Education Finance System Research Articles

Manajemen Pembiayaan Pendidikan di Sekolah Dasar Islam Terpadu Al Fatih Depok

The operational structure and funding of education is an important component in educational administration management which has the capacity to have a significant impact on the quality of human resources. This study intends to ensure the following: (1) Plan the budget in order to improve educational standards; (2) allocate human resources for the purposes of managing education financing; (3) implementing education financing management; and (4) supervising the education financing system in order to improve standards at SDIT AL FATIH Depok. Qualitative, analytical and descriptive methods were used in this study. Documentation, interviews and observation are the techniques used to obtain data. Data collection, data reduction, data presentation, and drawing conclusions are the four components of Miles and Huberman's interactive analysis model used in the data analysis approach. Credibility, transferability, dependability and confirmability are used in the process of determining data validity.The findings show the following: 1) SDIT AL FATIH Depok prepares and describes education budget planning in the form of RAPBPT, which is implemented at the end of each year by identifying all appropriate programs and budgets. 1) The process of allocating funds for education starts from the source, where the head of the foundation decides on the choices that have been reached through meetings involving stakeholders from the school community and repeats the assessment. Putting human resources in charge of overseeing the money is secondary. The principal is responsible for the financial management of SDIT AL FATIH Depok, in accordance with the organizational structure; The foundation and education department oversee the management of SDIT AL FATIH Depok's education funds. 3. The budget implementation process is used to fund school programs, as well as spending on goods and services, development, and so on. 4. After that, the School Committee, the AL FATIH Depok Foundation, and the Education Office received the school's financial accountability report.

Modern practise of financing higher education: an analysis of the experience of OECD countries and the Republic of Kazakhstan

Relevance. The study examines higher education financing systems in OECD countries and Kazakhstan, analyzing the contributions of different funding sources. This is relevant as education funding impacts access, quality, and economic development. Purpose. The main goal of the study is to determine the share of participation of the state, the private sector and other entities in financing the higher education system in the OECD countries in comparison with the Republic of Kazakhstan. Methodology. The research used economic and statistical methods, comparative analysis, and expert evaluation. Data was gathered from OECD, World Bank, UNESCO, and Kazakhstan government reports and statistics. Results. The study found four main models of higher education financing among OECD countries, varying in tuition costs and student support. Most OECD countries spend over 1.5% of GDP on higher education, with the public sector as the main funder in European countries. Kazakhstan spends only 0.3% of GDP on higher education, with 70% of students self-funding their education. Conclusions. Kazakhstan's higher education financing system provides limited government support and low tuition fees, resembling the fourth OECD model. To improve competitiveness, Kazakhstan needs to increase investment in higher education and human capital development, expanding funding sources and mechanisms based on OECD country experiences. The current grant allocation system is not equitable for low-income students and needs reform. Keywords: higher education; state funding; private sector; state budget expenditures

MANAJEMEN PEMBIAYAAN PENDIDIKAN UNTUK MENINGKATKAN MUTU PENDIDIKAN

This study aims to analyze education financing management based on the effectiveness and efficiency of education financing management and the use of technology in education financing management. This research uses descriptive qualitative research methods with secondary data collected through literature studies and analyzed qualitatively by reducing displays and concluding results. The results of this study indicate that effective and efficient education financing management in educational institutions is key to supporting the achievement of quality education goals. The management of education financial resources must pay attention to the essential stages, because education financing is considered an investment in human resource development. In this context, the effectiveness and efficiency of education cost management is essential to maximize educational outcomes. The current development of digital technology opens up great opportunities to optimally utilize the education financing system. With the adoption of information and communication technology, educational institutions can automate the financing process, integrate digital payment systems, and enable real-time monitoring of fund flows and financial reporting.

THE ISSUES OF HIGHER EDUCATION FINANCING MANAGEMENT IN THE RUSSIAN FEDERATION

The article analyzed the higher education financing system of the Russian Federation and highlighted the issues that limit the management and financing of higher education, strengthening and development, improving the quality of education and increasing the efficiency, competitiveness, financing and transparency of the higher education system in the Russian Federation.
 The study of the higher education management financing system in the Russian Federation shows that education financing has gaps and does not correspond to the current realities, so it is urgent to review the management of these problems. Although the Russian Federation joined the Bologna process in 2003 and is trying to transition to the new model, the problems revealed by this research reflect that there are still a number of obstacles in the management organization and implementation of higher education in the Russian Federation.
 It is recommended to use the application tool of financing university activities through the endowment, when with the investments of philanthropists and successful graduates, they create targeted funds that are handed over to trust management.

ANALISIS MANAJEMEN PEMBIAYAAN PENDIDIKAN MELALUI SYAHRIAH TERPADU DI PESANTREN DARUSSALAM BLOKAGUNG

The aims of this study were to find out: 1) the implementation of education financing management through integrated sharia at the Darussalam Blokagung Islamic Boarding School, 2) the implications of education financing management data through integrated sharia at Darussalam Blokagung Islamic Boarding School. The type and research approach used is descriptive qualitative. The collection method used in this study is in-depth interviews, observation, documentation. Checking the validity of the data using triangulation. As for data analysis using interactive analysis of three models which include data reduction, data presentation, drawing conclusions. The results of the study show that: 1) implementation of education financing management through integrated sharia are: a) deliberations of foundation administrators and system managers, b) Education Financing System Design, c) determination of nominal payments, d) recruitment of the system management team, e) determination of team responsibilities managers, f) coaching for managers, g) preparing payment system applications, h) making Darussalam SIS applications, i) online and offline system socialization, j) periodic system evaluation meetings, k) payment recap reports. 2) implications for education financing management through integrated sharia are: a) form a team to handle payment arrears, b) increase banking cooperation, c) seek to increase the productivity of manager performance, d) seek solutions to disruptions to banking transaction trouble systems, e) provide socialization and assistance to some guardians of students who are technologically illiterate (clueless).

Determination of Education Funding System, Community Participation and School Principles, on The Quality of Early Children Education in Jambi Province

Talking about the quality of education, it will be directly related to the role of schools as educational institutions. Management of teaching and learning in schools is very meaningful in determining student success. To achieve good school quality, education costs must be managed optimally. Therefore, the stages in education financing management need to be considered. Basically the purpose of education financing management is the implementation of an educational process that is in accordance with the expected learning needs of students. Education financing management in PAUD is in the high category, meaning that school principals in PAUD have been able to carry out education financing management optimally starting from financing planning and budgeting, financing implementation, financing monitoring and control and accountability.

Education Financing System in Indonesia (Integrated Merangin VHS Institution)

Education is the initial capital to improve the quality of human resources themselves because with education it is hoped that humans will have high knowledge and skills. However, education cannot be separated from the cost of education itself. The Law (UU) No. 20/2003 concerning "the National Education System" explicitly explained that education financing outside of salaries is 20% of the State Revenue and Expenditure Budget (APBN) and 20% of the Regional Revenue and Expenditure Budget (APBD), while PP No. 19/2005 concerning concerning "the National Education System" explains that education funding includes operational costs which include salaries. The purpose of this research is to find out how the education financing system exists in Indonesia, especially at the Merangin Integrated Vocational High School (VHS), Jambi Province. Therefore education is a shared responsibility both from the government and from the community itself. Quality education requires a high cost. The results of this study indicate that what is the pattern of education financing in Indonesia, especially at the Integrated Merangin VHS institution.

Financing Higher Education: New Challenges, Incentives and Opportunities

The most essential goal for the country’s growth is education. During the allocation of public funds, it should be given great consideration. Education determines a country’s progress and possibilities of economic development. Education of high quality is a guarantee of societal stability. It encourages affluence as well as personal, professional and social development. All of the aforementioned may be accomplished by effectively utilizing governmental financial resources. The research’s goal is to study the disadvantages of the higher education funding system and develop some recommendations for solving problems. In order to assess the effectiveness of the expenditure by state, there have been studied some educational programs on which state funding is extended. The study includes an assessment of the level of academic achievement of state-funded educational program students and their employment prospects. As a result of the research, we have a clear idea of how effective the state funding programs for higher education in Georgia are and in what direction the changes are to be implemented.

Kontribusi Sistem Pembiayaan Pendidikan Dalam Inovasi Manajemen Keuangan Pesantren

The objectives of this research are: (1) To find out the implementation of the Education Financing System in financial management innovation of the Pondok Pesantren Darussalam Blokagung Tegalsari Banyuwangi Foundation, (2) To determine the factors in financial management innovation of the Darussalam Islamic Boarding School Foundation Blokagung Tegalsari Banyuwangi. This research uses descriptive qualitative research methods.In this study, the researcher himself became the instrument (human instrument) with the support of the interview guide grid. data collection is more emphasized on observation, interviews, and documentation. Data analysis in this study uses three interactive models, namely data reduction, data presentation and decision making. The validity of the data in this study uses triangulation.The results of the research: Implementation of the Education Financing System in Financial Management Innovation Darussalam Islamic Boarding School Blokagung Tegalsari Banyuwangi: The first stage is in the form of planning which includes (1) deliberations on foundation management and financial management, (2) design of education financing system, (3) data collection and the calculation of the financial amount, the second stage is organizing which includes (1) recruitment of the management team in charge of the system, (2) determination of responsibility for the management team, (3) guidance to managers, the third stage is implementation which includes (1) preparing payment system application, (2) making the SIS Darussalam application (3) system socialization and in the last stage there is an evaluation in the evaluation regarding (1) system evaluation meetings, (2) payment recapitulation reports (3) formation of a team for handling arrears. While the Financial Management Innovation Factors of the Darussalam Islamic Boarding School Blokagung Foundation: (1) supporting factors: (a) the establishment of cooperation in the service of the santri education financing system (b) Always monitoring the work productivity of financial managers. (2) Inhibiting factors: (a) the facilities are still not perfect (b) the lack of understanding of technological sophistication.

Analisis Model Pembiyaan Dana BOS dan BOP pada Lembaga Pendidikan yang Pernah Diterapkan di Indonesia

This study aims to describe the financing model for BOS Funds and BOM/BOP in educational institutions that have been implemented in Indonesia. The research used descriptive qualitative. Data collection techniques using observation, and document study. Research results (1). The education financing system in Indonesia is borne by the central government, regional governments and the community. The education financing models in Indonesia are sourced from a). Central Government and Local Government in the form of BOS Fund (School Operational Assistance), BOP (Education Operational Assistance) and b). Parents / Guardians of Students. The types of expenditures by parents/guardians for education include: 1) Base Fee, 2) Monthly Tuition / Tuition Fees, 3) Mid-Semester Examination Fees, 4) End of Semester Examination Fees, Extracurricular Activities Fees, 6) Practicum Activities Fees , 7) Purchase of Textbooks / LKS, 8) Purchase of School Uniforms, 9) Expenses for Field Trips / Mental Development / Retreats, 10) Social Donations, 11) Other expenses. (2) Analysis of education financing models that have been applied in Indonesia such as BOS/BOP and others. In the government regulations for the period of disbursement and reporting of School and Madrasah and PAUD BOS funds which the authors have classified, there are advantages and disadvantages in their implementation. In the initial period there was the involvement of Provincial and District BOS Managers so that in the process of filing the disbursement and reporting of BOS Funds they could be guided and supervised directly. Meanwhile, in the latest regulation, the process of filing for disbursement and reporting of BOS Funds is directly guided and fostered by the Central BOS manager.

Manajemen Finansial Pendidikan di Indonesia (Diskursus Sistem Perpajakan pada Institusi Pendidikan)

This study aims to analyze the Education Financing System in Indonesia and its relation to the tax system. The research method used in this research is qualitative by using a library research approach (library research). Data sources consist of two namely primary and secondary. Primary data sources are several government legal regulations related to financing and the tax system in Indonesia, including law number 28 of 2007 concerning general provisions and tax procedures. Law number 36 of 2008 concerning income tax, the decision of the Director General of Taxes No. KEP-87/PJ./1995, PP. RI No.144 of 2000 concerning Types of Goods and Services that are not subject to Value Added Tax and. While secondary sources are other references in the form of books, journals, and proceedings related to the research topic. Data analysis uses content analysis, which is an analysis related to the content of the literature being researched. The results of the study indicate that one of the sources of education financing in Indonesia is tax. The use of these taxes is indeed in accordance with the legality of the government that aims for the prosperity of the people as much as possible, including in this case education services. In relation to taxpayers, not all aspects of education are subject to taxpayers, this is because educational institutions are not included in profit institutions. This treatment certainly aims to improve the quality of education in Indonesia.

Special education funding and teacher turnover

ABSTRACT We exploit differences in state special education funding systems based on special education enrollment (‘bounty systems’) or on total student enrollment (‘census systems’) to assess whether funding systems impact teacher turnover, teacher specialty, special education enrollment, state education spending, average class sizes, and teacher effort. We find that census funding decreases special education enrollment and increases turnover among special education teachers. Relative to their counterparts, special education teachers are 5 percentage points more likely to move across schools and 18 percentage points more likely to switch to general education teaching after the implementation of census funding in their state.

Reforming Connecticut’s Education Aid Formula to Achieve Equity and Adequacy across School Districts

Connecticut’s public K–12 education system relies heavily on local funding, resulting in substantial disparities between affluent districts and low-income districts with a large proportion of socioeconomically disadvantaged students who are more costly to educate. Despite recent improvements, the existing state aid formula has been criticized for failing to provide sufficient funding to districts with the fewest resources and the highest education costs. To help improve state aid distribution, this report estimates a “cost-capacity gap,” which measures the difference between a district’s education cost and revenue capacity and uses it as an indicator of the district’s need for state education aid. The report proposes a series of state aid formulas based on the gap measure that Connecticut policymakers may use to improve equity and adequacy in education funding. Through rigorous statistical analysis of recent data, this report measures each school district’s education cost and revenue capacity based on factors that are outside the direct control of local officials at any given point in time. The cost factors include, among others, the percentage of school-age children from families living in poverty and the percentage of students living in single-parent or non-family households. The revenue capacity estimate for each district is based mostly on taxable property wealth. The analysis shows large disparities in the cost-capacity gap across the state. While districts with larger gaps, on average, receive more per-pupil state aid under the current formula compared with smaller-gap districts, the largest-gap districts still receive less aid than they need to close their cost-capacity gaps. As a result, inequity and inadequacy remain in the state’s education finance system. The policy simulations show that the gap-based formulas introduced in this report address funding inequity and inadequacy more effectively than the existing formula does. Some of these new formulas incorporate tools intended to enhance their appeal to state legislators whose communities do not have large cost-capacity gaps. These tools include minimum and maximum levels of per-pupil state aid and a hold-harmless provision. However, a gap-based formula that contains any of these tools would fail to fully eliminate funding inequity and inadequacy and require a larger state aid pool than would be needed otherwise.

ARCHITECTONICS OF THE MECHANISM OF EDUCATIONAL FINANCING IN MODERN CONDITIONS AND WAYS OF SOLVING THE PROBLEM OF ITS ALTERNATIVE IN ACCOUNTING

Introduction. The new financial support mechanism defined by the relevant laws of Ukraine, the introduction of national accounting standards and a chart of accounts for the public sector, decentralization and other transformation processes have significantly influenced both the education financing system and the organization and methodology of accounting. But the desire to improve these systems currently does not fully correspond to the existing realities and requirements, including modern management. The purpose of the article is to study the mechanism for the formation and use of financial support for educational institutions - colleges in the context of organizational and accounting aspects, as well as the development of proposals for their clarification and improvement (including accounting policy). Methods (technique). The study uses general scientific methods, including theoretical generalization and analysis - to identify the specifics of financing educational institutions in the context of transformational changes, modeling - in order to form an effective financing mechanism and develop accounting policies to regulate alternatives that exist in the financial provision of educational institutions. Results. According to the results of the study of the current legislation, it was established that financial support of state institutions of professional higher education is carried out at the expense of the state (or local) budget on the basis of a state (or regional) order for payment for training services. There is also the possibility of financing from other sources not prohibited by law, with the obligatory observance of the principles of targeted and effective use of funds, publicity and transparency of decision-making. Based on the results of the research, a model of financial support for educational institutions was built, taking into account additional sources of funding, which are divided into external and internal, and also justified recommendations for the development of accounting policies for their reflection in accounting.

STATE REGULATION OF HIGHER EDUCATION FUNDING: WORLD EXPERIENCE

Improvement of the quality of higher education depends on many factors, including adequate funding for higher education. At the same time, the low level of higher education quality leads to numerous problems in the labour market, low-level development of human capital and the economy. Thus, the expenditures on financing higher education are investments in the development of the state's human capital, which has a direct influence on its economic growth and sustainable development. The article gives the analysis of approaches to the higher education funding based on the foreign experience study in order to determine the possibilities of adaptation and implementation to Ukrainian education system. The authors chose to analyze the approaches to financing higher education in England, Germany, the Scandinavian countries and the United States. The key models of funding higher education are reviewed, namely the English model as an example of formula funding, the social model of the Scandinavian countries, the American model with a comprehensive financial support system for students and the German model with a dual education system. Countries have different approaches to the organization of financing higher education (for example, funding "by formula" (which also differs in various models), "by results", "money per student", etc.). The common for the countries is the recognition of higher education and HEIs as essential subjects of the socio-economic space, interaction with which contributes to the quality development of society and economic growth of the country. Therefore, the considered models are characterized by a multi-channel system of financing higher education institutions, which includes both funding from the state budget and revenues from private sources, as well as paid services provided by the very universities. There is also a high level of financial support of students through grants, loans, subsidies and more. It is noted that this principle of financing the Higher Education Institutions and, in fact, students as subjects of education is prospective for implementation into higher education funding system of Ukraine.

A Study on Change Process of Early Childhood Education Finance System and its Impact on Primary and Secondary Education Expenses

A Study on Change Process of Early Childhood Education Finance System and its Impact on Primary and Secondary Education Expenses

The HESFS for higher education funding, employment and sustainability

Purpose The purpose of this paper is to develop a higher education funding and employment system that obviates barriers to sustainable development and helps engrain the notion of sustainability into the institutional framework. Design/methodology/approach The “Higher Education Sustainability First System” (HESFS) is a conceptual model that builds upon ideas from previous literature. Its theoretical basis draws on a joint value creation framework from the stakeholder theory and business model perspectives. Findings A holistic three-pillar approach that offers multiple value propositions is needed to engage the stakeholders to collaborate for the coherent functioning of the HESFS. This will enable the establishment of a viable innovative financial model and the institution of a sustainability-focused student employment program that are facilitated by a robust sustainable infrastructure. Several sustainable development goals may be furthered in the process. Research limitations/implications The applicability of a part or entire HESFS depends on the characteristics of the higher education institution and the level of its maturity in a sustainable development process. Although its different constituents have been empirically validated in literature, the HESFS model could be applied in a case study to determine its potential feasibility. Practical implications The HESFS may inspire policymakers, businesses and higher education institutions to forge alliances to devise innovative resources of funding and engage in employment partnerships that can lead to progress in sustainable development. It may particularly be useful for institutions in developing and less developed countries, where inequality and high youth unemployment rates prevail. Originality/value By focusing on an under-researched topic through a multitheoretical perspective, this study contributes to theories pertaining to stakeholder engagement and business models.

Privatised sources of funding and the spatiality of inequities in public education

ABSTRACTK-12 public education finance policy in the province of British Columbia, Canada, responsibilises school district administrators to engage in competitive entrepreneurial practices, not only to increase public funding, but also to generate supplementary funding from private sources. We focus specifically on the generation of revenue from international student tuition. Our goal is to deepen our understanding of the spatial dimensions of inequities within the context of marketised education finance using the conceptual framework of spatiality and a mixed-methods approach to data collection. Quantitative data demonstrate how the amount of revenue generated from international student tuition differs between geographically diverse school districts. Qualitative data illuminate how the spatial contexts of local school districts shape administrators’ reasoning, decision making, and marketing practices within a marketised education finance system. Both sets of data illustrate how spatiality exacerbates inequities within a market-oriented approach to education finance.

Маркетинговое исследование и анализ системы финансирования услуг высшего образования России

Маркетинговое исследование и анализ системы финансирования услуг высшего образования России

Forgotten equity: The promise and subsequent dismantling of education finance reform in New York State

This study examines the impact of court-ordered finance reform in New York State resulting from Campaign for Fiscal Equity v. State of New York on equity of inputs using synthetic controls. The findings herein indicate court mandated education finance reform in New York had little to no impact on equity of educational inputs despite an overhauled education finance system intending to distribute more state funding based on student need. In the period during and following the Great Recession, the State of New York chose to cut districts’ foundation aid, a form of aid designed to be distributed progressively, halting any improvement in equity. Had funding been distributed to districts according to the foundation formula that was specified by the education finance reform legislation passed in 2007, high poverty districts would have received more funding and disparities in funding across districts with similar characteristics would have been reduced. I also show that other forms of aid, which are regressively distributed, could have been cut instead of foundation aid, allowing for more funding to flow to high poverty districts in a time of fiscal constraint.