basic Education
Policy Questions for Consideration
2
4. Source: Adapted from McGinn, N., Welsh, T., 1999.
Decentralisation of Education: why, when, what and how? IIEP,
UNESCO.
4
5. Decentralisation is now seen as an alternative to central
financing and delivery of basic education
Why?
Extreme financial constraints of central government have
compelled them to shift part of the financial burden to
lower levels of government and non-state actors
Potential benefits of decentralisation include: efficiency,
quality, choice and participation
5
9. 9
To what extent and how does decentralisation
improve education service delivery?
10. Does not automatically lead to improved service
delivery
Has the potential to improve service delivery and
education quality if designed and implemented
well, including sound policy and institutional
frameworks
More research needs to be undertaken, especially
in Asia-Pacific region, but, evidence suggests that
decentralisation and, especially, school autonomy
can improve service delivery, with some risk of
increased inequality of outcomes
What
do we
know?
10
11. What does it take to establish appropriate
policy framework for the effective delivery of
equitable and quality education in order to
achieve the EFA and MDG goals?
What legal and regulatory instruments and
measures are needed to reach out to the
marginalized and the disadvantaged in the
context of education?
Can countries be benchmarked to compare and
understand benefits of education
decentralisation?
What
more
do we
need
to
know?
11
12. What role can non-state actors play in order to
address the exclusion and marginalisation?
12
13. The preferred or, in some cases, the only
available providers of basic education
services for the underserved by the public
system
◦ e.g. NGO/BRAC schools serving the hard to reach
groups in Bangladesh, NGOs serving the rural
areas in Cambodia
The rationale:
◦ poor quality of state education
◦ lack of state ability to provide state schooling to all
◦ cost effectiveness, responsiveness and
accountability of private fee-charging schools
What
do we
know?
13
14. 14
Non state
providers
Exclusion addressed Government recognition Examples
Private Low-income groups in urban areas,
excess demand in perceived low
quality government provision. Does
not address all excluded groups
Registered and unregistered
schools. Often not explicitly
recognised in government policy.
Low-budget private schools
in many countries
NGOs Hard-to-reach groups requiring
alternative service delivery models,
e.g. street children, refugees etc.
Registration often not on
education-related criteria; Usually
does not receive state support; Not
always explicitly recognised in
government policy
INGOs, Save the Children
BRAC, Bangladesh
Aga Khan Rural Support
Programme, Pakistan
Faith-Based
Organisations
Responsive to differentiated
demand, may include moral
obligation to cater to the poor
Some registered and recognised in
government policy; Others choose
to avoid government interference
Madrassahs, India and
Pakistan; Church-owned
schools, Malawi and Nigeria
Spontaneous
Community
Approaches
Demand-driven provision often in
rural areas
Often undergo process of
registration to gain government
support
Registered Non-Government
Primary schools,
Bangladesh
Philanthropic
Associations
Focus on poorest Often seek government recognition CARE, Pakistan
Source: Centre for International Education, University
of Sussex (Outputs of DFID funded study of
non-state service providers)
15. What is the role of the government vis-a-vis
the increasing involvement of non-state
actors in financing and provision of basic
education?
What is the scope for partnerships with non
state actors in order to successfully engage
and support them in enhancing the
educational opportunities for the
marginalised and the disadvantaged?
What
more
do we
need
to
know?
15
16. How do governments finance decentralised
education and what do they finance?
16
17. Dominant source of revenues for sub-
national governments in many countries
◦ e.g. Indonesia 72%; South Africa 85%; Pakistan
82% to 9%
Design of transfers matters for efficiency
and equity of resource allocation for
education
◦ e.g. selection of criteria for use in the funding
formula
What
do we
know?
17
18. Formula-based block grant for local governments from
the Internal Revenue Allotment (IRA)
Total domestic revenues to be allocated to subnational
government set in the Local Government Code at
significant level: IRA shares 40% of the gross national
internal revenues and accounts for 94% of total
transfers)
Positive effects: Predictability and transparency
Adverse effects: Little discretion for local governments in
financing education initiatives outside central
government influence.
What
do we
know?
18
Source: Joint UN Agencies (2010). Governing local
service delivery for the MDGs in Asia
19. User fees can contribute to lessen central
government’s education budget burden but raise
great concerns over inequality in spending and
inability of poor households to pay for their
children’s education
Demand-Side Financing is an alternative
option by which public funds are channeled
directly to service users or to institutions based
on some expression of demand by users
Public Private Partnership is another
option in which government can engage with the
non-state actors in the financing and delivery of
education
What
do we
know?
19
20. Despite the legal guarantees, some primary
school fees continue to be charged in 19 of the
following 31 countries in Asia:
East Asia and the Pacific
◦ Australia, Brunei, Cambodia, China, Cook Islands, DPR Korea,
Indonesia, Japan, Lao PDR, Myanmar, New Zealand, Niue, Palau,
Philippines, RO Korea, Thailand, Timor-Leste, Tokelau, Viet Nam
South and West Asia
◦ Afghanistan, Bangladesh, Bhutan, India, Iran, Nepal
Central Asia
◦ Kazakhstan, Kyrgyzstan, Mongolia, Tajikistan, Turkmenistan,
Uzbekistan
What
do we
know?
20
21. Mechanism Benefits Issues Country Examples
Stipend/
Scholarship
Equity No choice; misuse;
targeting; increased school
fees
Bangladesh; Brazil;
Indonesia; Morocco;
Mozambique; Pakistan;
Senegal
Community Financing Access; quality;
responsive to
community needs;
management capacity
May not be sustainable Chad; El Salvador;
Myanmar; Pakistan
Vouchers Choice; equity; quality;
efficiency
May result in selective
admission; be socially
divisive
Chile; Colombia; Holland;
New Zealand; Spain; UK;
US
Student Loans Equity by reducing cost
of school attendance
Need of functional loan
system; need of recovery
system and taxation (esp for
income contingent loans)
Australia; Canada;
Jamaica; UK; US
Matching Grants; Mix
public-private support;
social funds
Equity; improved
management; quality
through special
programs
May negatively impact poor
students
Grants: Brazil; China;
Ghana; India; Tanzania
Social Funds: Armenia;
Bolivia; Ethiopia
21
Source: Vawda, Ayesha Yaqub, Demand Side Financing
Schemes: Mechanisms for Improving Equity. World Bank.
* Selected Mechanisms for all Education Levels
22. What
do we
know?
Source: “Student Loans in Thailand: Are they Effective,
Equitable, Sustainable? “UNESCO (2003)
22
Problem expected to be addressed:
◦ Increase of upper secondary school fee by over 70%
◦ Sharp decline in enrolment rates
◦ Increasing risk of drop out at upper secondary level
Solution:
◦ Loans to students from poor families enabling them to study
at the upper secondary and tertiary levels
Results:
◦ The scheme reached 32.6% of poor students and 22.6% of
poor youth at upper secondary level
◦ Small sample survey indicated effectiveness in preventing
discontinuation of studies amongst a significant proportion of
borrowers
23. Wide range of possible non-state involvement
from provision of non-educational services
(e.g. catering) to provision of teaching services
Different models
Many expected benefits including improved
service delivery but needs rigorous evaluation
Need state-specific strategies
What
do we
know?
23
24. Charter schools (USA)
◦ Publicly-funded
◦ Governed by group or organization under contract with government
◦ Funding is per student, based on actual enrollment, at or below public
average unit costs
◦ Exempt from government regulations
◦ Open to all students, by lottery
◦ Capital costs are not financed
Public Subsidy of Poor Children to Attend
Private Schools (Philippines)
◦ Gov’t purchases “places” on per-pupil funding basis (at or below public
unit cost)
◦ Gov’t certifies quality of private schools (faculty, facilities, curriculum,
administration, etc.)
◦ Double-shifting allows more efficient use of infrastructure
◦ School hires/fires all staff
What
do we
know?
24
25. What works and what should be avoided?
To what extent is resource allocation for
decentralised basic education a technical
process, and to what extent a political
process?
How can the equity implications be
addressed?
What measures can be introduced to help
improve the equity and efficiency of
education financing in the context of
decentralisation?
25
What
more
do we
need
to
know?
26. Careful analysis of empirical issues is needed if
informed judgments are made by policy makers,
such as:
Impact of education decentralisation on basic education
service delivery
The scope for effective partnerships with non-state
actors
The balance between state and private financing of
basic education services, and implications for public
support for service provision particularly for poor and
vulnerable children
26
Editor's Notes
1970 - 80s
Rise in this debate of the political – economic factors resulted in the disintegration of the ‘Keynesian Consensus’ that previously favored strong, centralized governments. This carried on into the 1980s as well. [decentralisation is an attractive alternative to the centralized financing and management]
Number of students and teachers - doubled or tripled, straining governmental capacities for quality, creating public disdain and shift toward local leadership. [Many merit decentralisation as one ‘fix’ for quality of education.]
1990s – Today
Globalization has weakened central government
- Emergence of supra-national organizations, reduced national sovereignty
- Shift toward market-based decision has strengthened local groups [supporters of decentralisation point to local choice and participation over the decisions made by central governments]
Developing Information and Communication Technology – made decentralized management possible [supporters of decentralisation point to an increase of efficiency, aided by this increase of ICT]
The problems with the centralized, public provision of education are well-known:
citizens may lack adequate voice in making their preferences known to politicians,
political leaders may pass ambiguous legislation and give unclear mandates to the education ministry,
the education ministry may be unable to translate policy and program objectives into the necessary resources and capacities, and
the service provider may have weak incentives to directly respond to parental pressure.
Many countries choose to decentralise the financing and delivery of basic education with the expectation that it will help address these problems
Education decentralisation is an unresolved agenda. The question is not whether or not to decentralise, but how and what to decentralise
Focus of this seminar: Non-state actor involvement and funding arrangements for basic education in the context of decentralisation. Privatisation will not be discussed.
Decentralisation does NOT always have a positive influence on education quality. To the extent education finance is decentralized, differences in fiscal capacity at the local level may generate increased disparities in spending and educational outcomes. If not implemented under the right conditions decentralization can lead to: centrally-run information systems collapsing and confusion over education management, causing conflicting decisions or failure to carry out required functions. Therefore, it is not the right choice for all countries at all times.
Decentralization has the potential to improve accountability, increase parental participation, strengthen the leadership role of school directors, and increase teamwork among the teaching faculty. The magnitude of success, however, may depend on such things as the scope of budget authority, available technical and political support and the degree, willingness of parental and community involvement, and the local level of capcity.
It is important to note that existing research on decentralization has found mixed results.
Mention UNESCO – WB collaboration on Benchmarking as an example
- In many countries, intergovermental transfers/grants provide the dominant financial resources for subnational governments:
South Africa85%
Indonesia72% Provinces 72% Local85%
Nigeria67% to 95%
Mexico70% to 90% (poorer states)
Pakistan82% to 99%
- The design of such a transfer system can influence the accountability of sub-national governments for service delivery. Why? Fiscal transfers typically have a conditional and an unconditional portion through which sub-national governments can be held accountable for the use of financial resources transferred to them. The former leads to a more hierarchical system of accountability whereby the center holds the sub-national accountable for proper use of central transfers. The latter falls in the category of discretionary resources for which sub-national governments are directly accountable to their constituencies. The other critical issue is the predictability of fiscal transfers based on which sub-national governments can plan local service delivery more effectively. Formula funding can sometimes be an effective means for enhancing accountability and transparency of such fiscal flows as it provides for an objective calculation of the amount of financial resources that sub-national levels including schools receive
- To lend predictability and transparency, some countries fix a percentage of a major tax, a group of taxes, or total domestic revenues as the pool of resources to be allocated to subnational government through intergovernmental transfers. In the case of the Philippines, this percentage is significant and set in the Local Government Code. The Internal Revenue Allotment shares 40% of the gross national internal revenues (in the third year prior to the allocation year) and accounts for 94% of total transfers.
- Local governments have an allocation of finance from the Internal Revenue Allotment (IRA), a formula-based block grant from the national government. Congress requires detailed specification of the proposed expenditure items for education under the justification as a way to limit the opportunities for corruption. In practice people in congress are able to manage the budget allocations of the schools and municipalities within their political jurisdiction, making the role of politics in the basic education governance acute. The adverse effect is the inability of local service providers to manage resources according to changing requirements of their schools.
Demand-side financing does not necessarily imply less public financing, but only channeling public funding through students/parents rather than through schools. Thus, looking for an alternative source of funding must examine how non-state actors, e.g. the entrepreneurs, commercial firms, NGOs, etc. can be encouraged to be involved in financing and delivery of education. Innovative approaches to financing education have come the way for partnerships with the non-state actors or public-private partnership. The main rationale for Public-Private Partnership (PPP) programs is the potential role of the non-state sector for expanding equitable access and improving learning outcomes.
Countries which don’t have legal guarantees of free PE:
East Asia and the Pacific: Fiji, Kiribati, Malaysia, Marshall Islands, Micronesia, PNG, Samoa, Singapore, Solomon Islands, Tonga, Tuvalu, Vanuatu
South and West Asia: Maldives, Pakistan, Sri Lanka
Central Asia: none
19 countries:
East Asia and the Pacific: Cambodia, China, Indonesia, Lao PDR, Myanmar, Philippines, Timor-Leste, Viet Nam
South and West Asia: Afghanistan, Bangladesh, Bhutan, India, Iran, Nepal
Central Asia: Kyrgyzstan, Mongolia, Tajikistan, Turkmenistan, Uzbekistan
This slide shows selected demand side financing mechanisms for education in general with respective benefits, issues and examples.
Range of possible non-state involvement:
- School facility services (build and maintain schools)
- Provide non-educational services (e.g. catering) and support services (e.g. technology)
- Provide curricula and educational services
- Provide teacher training services
- Manage public schools
- Provide all teaching and non-teaching services at public schools
- Provide teaching services to publicly-funded students at privately-owned and managed schools
The scope for partnerships with non-state actors in order to successfully engage and support them in enhancing the educational opportunities for the marginalised and the disadvantaged
The balance between state and private financing of basic education services in comparative regional perspective and over time, and implications for the level of public support for the provision of education services particularly for poor and vulnerable children