School Finance Research Articles

Matthew Gardner Kelly. Dividing the Public: School Finance and the Creation of Structural Inequality Ithaca, NY: Cornell University Press, 2024. 258 pp.

Matthew Gardner Kelly. Dividing the Public: School Finance and the Creation of Structural Inequality Ithaca, NY: Cornell University Press, 2024. 258 pp.

Training system for military financiers: Development problems

Subject. The article addresses the role of military financiers in the structure of the armed forces. Objectives. The study aims to analyze the need for training of military financiers and determine the composition of academic disciplines in the relevant specialty. Methods. The study rests on the comparative analysis. Results. The paper established that the programs of leading civilian financial and economic universities need to be strengthened with a military component. It is advisable to revive the Yaroslavl Higher Military and Finance School. Conclusions. Military financiers should understand the realities of modern armed hostilities, keep prompt and reliable records. It is necessary to use the scientific potential of leading financial and economic universities for the purposes of the special military operation.

Perverse impacts of competitive funding: public school principals as revenue generators in the grant economy

ABSTRACT This paper focuses on competitive funding models for public schools, drawing on interviews with public school principals serving disadvantaged student cohorts in Australia. Public schools receive the majority of their funding from state governments, and we examine these principals’ experiences in competing for additional funding via government-initiated high-stakes competitive grants, for capital projects and sporting infrastructure within their schools. These competitive grants occur in the context of both recurrent and capital under-funding of public schools. As the competitive grant applications required expenditure and ‘investment’ to apply, the interviewed principals felt they were ‘gambling’ with their limited funding. We argue that the funding applications demand and compel responsibilisation of tasks traditionally assigned to the state, resulting in perverse systemic outcomes, fabrications and performativities as principals of disadvantaged public schools enter into a type of funding lottery. The paper seeks to illuminate how the government has adopted commercial logics in public school funding models, but rather than true ‘risk-taking’ or entrepreneurialism, principals instead take up risk-aversion strategies. As principals experience intensifying marketisation of school funding, the process engenders a radical distortion of their traditional role as school leader, superseding their fundamental position as a professional educator.

Ethical discourses of justice: understanding edu-philanthropy in exclusionary schools

ABSTRACT Contemporary discourses of educational philanthropy highlight the increasing role that benefactors play in shaping schools’ policy and practice. In Australia, there have been growing ethical concerns about the model of school funding and the attention it attracts from billionaire edu-philanthropists to support faith-based private schools as highly exclusionary forms of schooling. Utilising ‘small d’ discourse analysis and Nancy Fraser’s theory of justice, we draw on focus group and interviews conducted with leading Australian edu-philanthropists, alongside observations of social media platforms, to identify the ethical discourses surrounding edu-philanthropic justice in such schools. Discourses revealed paradoxes of (i) fairness extending access to exclusionary forms of schooling; (ii) identity – preventing disadvantaged students from experiencing identity-based rejection in schools supposedly designed to meet their needs; and (iii) welfare – fulfilling this right in a quasi-education market, though, consequently, diminishing the welfare state’s responsibilities. This new knowledge advances discussions on edu-philanthropy, educational ethics, and school choice.

Examining the experiences of school governing body in handling school funds

This study aimed at examining the experiences of finance committee, the sub-committee of the School Governing Body (SGB) in managing finances in selected schools in the uMkhanyakude District, KwaZulu-Natal Province, South Africa. Thus, the study’s primary aim was achieved through the identification of hindrances that prevented the finance committee from effectively managing school funds. Moreover, the exploration of strategies to overcome challenges the finance committees faced were also part of the study’s objectives. The study sampled four secondary schools in the uMkhanyakude District as research sites. That is, four principals, four treasurers, and four finance officers were purposefully selected to participate in the study. Data were collected through qualitative semi-structured face-to-face interviews and document analysis and were analysed and interpreted using themes and sub-themes. The study revealed that some finance committee members, especially principals and finance officers, were aware of their roles and responsibilities in the committee; the parents lacked basic literacy skills in managing school funds; the state deposits school finances into the schools’ coffers accounts late, and the state deposits insufficient funds into the schools’ accounts. Therefore, the findings implied that the Department of Education should conduct ongoing training sessions for the finance committee members, especially the parents. Subsequently, professionals with an Accounting degree should perhaps facilitate the training. Moreover, the KwaZulu-Natal Department of Education should deposit adequate funds timeously and in accordance with the inflation rate of the country to avoid recurring debts.

A blueprint for implementing internal financial processes in public schools

In this article we explore the experiences of principals and school governing body (SGB) members about the implementation of internal financial processes to manage school finances. To avoid the mismanagement of school funds, SGBs are compelled to design and implement internal financial processes. However, many SGB members lack the necessary expertise and inevitably depend on principals to make financial decisions or to find practical solutions to several financial problems. Using a qualitative research approach within an interpretivist paradigm and case study design, we explored the application of internal financial processes of 18 financial managers in 6 Gauteng schools. Invariably, 2 core aspects, transparency and accountability, were raised as essential components of internal control processes. The theoretical framework underpinning this study was primarily Gidden’s structuration theory which emphasises the hierarchical levels in schools. The accountability theory, aligned with Gidden’s theory, explains the necessity for individuals to justify their actions and foster a sense of accountability for decision-making. The findings reveal that, despite SGBs developing internal financial processes, they experienced challenges to effectively implement these processes. They were compelled to review strategies to bolster internal financial processes, integrating modern technology and fostering better stakeholder engagement.

Leadership Transformation Policy: Perspectives of Private Schools in Indonesia

This study examines the perspectives of private school teachers in Indonesia regarding their preparedness for the role of school principal. The study focuses on the challenges faced by newly appointed principals, who typically lack formal certifications and instead rely on their teaching experience. Using a qualitative approach, the study employed interviews with teachers and an analysis of relevant documents. The findings reveal that many new principals feel inadequately prepared for their leadership responsibilities, particularly in areas such as curriculum management, human resources, school finance, stakeholder relations, and educational policy. The study highlights the importance of leadership training for teachers aspiring to principal positions. It recommends that prospective principals undergo comprehensive training programs, including certification, to ensure they are adequately equipped to manage schools effectively. This recommendation is crucial for the development of competent school leaders who can contribute to educational reforms in Indonesia.

Inhibitors for the provision of quality education in the selected rural secondary schools from school governance perspective

Over the years, South Africa has experienced a downward trend in the quality of education at the inception of democracy. Statistics from the Department of Basic Education on the matric results from 2014 to 2016 indicate a downward trend in learners' academic performance from the Eastern Cape Province. This is even though SGB is amongst the major stakeholders tasked to promote the quality of education in schools. This paper, therefore, explored the inhibitors to the quality of education in three rural secondary schools in Buffalo City Metro Education District from a point of school governance perspective. Since this study was premised on a qualitative approach, semi-structured interviews were used to collect data from participants. Twenty-two participants were drawn from eighteen SGB members, two secondary school principals, and two Education Development Officers. This paper used the school effectiveness framework as a lens to explain the inhibitors to the quality of education in the selected rural secondary schools from a school governance perspective. Findings reveal a lack of capacitation of SGB by school leadership and the Department of Basic Education (DBE), divergent views about the role of school leadership in ensuring effective school governance, and how SGB is involved in financial matters Therefore, this paper recommends that the DBE organize extensive training programmes to capacitate school leaders and SGB members on school governance issue, provide supervisory roles in the management of school funding regularly in line with the provision of the SASA 1996

Research on the Integration of Data Statistics and Analysis in the Training of Private Equity Talents

The private equity industry is in its early stages of development and has huge potential for future development. In the specific training of private equity talents in schools, we have encountered many difficulties. The first thing we face is the formulation of a private equity training program. The private equity direction of our school's finance is set up to meet the huge demand of the economic society for private equity talents. This article will focus on the application of data statistics and analysis in the training of private equity talents.

Management of Educational Financing in OMNI Elementary School Cibinong

This study investigates the management of educational financing at OMNI School Elementary in Cibinong, Bogor, emphasizing its vital role in supporting the continuity of the teaching and learning process. The research aims to evaluate the effectiveness of school fund utilization, financial reporting, and transparency in managing educational funds. Additionally, it identifies potential mismanagement issues and examines how these funds improve classroom learning quality. The findings offer deeper insights into more effective and efficient school fund management, positively impacting students' learning outcomes. This qualitative study adopts a single-case design focusing on the financial management of OMNI School Elementary. Data were gathered through documentation and interviews to analyze the financial management practices in the school. The results reveal no significant financial constraints at the institution. The allocated funds are efficiently used for various educational needs, reflecting proper allocation and effective utilization. OMNI School implements a robust accountability system, characterized by its commitment to transparency, such as publicly posting financial reports on the school noticeboard. This fosters an atmosphere of transparency and accountability, positively affecting the quality of classroom learning. Well-managed financial resources have enabled the provision of essential facilities, improving the overall educational experience. This study highlights the importance of accountability and transparency principles in achieving sustainable educational quality development.

Critical issues in school finance and privatisation: considerations for future directions

ABSTRACT Poorly maintained buildings and gross underinvestment in facilities have become critical challenges in state-funded schools, especially in high-poverty and racially minoritised areas. This article synthesises the key findings, insights, and future recommendations from the five articles included in the special issue, Critical Issues in School Finance and Privatisation: Considerations for Future Directions. While this special issue makes several contributions to the field of school finance, one major contribution is that all authors shed critical light on understanding the historically accumulated systemic challenges in rectifying the inadequacy, inequity, and injustice in school facilities in the present and future public education systems.

Membangun Layanan Telepon Voice Over Internet Protocol Dengan Menggunakan Server Trixbox Di Smk Pemda Rantauprapat

SMK Swasta Pemda Rantauprapat is one of the schools in Labuhanbatu Regency which is one of the oldest vocational schools in Labuhanbatu Regency, where communication has been carried out using paid telephones so that it becomes an additional cost that burdens the school's finances. Along with the rapid development of technology, it has resulted in free telephone services, one of which is VoIP (Voice Over Internet Protocol) technology with VoIP technology which can be used as the right solution to solve this problem. In building a VoIP system, a voip server is needed, namely Trixbox. Trixbox is a Voip Server built on the Linux CentosOs operating system which is open source so it can be developed. Communication using VoIP technology only requires a computer/leptop, microphone, speakers, smartphone and a LAN network using both wired and wireless. With VoIP technology in schools, school principals, vice principals, heads of departments and teachers can communicate without incurring telephone costs.

Management of School Finance in a Depressed Economy Society: Imperative for Academic Performance of Students in Selected Secondary Schools

The study examined the management of school finance in a depressed economy in selected schools in Ado Local Government, Ekiti State. The study examined academic performance of students. The study adopted descriptive survey research design. The study population comprised all private schools in Ado local government, Ekiti State. The sample consisted of 12 administrators, 60 parents and 240 students selected for the study through multistage sampling procedure using simple random and purposive sampling technique. Three instruments were used for the study titled “School Finance Management Questionnaire” (SFMQ), “Parents Methods of School Fees Payment Questionnaire” (PMSFPQ) and inventory for collection of data on students’ academic performance. The questionnaires were validated and tested for reliability by employing split-half method which yielded 0.83 and 0.85 for SFMQ, PMSFPQ respectively. The study revealed that students’ academic performance was low. The study revealed that the majority of the school owners generate fund through loan, school fees and other grants. The study also found a significant relationship between depressed economy and academic performance of students. Based on the findings, it was recommended among others that government should see to the needs of private schools in terms of finance, since they pay tax to the government. This would reduce the burden of the parents and improve the performance of the students as well.

Exploring the public dialogue on government school costs in Australia: a content analysis of print media

ABSTRACT Objective All children deserve high-quality education. In order to promote inclusive educational policies and practices, understanding barriers to participation in education is necessary. School costs is one potential barrier that has garnered limited attention in the literature to date. The objective of this research was to better understand public dialogue concerning government school costs in Australia. Method We conducted a content analysis of print media coverage on government school costs in Australia between 2011 and 2023. Results In total, 118 print media articles met the inclusion criteria. Six categories were generated: School Costs, School Fees, Payment Approaches, Support Services, Funding of Government Schools, and Impact on Children and Families. Parent voices were the most common in the included articles (30.5%), followed by government officials (17.8%). Conclusion Australian print media has documented that school costs are problematic for families in Australia. The perspectives of parents are central in public dialogue on this issue. There is a need for empirical research to better understand the impacts of school costs on Australian families, particularly those who are experiencing socioeconomic disadvantage.

The role of policy interventions in improving childhood literacy in district Mansehra, Pakistan

Literacy in childhood forms the basis of educational successes and the long-term socio-economic development of a society. The purpose of this research is to investigate ways in which policy intervention contributes to student performance as measured by the level of literacy among selected primary school students. Using a qualitative case study methodology, data was gathered via structured interviews with 15 participating teachers of primary schools and five local education officers and focus group discussions (FGDs) with parents. Thematic analysis of the data revealed five key themes. Results reveal strengths that reveal the benefits of phonics-based curriculum reforms are well evidenced but only slow by poor implementation by teachers resulting from poor training and materials. Socio-economic differences came out clearly as major barriers, whereby parents’ support and printed materials impacted literacy levels. Teacher training was pointed out as critical, about the fact that teachers needed to be trained continually. There was evidence that technological interventions had been effective. In sum, the study finds that integrated policy models that focus on socio-economic disparities, school funding, professional development of teachers, and parents’ participation are relevant in enhancing literacy levels in the developing world.

Education Equity: Disparities of Education Between Elite-Class and Working-Class Students in the United States

This paper is based on the social background in which income inequality and racial bias highly strongly influence the quality of education and the accessibility of resources in the US, it mainly studied the inequal education phenomenon that happened in the United States including factors that cause the inequity and several solutions. It is meant to contribute value to the realization of imparity, raise the awareness of its importance and also provide more ideas and options to address this education issue. The way of research is through analyzing different papers and essays and combining them with personal perspectives, mainly focusing on children who have been affected by the unequal environment. In addition, many data are acquired through analyzing and comparing different research. This paper finds that education equity is still challenging for society and government to achieve especially when the accessibility for resources is different for each student. Structural inequalities, parental involvement, and systemic biases are still waiting to be addressed, reminding a cycle of inequality. To solve these issues, effective solutions are needed, including reforms in school funding, increased investment in education infrastructure, support for parental value involvement, and efforts to address inflict biases.

Educational Disparities in Rural Areas: Analyzing Challenges and Developing Strategic Improvements

Abstract Despite the fact that rural education is a worthy and essential endeavour, it is fraught with difficulties and obstructions that often block the path towards forward movement that is sustainable. Having their origins in geographical, socioeconomic, and institutional considerations, these obstacles are not only difficult to overcome but also diverse. There are a number of initiatives that can help bridge the gap and ensure that students from rural areas have an equal opportunity to succeed academically and beyond. Some of these initiatives include increasing funding for rural schools, improving access to technology, offering incentives for teachers to work in rural areas, and expanding community-based programs. In recent years, India has made significant strides in improving access to education; yet, there is still a significant distance to go, particularly in rural regions. It is difficult for kids to study efficiently at many rural schools because they lack basic amenities such as classrooms, furniture, and clean drinking water. This makes it difficult for pupils to gain knowledge. It has been determined that training programs and capacity development are essential for educators, administrators, and members of the community in order to guarantee the effective execution of various projects, including safety measures, community engagement plans, and other initiatives. In order to solve the complicated challenges that rural schools are confronted with, it is regarded vital to have a collaborative effort from a number of different stakeholders. These stakeholders include government agencies, non-governmental organisations, educators, and various members of the local community. Establish regular routes via which parents, students, and instructors may submit feedback, taking examples from other educational systems that have shown to be successful in providing responses to input.

School Financing Analysis To Improve The Quality of Education In SMP and SMA Babul Maghfirah Aceh Besar

School Financing Analysis To Improve The Quality of Education In SMP and SMA Babul Maghfirah Aceh Besar

School Budget Management Training at SMP Katholik Don Bosco Semboro Tanggul – Jember

Objective: This study aims to enhance financial and administrative management at SMP Katholik Don Bosco Semboro Jember, an educational institution that has experienced significant growth in assets and scale. This growth necessitates the adoption of efficient and accountable financial practices to establish robust and credible organizational governance. Method: The method employed includes a structured approach of training sessions, continuous assistance, and activity evaluations. Each session is designed to address gaps in financial and administrative management, focusing on budget discipline, financial planning, and accurate record-keeping. A training module was also provided to aid in participants' understanding of the material. Results: The activities were well-received by the school's finance and administrative staff, resulting in improvements in budget planning, transparent financial reporting, and streamlined administrative processes. Adherence to applicable financial standards further enhanced accountability and efficiency in the school's financial management. Novelty: The novelty of this study lies in its comprehensive, practice-oriented training model tailored specifically for educational institutions. This model offers a replicable framework for similar foundations seeking to strengthen their financial governance. The outputs include a training module and an improved financial management framework adapted to the needs of SMP Katholik Don Bosco Semboro Jember, providing long-term benefits for the foundation’s financial accountability and organizational credibility.

Pop Culture Media as Curricular Text: Designing an Interdisciplinary Undergraduate Seminar Using Abbott Elementary

Abbott Elementary, the Emmy-award winning mockumentary-style comedy television show, chronicles the day-to-day efforts of a group of teachers in a Philadelphia public elementary school who, despite the odds stacked against them, are determined to help their students succeed. With humor and heart, the show also uncovers some of the larger policy issues at play in U.S. urban public education, such as teacher shortages, school funding, and school choice. This essay describes the development of an interdisciplinary Honors seminar for undergraduate students at a large, public university in the Midwest U.S. that used episodes of Abbott Elementary as a central curricular text to support students in analyzing current policy issues in urban education. Drawing on Giroux’s concept of media as public pedagogy, this essay details how the course design employed a critical intersectional multiculturalism cultural studies approach to create opportunities for students to engage in a multiperspectival analysis, including (1) an understanding of political culture, (2) textual analysis, and (3) audience reception. Implications and recommendations are made for selecting and integrating popular culture media as curricular text in interdisciplinary coursework.