School Finance Research Articles

The Implementation of Cash Waqf People’s Religious Schools (SAR)

Most People’s Religious Schools (Sekolah Agama Rakyat-SAR) face financial constraints in managing and administering schools. Therefore, SAR administrators strive to obtain funds through instruments such as waqf, for example, cash waqf. However, until now, the implementation of cash waqf instruments in SAR has not received much attention among SAR administrators. Nevertheless, Sekolah Rendah Islam Tahfiz Integrasi Al-Fateh, Raub, Pahang (SRITI, Al-Fateh) is one of the SARs that has implemented cash waqf and has had a positive impact on the school's development. The objective of this study is to identify the method of implementing cash waqf and to analyze the effectiveness of the implementation in sustaining the finances of Al-Fateh Integrated Tahfiz Islamic Primary School (SRITI), Raub, Pahang, Malaysia. This is a qualitative study. A face-to-face interview was carried out as a data collection method using semi-structured questions involving three respondents comprising the chairperson, a local officer, and a project manager of SRITI Al-Fateh. The study data was supported by secondary sources such as books, magazines, journals, articles, and others. The data obtained was analyzed using the content analysis method. The study outcome finds that SRITI Al-Fateh has collected waqf in the form of cash. The funds collected came from various groups of the society such as individuals and NGOs. From the funds, a two-story school building was successfully constructed, and a mosque (still being constructed), and they serve as an activity center for teachers and students. This study hopes that the method of implementation of cash waqf by SRITI Al-Fateh can serve as guidance for SAR in Malaysia and other educational institutions in the effort to sustain the school finances. Future work can be done by making comparisons with one or more other SARs to show the effectiveness of cash waqf implementation.

The role of quality technical education for technological advancement in Nigeria: The interface

This paper examines the interface between quality technical education and technological advancement. The purpose of this study is to evaluate the quality of education provided as regard technical education in relationship to technological advancement in Nigeria. The research design adopted for the study was a survey. The study was carried out in three public technical colleges in Ondo State. The population of the study comprised all students and staff of the three government technical colleges in Ondo State. There was no sample in the study. Two instruments were used for data collection. The instrument for data collection was a self-structured questionnaire. Drafted copies of the questionnaire with a total of forty items were validated by three experts, and one specialized in Measurement and Evaluation. The test-retest method was used to ascertain the reliability of the instruments. The instrument was subjected to a reliability test using an estimate of internal consistency developed by Pearson Product Moment Correlation (PPMC). The overall reliability index for the instrument was 0.88 and therefore deemed reliable. 103 copies of the questionnaire were administered to the respondents by the researcher and with three research assistants. Percentage, mean and standard deviation were used to answer research questions. For decision to be reached regarding the mean, the upper and lower limits of the mean were adopted. Finding showed that lack of qualitative technical education hampered the technological advancement and deprived Nigeria from joining the league of developed nations because quantity is replacing quality. Therefore the following recommendation were made; the federal government and state should consider siting technical colleges in each local government areas just as it has unity colleges and higher institutions across the states that will serve as models in times of quality; emphasis must be placed on skills acquisition and technological advancement at all levels of our technical education to produced graduates that do not just have the certificates but skills; funding of technical schools should meet up to UNESCO recommendation of 26%.

Determine The Implications Of Presidential Regulation (Perpres) Number 82 Of 2021 Funding For Islamic Boarding Schools

This research aims tothe Government's concern for Islamic boarding schools.This concern was identified by Presidential Regulation (PERPRES) Number 82 of 2021, which concerns the funding of Islamic boarding schools, Islamic boarding school endowment funds, and the prospects for Islamic boarding schools following the stipulation ofPERPRES No. 28 of 2021, as well as political aspects in the stipulation of the PERPRES. Consideringthat Islamic boarding schools are the oldest educational institutions in Indonesia, with their distinctive educational approach, they have also played a pivotal role in the Indonesian independence movement. They are an integral part of the Indonesian educational landscape, contributing to the production of high-quality educational outcomes. This paper draws upon a range of key literature on the subject, which has been selected, organized and categorized according to their suitability for the purposes of this study. The contents of the literature were subjected to a rigorous analysis in order to ensure their suitability as material for the completion of this paper. This explanation is characteristic of library research, which employs content analysis techniques. The findings of the research indicate that the primary functions of Islamic boarding schools are education, da'wah and community empowerment.The existence of political power to pass the Islamic Boarding School Law and the Islamic Boarding School Endowment Fund contained in PERPRES no. 28 of 2021 is a legal umbrella for Islamic boarding school institutions to receive funds from the APBN, APBD in the form of grants, as well as non-binding assistance from other parties.The implications of this government policy have a significant impact on Islamic boarding schools, which are tasked with improving the quality of education in these institutions. However, Islamic boarding schools must also navigate the challenges of maintaining their unique curriculum in the context of government regulations. The primary implications of the establishment of the PERPRES in question are the requirement to register Islamic boarding schools (legalizing Islamic boarding schools administratively) and changes to the curriculum used (the incorporation of non-religious knowledge).

Distribusi Dana Zakat Infak dan Sedekah untuk Penguatan Pendidikan

Carrying out zakat is an obligation for all Muslims, which can provide material and spiritual prosperity for poor people. This research uses a qualitative descriptive method with data sources from poor families receiving ZIS assistance and data from BAZNAS Sidoarjo. Data collection methods include participant observation, semi-structured interviews, and documentation. The analysis was carried out by observing all BAZNAS Sidoarjo activities in distributing ZIS funds for education and analyzing interviews and related documentation. The research results show that the model for distributing zakat, infaq and alms funds by BAZNAS Sidoarjo includes school funding assistance, school equipment and school arrears, and has had a positive impact on the welfare of aid recipients. It appears that the ZIS distribution carried out by BAZNAS Sidoarjo in the education sector has been optimal, to help strengthen education.

Critical school finance: special volume commentary

ABSTRACT This collection of papers in this special volume explains how school funding policies and community policies perpetuate racial and socioeconomic inequities in the United States, Canada, and Australia. These papers highlight two important research themes in school finance that have been missing: (a) the role that race plays in creating enduring educational funding disparities and by extension school facilities; and (b) the danger that privatisation poses for meeting the resource needs of less affluent and minoritised communities. This commentary explains how these papers contribute to the burgeoning field of critical school finance.

Competitive grants in autonomous public schools: how school principals are labouring for public school funding

AbstractThis paper examines competitive grants for public schools, as a form of additional funding from the government. We draw on interviews with principals from different states in Australia to examine systemic impacts of competitive grants for public schools, exploring this in relation to school autonomy. Public school principals are labouring to generate additional school funding via competitive applications from the traditional state government, to supplement their core or regular government funding. The competitive applications are to fund what many would consider rudimentary or fundamental resources, such as school infrastructure and student wellbeing programs. For the interviewed principals, the drive to generate more funding was anchored within significant government funding shortfalls in public schools. The majority of interviewees did not find the funding model to be ‘needs-based’ or responsive. Autonomous public schools presented many paradoxes and contradictions, particularly in under-funded contexts; whilst on one hand, principals are tasked with managing their budgets, the majority experienced the environment as highly inflexible and often punitive, laden with bureaucratic red tape. The majority of interviewees expressed notions of responsibilisation for generating additional funds. In this context, we found that competitive funding applications increase school principal work intensification, with principals spending excessive time labouring to generate additional funding via competitive grant applications, in order to fund essential school projects. The labour involved in completing time-demanding funding applications supplants their traditional responsibilities and is critically reshaping their role as a school principal, to one of ‘grant applier’ and fundraiser, reinforcing the retreat of the traditional state.

Peran Crowdfunding dalam Mendukung Manajemen Pembiayaan Pendidikan di SDN 02 Aur Kuning

The purpose of this study is to analyze the role of Crowdfunding in supporting education financing management at SDN 02 Aur Kuning. This research aims to evaluate the effectiveness of Crowdfunding as an alternative source of funds for schools and to identify the factors that contribute to the success of Crowdfunding campaigns in this educational environment. This research used a descriptive qualitative approach to analyze the role of Crowdfunding in supporting education financing management at SDN 02 Aur Kuning. This method was chosen because it allows researchers to gain an in-depth understanding of the phenomenon under study through the collection and analysis of non-numerical data. The results of this study show that Crowdfunding at SDN 02 Aur Kuning highlights the success in raising funds. Crowdfunding was successful for the renovation of science laboratories and scholarships for outstanding students, with substantial contributions from alumni, the community, and non-governmental organizations. Key challenges included a lack of managerial skills in managing the funds and issues of long-term funding sustainability. Success factors include active school involvement, effective communication strategies and transparency in fund management. Support from the community, alumni, and favorable regulations are also crucial in the success of Crowdfunding campaigns.

Tensions undermining equitable school funding: insights from Australia

ABSTRACT School funding policy in Australia not only promotes educational equity in some ways but also creates substantial between-school resource inequalities due to its embrace of market ideologies. School funding policies are designed to promote school choice and competition, based on the assumption that they are both a right and an effective lever for improving educational outcomes. School funding is used to create an educational marketplace with varying ‘price points’, leading to the acceptance of a two-tiered system of basic provision via the public sector and enhanced provision for those willing to pay via the private sector. Political commitment to making school funding more equitable has been largely absent. Marketisation is the mechanism by which schooling maintains its capacity to reproduce social inequality without evoking class-based discourse or anxiety.

Indiana

This report about Indiana school funding relates to budgetary changes in the state’s school funding priorities and technical changes to its state aid to schools formula. Pressing issues that affect school funding as well as public policy dimensions of alternatives to traditional public schools are considered. The most pressing need for the schooling system that is mediated by the school funding program remains increasing the labor market supply of highly credentialed teachers. The most evident public policy trend is the continuing expansion of free market-based school choice options.

Educational Excellence and Societal Benefits: The Case for Supporting UK Faith Schools

This paper explores the controversial issue of government funding for religious schools in the UK, advocating for this support by studying its comprehensive impact on society and education. Firstly, the research delineates the historical evolution of faith-based education in the UK and the debates surrounding its public financing. Subsequently, the study posits three primary arguments to substantiate government support for these institutions. The first argument underscores the educational preferences of numerous UK families who desire education for their children that is congruent with their religious beliefs, supported by statistical evidence and highlighting the government’s role in ensuring religious freedom and diversity. The second argument examines how government funding for religious schools enhances social cohesion and bolsters moral values, challenging the view that such schools exacerbate social divisions. The third argument reveals that religious schools frequently achieve exemplary educational standards and outcomes. Employing a critical analysis of both proponents and critics, this paper advocates for continued government funding of religious schools to meet diverse educational needs and promote societal harmony.

Massachusetts

This State of the States report on Massachusetts provides an overview of the key school finance policies and initiatives that this commonwealth has implemented to support education during the Fiscal Year (FY) 2023. This report focuses largely on the school finance initiatives implemented in P-12 education with only a paragraph addressing this past year’s higher education school finance initiatives. Highlights in this report address operating aid, emerging issues, and the current role of federal support.

New Jersey

This article is a brief summary and update of the public school funding in the state of New Jersey for FY2023. The state of New Jersey’s per pupil expenditure rate is among the highest in the nation. The public education funding formula is a complex, student-based design that has ever been fully funded by the legislature. The New Jersey legislature passed the largest state budget in history during the 2021 session at $46.4 billion. The education budget is approximately 20% of the entire state budget. New Jersey public schools will receive $9.9 billion, an increase of $650 million in funding. Since 2018, the Murphy administration has increased K-12 formula aid by more than $1.8 billion. Charter schools are the main alternative to traditional public schooling in New Jersey. As of June 2021, there are 91 charter schools and approximately 57,453 students enrolled in these programs within the state. The major issues impacting P-12 include underfunded pension plans, equity of school funding, and special education funding. The legislature approved the governor’s recommended addition of $649.8 million in K-12 formula aid. This increase puts New Jersey on track to fully fund the formula by 2025.

Illinois

This report about Illinois school funding briefly describes an evidence-based model for school finance adequacy as well as budgetary considerations affecting how the model is funded. State P-12 funding priorities are identified as well as education human resource concerns. Attention is also given to state-funded alternatives to traditional public schools. Pressing issues that impact school funding, technical mechanics of state aid distributions, and public policies are primarily state budget allocations and school personnel. The state is progressing to fully fund its evidence-based model, but larger state budget allocations are needed. Attracting and retaining high-quality teachers remains challenging.

Czech Republic: Political Developments and Data in 2023

AbstractThe 2023 Czech presidential elections, characterized by high turnout and the victory of retired General Petr Pavel in a run‐off against former Prime Minister Andrej Babiš, marked a significant shift in the country's political landscape. These elections were marked by intense debates on candidates’ backgrounds and foreign policy orientations, highlighting voters’ preference for pro‐Western ideals. Meanwhile, the Cabinet of Petr Fiala witnessed four ministerial changes affecting the Ministry of the Environment, the Ministry for European Affairs, the Ministry of Education, Youth, and Sport, and the Ministry of Agriculture. Several important legislative changes occurred in 2023. Notably, the pension amendment incited robust debate and opposition activity. Furthermore, the government's consolidation package, aimed at economic stabilization and public budget reduction, sparked protests, reflecting broader societal concerns over funding and labor conditions in schools and hospitals. The year ended with national mourning following a tragic mass shooting at Charles University in Prague.

Idaho

This article is an update on public school finance in the state of Idaho. The article includes updated information regarding the following topics: funding priorities for P–12, changes to the funding formula for P–12, pressing state issues affecting P–12, and exclusive to P–12, what are the alternatives to traditional public schools offered by your state and what does the trend in funding look like for these alternatives. As of 2022, the state of Idaho maintains the lowest per pupil expenditure (PPE) in the nation, ranking 51st when including the District of Columbia. Idaho’s PPE was $8,376 in 2021, which comes in at 58% of the national average of $14,360. The average Idaho teacher’s salary is $51,817 which ranks 45th in the nation. Idaho also ranks last in K–12 education support staff average earnings at $25,830. However, in 2021 the state of Idaho interestingly ranked 17th in student achievement according to The National Assessment of Educational Progress ( Staff, 2021 ). The major funding priorities for the state of Idaho related to education are as follows: funding the Career Ladder, full-day kindergarten, teacher compensation, literacy initiative, and the opportunity scholarship. A couple of pressing state issues for Idaho include the teacher shortage and the public-school funding formula.

Colorado

In 2023, in lieu of overhauling the antiquated school funding formulas, the Colorado state legislature instead provided a historic increase to public education primarily through reduction of the Negative Factor (i.e., Budget Stabilization Factor), a mechanism put in place to reduce governmental spending across all sectors following the Great Recession. Traditional public schools, as well as charter schools and online and blended learning schools benefitted from the 2023 school finance changes. The legislature also sent a property tax relief bill to voters, which if approved, provides taxpayer relief from rising property values and offers support for teacher recruitment and retention with increased salaries and classroom support staff.

North Carolina

This report provides an overview of the North Carolina budget for public school funding for the 2023–2025 biennium.

Arizona

The State of Arizona had a change in governorship, which has now shifted priorities. State policymakers continue to advocate for school choice and the state’s ESA program, while the new governor attempts to repeal the omnibus mandate. This manuscript provides an overview of the legislation related to P-20 funding, including Arizona’s funding priorities for P-12 and/or higher education, changes to the school funding formula, and the major human resources management initiatives funded through the new governor’s budget and several house and senate bills.

Nevada

The State of Nevada convenes every two years to pass a biennium budget. For the biennium spanning 2023–2025, the Nevada state legislators held three sessions: the 82nd regular session, the 34th special session, and the 35th special session. Within these legislative sessions, state policymakers reconciled the needs of their P-20 education system. This synoptic manuscript provides an overview of the legislation related to P-20 funding, including Nevada’s funding priorities for P-12 and/or higher education, changes to the school funding formula, and the major human resources management initiatives funded by the biennium budget.

Missouri

This article is a brief summary and update of the public school funding in the state of Missouri for FY2023. The state of Missouri funds education through a foundation model. The largest funding item in the Missouri general budget is K-12 education. In 2018, the state budget fully funded the formula for the first time. The funding formula is multifaceted, including the following four components: weighted average daily attendance, state adequacy target, dollar-value modifier, and local effort. These four items are used to calculate the total state funding for K-12 education. Missouri ranks 32nd in the nation in K-12 student spending when combining local, state, and federal funding sources.