Education Funding Policies Research Articles

ANALISIS KEBIJAKAN PEMBIAYAAN SHORT COURSE TOEFL DALAM MENINGKATKAN PELAYANAN UNIT PEMBINAAN BAHASA (UBINSA)

The importance of fair and effective education financing policies is increasing in the context of higher education, especially to support English language competency which is the main provision in the global era. There is a research gap regarding the effectiveness of the implementation of TOEFL short course program financing policies in higher education institutions, especially related to accessibility and service quality. This study aims to analyze the policy, effectiveness, and impact of TOEFL short course financing at the Language Development Unit (UBINSA) STAI Sangatta Kutai Timur. The approach used is a qualitative approach with a case study design. The results of the study indicate that the financing policy reflects the principle of fair education financing, by providing subsidies without discrimination of economic background and setting an annual budget that includes operational costs and instructor honorariums. This policy has also succeeded in improving students' English competence, as seen from the increase in participants' TOEFL scores and their motivation to develop further language skills. However, challenges such as limited facilities, infrastructure, and instructor qualifications need to be addressed to maintain the sustainability and effectiveness of the program on an ongoing basis. The implication of this study is the importance of improving facilities and improving the quality of instructors as a strategic step in increasing the effectiveness of the TOEFL short course program at UBINSA, in line with the principles of fair and sustainable education management. The implication of this study is the need for evaluation and improvement of financing policies and more efficient management to ensure the sustainability and improvement of the quality of the TOEFL short course program at UBINSA, so that it can meet the needs of students in the global era.

학교교육 생산성에 미치는 영향요인 분석

The purpose of this study was to empirically analyze factors influencing schooling productivity which means comprehensively by integrating quantitative educational outcome such as academic achievement and qualitative educational outcomes like school satisfaction of students. The subjects of this study were 1,060 students and 205 teachers from 18 general public and private high schools located in Jeollabuk-do. Multiple regression analysis was used by extracting a total of 12 variables predicted as factors affecting schooling productivity. Specifically, there were 4 school variables (number of students per teacher, number of students per class, facility level, administrative support level), and 4 student variables (educational expenditure per student, SES of students, teacher satisfaction of students, and principal satisfaction of students). And there were 4 teacher variables (teacher's educational attainment level, career level, teacher's job satisfaction, and teacher's principal satisfaction). The main findings of this study were as followings; First, the factors that affected academic achievement include the number of students per class, the facility level, the level of administrative support, and educational expenditure per student and the student's SES. Second, the factors that affected student satisfaction with school were the facility level, the student's SES, the student's teacher satisfaction and the student's principal satisfaction. Third, the factors that affected both academic achievement and student satisfaction in school were the facility level and the student's SES. Finally, among the school variables, the number of students per teacher and four teacher variables did not affect schooling productivity. While research on schooling productivity has been mainly focused on academic achievement for more than 50 years since Coleman's report(1966), this study was meaningful in defining schooling productivity to include students' school satisfaction as a qualitative outcome of schooling and academic achievement as a quantitative outcome of schooling, and empirically verifies the influencing factors. The results of this study would provide implications for the future direction of evidence-based education finance policy establishment and education financial investment by empirically analyzing the factors affecting schooling productivity.

PRINCIPLES OF TEACHER TRAINING IN THE FINNISH EDUCATION SYSTEM

The article presents in detail the principles of the Finnish educational policy, which are the basis of the principles of school management and teacher training. It presents the principles that are widely used in the process of teacher training in developed European countries and the principles that are characteristic mainly of the Finnish education system. We reveal the peculiarities of the principles of Finnish teacher training by presenting the theories of adaptation of education and masterful learning based on them. The paper analyzes the principles of equality, continuity, teaching evaluation, teaching research, and trust at the same time. It presents the current stage of the teacher training process in the education system in Finland, as well as the factors that form the principles of teacher training, in particular the innovative policy of Finland in the field of education. The article analyzes the principles of systematization, consistency of state policy, strategic direction of reforms, taking into account the socio-economic goals of the country, correction and modernization of programs. It analyses as a special feature, adaptive learning theories, examines in the context of which evaluation approaches and standards. It singles out the principle of individual development of Finnish teacher training. It is noted that it acts as an alternative principle. The idea is emphasized that any principles of Finnish teacher training are based on the principles of educational reforms, which are the starting point in educational policy. The novelty of the research is that, as a result of historical comparative analysis, trends and features of the formation and development of Finnish teacher training principles were revealed.

Proměny profesní přípravy učitelů ve Finsku

The article discusses the issue of the transformation and reform of teacher education in Finland with an accent on the 20th century. In the context of the issues of education transfer, borrowing and lending policy, it reflects on the characteristics of Finnish education policy, which is also reflected in the discussion of teacher education. The paper reconstructs the main premises of teacher training reforms in Finland in the 20th century and asks how these premises can be helpful in the Czech debate on teacher education reform.

Education Financing Policy Analysis: Answering the Challenge of Improving Quality in Schools and Madrasah

The research aims to outline the problems of the quality of education implementation in Indonesia related to education financing and find a culmination point in the form of a solution to overcome this. The type of research is qualitative research with a literature study. Data collection is done by searching for sources and constructing them from various sources such as books, journals, and research that has already been carried out. Meanwhile, data triangulation, member checking, and auditing techniques were used to analyze the data, and data analysis techniques, according to Miles & Huberman, were data reduction, data display, and conclusions. The research findings are challenges in funding education, including the lack of budget allocated by the Government, social inequality, which makes it difficult for several community groups to access education, lack of access to technology and educational infrastructure, and the high cost of education in several countries. Several solutions that can be taken to overcome challenges in education funding include increasing the education budget allocated by the Government, increasing access to education for underprivileged community groups, strengthening partnerships between the Government, the private sector, and international organizations in funding education, and expanding the use of technology in education to improve access and quality of education. This research implies that solutions to challenges in education funding require joint efforts from various parties and reforms in education policy and practice. By taking the concrete steps proposed, we want to create a more inclusive, equitable, and quality educational environment for all children and youth.

A Comparative Perspective on Fee Policies Used in OECD Countries for Financing Higher Education

One of the biggest problems faced by countries globally is the financing of higher education. Especially in the face of increasing demand for higher education and limited public resources, countries are in need of reform in terms of financing higher education. In recent years, there has been a global trend towards the adoption of higher education financing strategies that focus on cost sharing. The purpose of this study is to examine the higher education financing policies of countries with different systems compared to Turkey, to address the financial challenges in Turkish higher education financing, to recognize alternative financing options and to suggest strategies for Türkiye to expand its financing sources. For this reason, the study is “descriptive” and the data on the countries are analyzed by using the “documentary scanning” method. A comparative perspective on higher education financing is presented by analyzing the current higher education financing policies in OECD countries and their current remuneration schemes. The study covers all OECD member countries. As a sample, the current state of financing models and fee structures in seven countries, including the United States, Australia, Germany, the United Kingdom, China, Japan, Russia, the United States, Australia, Germany, the United Kingdom, China, Japan and Russia, each with different higher education finance policies, are presented. In order to improve higher education financing in Türkiye, it is suggested that the “Income- Contingent Loan” method, which is offered to the student on an optional basis in the collection of debts in higher education financing systems, should be implemented as an alternative student borrowing method, even if it is not generally used in every country.

Comparative Analysis of Higher Education Financing Policies Used by OECD Member Countries and Financing Policy Proposal for Türkiye

The Turkish higher education system has developed remarkably in parallel with the developments and changes in the world today. With the ease of access to higher education for students and the increase in the number of students, higher education costs are increasing. This situation puts the higher education system under financial pressure in countries that provide higher education financing from public sources. In this study, higher education financing methods used worldwide are compared and the most appropriate financing method for Türkiye is discussed. For this purpose, the Entropy method was used in weighting the criteria determined for the evaluation of financing policies, and the performance analysis of the alternatives was carried out with the TOPSIS method, which is one of the multi-criteria decision-making methods. Alternative decision options for financing higher education are based on "No Fee", "Pre-charging" and "Income-Contingent Loan-ICL" methods and the main criteria are enrollment, education expenditures and labor force. In this context, sub-criteria were created and the financing methods used by OECD countries were analyzed. Within the scope of the study, it has been determined that the financing methods used by Norway, the Netherlands and the United Kingdom in higher education systems are in the top three. In this context, it has been determined that the "Income-Contingent Loan" method used by the first and third ranked countries is the most preferred method in terms of performance.

The Contribution of Parents' Occupation on Students' Academic Achievements in Public Secondary Schools in Njombe Town Council

The parents are considered very important in their children's education, as they actively support the implementation of their children's education. The study sought to determine the contribution of parents' occupation on students' academic achievement in public secondary schools in Njombe Town Council. The study was guided by Maslow's Hierarchy of Needs Theory of Human Motivation. The study was conducted across 14 public secondary schools, analyzed 3113 targeted populations of students, teachers, school heads, and parents using an embedded research design, combining quantitative and qualitative data. The sample size consisted of 192 respondents; thus, five (5) school heads and ten (10) parents were purposively selected to take part in the interview guides, while 83 teachers and 94 students (form III and IV) were randomly selected to take part in the study through the questionnaires. The instruments' reliability (r= 0.78) was obtained using the Test-retest method. Quantitative data was analyzed using descriptive statistics with the help of the SPSS version 23, and results were presented in the table of frequencies and percentages. Meanwhile, qualitative data was analyzed thematically and presented through categories and themes' narration. The findings revealed that parents' occupation contributes to students' academic achievement through learning morale, absenteeism, child labor, and unconducive home environments. Parents influence monitoring and supervising children's academic progress at home and school. The study suggests that parents should be educated on their work-education relationship and invest in education based on their occupation. Policymakers and curriculum developers should re-consider making reforms to education financing policy to be more equitably favourable to students from poor families for sustainable academic achievement. Government and NGOs should ensure that all students from poor parental backgrounds are supported to receive quality education

Magneettikouluja vai eliittikouluja?

The connection between urban and school segregation has been identified as a major question in Finnish educational policy. Families’ school choices in basic education are strongly connected to socio-spatial segregation, families’ socio-economic status, and the provision of selective tracks and streams in schools. As a result, the provision of selective schools and selective classes is a major factor shaping the landscape of urban school segregation. We have analyzed whether the geographical placement of selective education in the City of Helsinki can be identified to either ameliorate school segregation through a “magnet school” effect or exacerbate segregation through “elite school” placement. Our results demonstrate that the provision of selective schools and classes in public schools is in general geographically very equally distributed, and as such does not construct a magnet school effect. However, as the placement of private schools has a distinct “elite” pattern, the educational landscape of the city leans towards a slight “elite effect”.

Suomalaisen koulutuspolitiikan tasa-arvopyrkimykset: heijastumia ja katvealueita kielikoulutuksessa

In this article, we examine Finnish language education in relation to the historical developments of promoting equality in Finnish education policy. We focus on language education in basic education and discuss this topic through the lens of three cases: the comprehensive school reform, projects to develop language education, and heritage language teaching. Although, in international comparison, the Finnish educational system has good outcomes for certain equality measures (e.g., small differences in student achievement between schools), many aspects of equality have been overlooked. In addition, success in PISA and achieving European goals of mother tongue plus two languages may have caused a certain level of complacency or reluctance to develop the educational system. When striving for justice and equality in language education, it is important to understand the historical and societal structures that have maintained and reproduced inequality up to today.

대학의 위기 극복을 위한 대학재정 확충 방안

Two major issues can be pointed out in the direction of education finance policy in the new government. First, the current scale of education finance is sufficient enough that the decrease in the school-age population is the determining factor for reducing education finance? Second, the government's strategy to invest higher education is sufficient to secure an appropriate level of funding for higher education?. The purpose of this study was to analyze two issues based on empirical data and to propose policy suggestions to expand higher education finances to overcome the structural crisis of it. As a result of the analysis, 10 reasons for not reducing education finance even if the number of students decrease; 3 reasons related to the country's educational outlook and philosophy, 5 reasons for structural problems of weak education finance, and 2 reasons for the additional budge for the future education were identified. And the structural crisis in higher education system related to university finance were analyzed as followings: First, phenomenon of hollowing out local universities due to the mismatch between supply and demand for university education, the crisis situation that emerged from the weak university financial structure, the crisis of polarization in university education due to the increase in the burden of college tuition, and the size of the university budget, which is far short of economies of scale, was presented; Second, as a result of estimating the minimum university financial demand based on the national economic size and the OECD average, the additional support for higher education currently planned by the new government was very insufficient. Finally, this study suggested several policy alternatives based on the empirical evidences; enactment of Higher Education Finance Grant Law for securing it by 1% of GDP, Special Accounting Act for Balanced University Development, Special Act on Support for Higher and Vocational Lifelong Education, the Education Finance Grant Law to secure finances in line with GDP growth rate, and enactment of the High Education Tax.

Higher Education Funding Policy and Research Productivity of Universities in Georgia

This research study explores the existing funding systems of higher education in Georgia and their influence on universities’ research productivity. The research used Harman’s (2007) typology of research funding— institutional, project, and special program—to analyze each approach’s effect on universities’ research productivity. The research revealed that these funding models did not substantially affect the development of scholarly and research capacity. Major barriers to the development of higher education and research are largely related to the amount and financing models. Analysis of the higher education financing policy showed that per capita financing does not allow sufficient research activities at HEI, and targeted financing programs oriented toward developing specific scientific directions or improving scientific infrastructure do not promote research productivity. Based on research findings, the author argues that immediate changes in funding policy are required for the institutional development of university-based research in higher education of Georgia.

O FINANCIAMENTO DA EJA NO FUNDEB: A POLÍTICA QUE REITEROU A NEGAÇÃO DO DIREITO

ABSTRACT: The study aims to analyze the funding of YAE (Youth and Adult Education), problematizing the limits of Fundeb funding matrix. It sought to answer the following question: why is the Fundeb value per YAE student lower than the minimum established nationwide in a state receiving Federal bonus funds? We conducted a quanti-qualitative documental research, based on studies about education funding and YAE public policies. The research revealed that values lower than the nationally-defined minimum occurred only in the state of Piauí, Brazil, due to the rule that defines that YAE cannot use more than 15% of the total fund. The problem occurred in the last years of Fundeb, from 2017 to 2020, hindering education systems that significantly invested in the increase of YAE enrollments, disregarding local realities, and denying the constitutional principles that guarantee the human right to education.

A Foucauldian Discourse Analysis of Regional Balance in the Financing of Higher Education in Uganda: The Uganda Students’ Higher Education Financing Policy Perspective

In Uganda, there have been historically glaring disparities in access to higher education, where the majority of the students that join universities come from good secondary schools, which are mostly afforded by rich individuals. This has created a situation of ‘inherited merit’, where students from particular backgrounds and regions dominate access to HE. Because children of the poor who cannot afford to go to good schools hardly access higher education, whilst many of the students who join higher education institutions (HEIs) fail to complete their study programmes due to the failure to meet the costs involved. The Ministry of Education and Sports 2012 introduced the Uganda Students’ Higher Education Financing Policy to address the problem of inequitable access to higher education. Thus, the third objective of the policy aims to ensure ‘regional balance’ in the provision of HE through awarding of student loans. Because there are strong intra-connections between policy and language, the language used in discourse plays a critical role in the way the term Regional balance was constructed in the policy. This paper performs a Foucauldian discourse analysis perspective of the policy with the overall aim of showing signs of power imbalance through the use of language and revealing the discourses used by elite actors to retain power and sustain existing regional imbalance in access to HE in Uganda. By approaching such regional balance as political discourse rather than a pure act of equity and social justice, the paper shows how power is implicated within the guise of regional balance. As such the paper contributes to a discursive understanding of regional balance in the provision of HE in Uganda, to an appreciation of the role of power relations embedded in policy rhetoric as a form of exemplary theatrical government, and to the politics of regional balance. The findings revealed that the term ‘regional balance’ is used as a sugar-coated camouflage to sustain and perpetuate the hegemony of the Western part of the country. The paper concludes by exposing the power relations embedded within the policy and highlights gaps between the rhetoric and practice of the policy in which people from the Western part of Uganda have benefited more from this financing policy at the expense of other students from other regions of the country

More Money Is Not Enough: (Re)Considering Policy Proposals to Increase Federal Funding for Special Education

Purpose: New policy proposals to increase funding for the Individuals with Disabilities Education Act (IDEA)—including recent efforts by the Biden-Harris administration to “fully fund” IDEA—bring a new sense of urgency to understanding how federal special education dollars are distributed among states. In this study, we evaluate whether the existing formula equitably distributes IDEA funding and show how potential future funding increases would be allocated. Research Methods/Approach: We apply concepts and empirical methods used in K–12 education finance policy research to evaluate the extent of existing variation in federal grant aid among states and whether systematic differences exist among states in the allocation of IDEA funding according to relevant need and other factors. Policy simulations illustrate how the distribution of funding among states will be affected by proposed increases in IDEA appropriations if the current formula is used. Findings: The existing formula results in substantial disparities among states and systematically disadvantages large states and states with more poor, disabled, and non-White children. Policy simulations show that increasing federal funding without modifying the formula used to calculate state grants will perpetuate and even exacerbate existing funding disparities. Simply adding additional dollars to existing appropriations without modifying the current formula works against policy makers’ goals to equitably distribute IDEA funding to states. Implications: Moving forward, achieving goals for equitably allocating IDEA funding will require changes to the statutory formula used to calculate states’ grant allocations.

Exploring Funding Models in ‘’No-Fee’’ Schools in Cape Town: Evidence from Selected Public Primary Schools.

Purpose: The explicit goal of education funding policy is to raise educational standards by addressing historical financial disparities. This study, explored the funding models in three no-fees public primary schools within the Western Cape Education Department in Cape Town. The specific objective of this study was to explore and discuss the funding models’ initiatives of schools in resources scarce communities in Cape Town.
 Methodology: A qualitative research model was adopted for the investigation. Semi-structured guided questions were used to obtain the data. Using intentional sampling, which selects individuals based on their backgrounds and expertise, a total of nine people was recruited. Three school principals, three chairs of the governing body, and three administrators of the school's finances made up the group of participants. Due to the COVID-19 pandemic, data were recorded using telephone conversations. The researcher used a thematic data analysis approach to analyse the data after recording and meticulously transcribing the talks. Individual interviews, participant data, and document analysis were all merged by the researcher in order to make the research conclusions credible.
 Findings: As a result, it was determined whether the information from the case study and the interviews headed in the same direction. Additionally, the researcher gave each participant a chance to confirm that the facts were what they had provided as data. The study indicated that despite receiving 75% of their income from the government, certain no-fee public primary schools still had a high level of resource reliance. A sizeable part of school funding—25%—comes from voluntary donations. The funding attempts, however, have not succeeded in bringing in the money the schools sorely need. Due to government rules, schools feel they have too little money left over and are unable to make significant improvements. The study also showed that fundraising campaigns have an impact on education since they interfere with class time. Additionally, the study demonstrates that learner’s social competition has increased as a result of selling products on campus to raise extra money since learners whose parents cannot afford it do not want to feel afraid or humiliated.
 Recommendations: Selected schools should raise funds using stronger and more innovative funding initiatives rather than traditional, hands-on approaches. The government should rethink amending schooling policies to legally accord schools to collect fees, since studies show that parents in low-resource communities are removing their children from low-resource schools to well-resource schools. Governments also need to rethink school policy changes to give schools the flexibility to make significant budget changes.

Equitable access, Retention and Successful Completion of Undergraduate Students in Higher Education in Uganda: The Uganda Students’ Higher Education Financing Policy Perspective

Given the extensive social and private benefits that result from higher education (HE), access, inclusion, and completion are essential for achieving social justice, and ensuring the realisation of the full potential of those who wish to acquire HE. Yet still, many students or indeed their families, especially in low-income countries like Uganda, find it extremely difficult to access HE, whilst many of the students who join higher education institutions (HEIs) fail to complete their study programmes due to failure to meet the costs involved. On top of the various affirmative action measures aimed at increasing equitable access to HE, the Government of Uganda in 2012 introduced a financing scheme for HE that is, the Uganda Students’ Higher Education Financing Policy (USHEFP) that culminated into the Students’ Loan Scheme (SLS) with the primary aim of increasing equitable access to HE by providing loans to the qualified students who would otherwise not afford the cost of HE. The purpose of this study therefore, is to explore how the USHEFP is facilitating access, retention, and successful completion of students (policy beneficiaries) in HE. Using snow-balling and purposive sampling, the results from one-on-one interviews with participants revealed that the Higher Education Students Financing Board (HESFB) provides loans only for the academic component (Tuition and Functional fees) of the students, leaving out the welfare component (feeding, accommodation, scholastic materials) as well as internship and research. Without downplaying the importance of this financing policy in facilitating access to HE, nevertheless, the study revealed that the policy does not have an explicit effort to ensure that those who access the loans, complete their studies. Thus, since its inception with the first cohort of beneficiaries in 2014, the scheme has awarded loans to about 11,187 students out of whom 776 students have dropped out, translating into 6.94% of the students’ loan scheme dropouts due to inability to meet the cost of their welfare while at campus

Education Financing Policy : Implementation and Impact in Madrasah Aliyah

Purpose: This research analyzed the implementation of education financing at MA Nurul Haq Semurup as well as the consequences and impacts of these policies on Sharia economy, educators and education personnel, madrasah environments, learning activities, and students.Design/Method/Approach: This research use descriptive qualitative approach. Sources of data came from the principal and teacher of MA Nurul Haq Semurup by using a research instrument in the form of closed interviews. The data obtained is then processed by stages of understanding the substance of the education financing standards contained in government policies and scientific articles, analyzing the results of interviews, analyzing the consequences and impacts of financing policies, as well as verifying and drawing conclusions.Findings: The results showed that MA Nurul Haq Semurup education financing was carried out in two ways, namely investment costs focused on financing learning facilities and human resource development, and operational costs focusing on educators' salaries and education personnel, student activities, consumables, indirect education, power subscriptions and services. The management of madrasah financing implemented has an impact on Sharia Economy (muamalah avoids Maysir, Gharar, Haram, and Riba), improving the competence of educators and education personnel, cleanliness and comfort of the madrasah environment, harmony between fellow madrasah personnel, systematic, measurable, and orderly madrasah governance, learning activities become interesting, meaningful, effective, and efficient, the spirit of leadership, independence, and discipline of students is formed, and students gain theoretical and practical learning.Originality/Values: The contribution of this research can provide valuable information related to education financing and become a reference of choice for other schools in the expenditure costs that have been set by the government and do not ignore the provisions in sharia economy.

Impact Assessment, the Capitation Grant Policy and the Rhetorics of Academic Achievement: A Neglected Methodological Approach to the Education Finance Policy Process in Ghana

This article examines the crucial role that Impact Assessment plays in structuring positive outcomes for academic achievements in public basic schools in the education finance policy milieu. The Capitation Grant policy is used to make this case, and to show that understanding and using Impact Assessment as a paradigm becomes a useful foundation to establish a well-grounded policy implementation process. This view stems from the fact that Impact Assessment has proved itself to be a dominant method that incorporates impact considerations in the policy process for efficient and effective policy outcomes. Impact Assessment is therefore considered a useful paradigm for knowledge production towards policy implementation, and suggests that application of Impact Assessment in the terms expressed, offer a comprehensive guide to educational finance policy implementation. The author argues the paradigmatic approach to Impact Assessment based on six basic, consecutive questions that relate to each other but independent at the same time. With this end in mind, two main objectives are pursued. Firstly, it makes explicit the six basic questions for structuring an Impact Assessment paradigm. Secondly, the two main Impact Assessment paradigms currently in competition with each other are compared. There is a further explanation about how these two currently predominant Impact Assessment paradigms answer the six questions. Consequently, the paper presents the dominant paradigm to develop a more critical understanding of the underlying assumptions, motivations, and values which inform policy research. Finally, the variability of the different answer options is considered between the two paradigms in order to determine comprehensive ways of defining and grounding educational finance policy Impact Assessment practice.

The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.