Funding Sources For Education Research Articles

Government Expenditure on Education and Its Impact on Access: A Narrative of the Czech Republic

The paper presents a pictorial trend of the Czech government's educational expenditure on education as a percentage of the country’s GDP from 1998 to 2017. It begins with a brief profile of the country and its educational system. Its primary concern is focused on the government's funding source of education; how much percentage of the GDP is spent on education; how much is spent on each student; how these funds are spent; which of the levels of education receives more funding; and how this funding affects educational access at all the levels of education in the country. In an attempt to achieve the research aim, the study employed descriptive statistics to examine and analyze the funding trends at the various levels of education and their impact on enrolments using secondary data from the UNESCO Institute Statistics website. The study reveals taxation from the public as the main source of funding for education; the decentralized system is used to fund education; and the average expenditure between 1998 and 2017 is 3.5% lower than the OECD average of 5%. The findings further reveal that the Czech government's gross expenditure on education as a whole increased steadily over the years, even though it has been below the average standard of 5% of the OECD for the period of study. The government spent more on secondary education than the other levels, and lastly, government funding on education has a significant impact on students’ gross enrolment, especially at the secondary and tertiary levels.

The Role of Community Partnership in Financing Public Schools in Oman: A Case Study of Al-Warith Bin Kaab School

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.

The Role of Community Partnership in Financing Public Schools in Oman: A Case Study of Al-Warith Bin Kaab School

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.

Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems

Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

Financial Aspects of the Dual Form of Education

The article shows the role of the dual form of education in improving the quality of training of graduates of domestic educational institutions. The need to diversify the sources of funding for the dual form of higher education at the stages of its implementation is emphasized. The dual form of the organization of training by the motivating factor of diversification of sources of financing of education is defined. The content of the principle of duality and the peculiarities of its application in improving the professionalism of the graduate are revealed. The importance of two forms of student learning in different environments is emphasized. The concepts of «dual form of education acquisition» and «dual form of education organization» are described. The correctness of the application in scientific vocabulary and the practical application of the concepts «dual form of education acquisition» and «dual form of education organization» is emphasized. Foreign experience in financing higher education is analyzed. The multidimensionality in the training of specialists in free economic education with the use of academic capital and diversification of sources of funding for education in foreign practice is shown. The foreign experience of training specialists in working professions and financing vocational training is generalized. The benefits of direct and indirect funding of vocational education for the creation of additional jobs in the workplace have been identified. The German experience of formation of the Framework Curriculum by an educational institution and the Framework Plan of Practice with the participation of the employer is given. Emphasis is placed on the incentives and motivation of the mentor in teaching students in the workplace. The results of pilot projects on introduction of the dual form of the organization of training in domestic establishments on preparation of working trades are processed. It is stated a high level of employment of graduates of vocational schools and raise of savings due to increased practical training in the workplace. The peculiarities of realization of the dual form of organization of education and its financing in the Bar College of Transport and Construction are generalized. The necessity of taking into account the work schedule of employers when forming educational institutions’ curricula is proved. A comparison of the ratios of student learning in educational institutions and in workplaces with different models of the dual form of education is conducted. Calculations were made for the educational program with the distribution of loans between domestic institutions of higher education and employers. The main directions of development of educational and professional programs in institutions of higher education are offered. Keywords: forms of education, cost of education, theoretical training, practical training, base of practice, interests of an employer, educational-professional program, principle of duality, dual form of education acquisition, dual form of education organization, models of realization of dual form of education, institutions of higher education, institutions of professional education, financing of education, direct and indirect financing, financing of vocational training, financial support, diversification of sources of financial resources.

Distribution and use of budgetary funds to state higher education institutions

The sources of funding for higher education institutions have been explored in the article. It has been established that the main task of expenditures is to provide higher education institutions with their main activity. In order to objectively evaluate the appropriateness of the allocation of financial resources, the trend of changes in the number of institutions of higher education and the analysis of budget expenditures on education were followed. The analysis showed that a large share of all funds is spent on local budget expenditures. The number of students of higher education institutions depending on the sources of funding for education have been analyzed in the article. It has been found that there is a direct correlation between the amount of spending and the number of students enrolled in higher education. It is worth noting that the decrease in funding not only reduces the number of students, but also contributes to the closure of higher education institutions. It is established that the decrease in financing is directly related to changes in the financial and economic state of the country's economy. This situation allows us to determine that budget financing alone is not sufficient for the development of the educational sector and necessitates the search for alternative sources of financial resources to promote the development of higher education institutions and the whole educational space as a whole. The study of the number of students in universities of III - IV levels of accreditation, depending on the sources of funding, showed that the largest proportion of students study at the expense of individuals. The next highest rating is budget financing, followed by financing from local budgets, least of all - financing by state authorities and legal entities. The analysis of statistical information has shown that in recent years there has been a tendency to reduce the amount of financial costs for the development of education in general and all higher education institutions. The admission of students to higher education institutions for the initial cycle by funding sources has been analyzed. It is established that revision of funding and redistribution of financial flows will allow to receive a considerable quantity of qualitative structure among entrants to institutions of higher education, will stop rates of reduction of number of students and number of educational institutions.

Developing an Education Budget for Radiology Vice Chairs and Leaders: An ADVICER Template

The Alliance of Directors and Vice Chairs in Education group identified the need to develop an education budget template as resource for our community. Having a framework and working knowledge of budgetary considerations is crucial to those with general oversight and executive managerial responsibility for departmental educational programs. An online survey was sent to all the Alliance of Directors and Vice Chairs in Education members. Survey questions included education funding sources, presence of vice chair of finance, expectation of revenue generation, existing education budget, funding decision-makers, education budget formulation and approval, vice chair of education's role in budget, education budget line items, and income statement review. The survey response rate was 41/81 (51%). A majority 26/41 (63%) of respondents had an education budget that typically included funding for all medical students, residents, and fellows but only a minority of respondents report they developed 10/22 (45%), approved 6/22 (27%), or regularly reviewed 6/21 (29%) this budget. In sharp contrast was the role of department chairs and administrators, who presumably all participated in this process. To assist in education budget development and review, as well as meet the need to improve participants' financial accounting knowledge as a key tenet of faculty professional development, the authors developed sample budget templates and an income statement primer. Our survey results suggested the need for an educational budget framework and financial accounting resources for those in radiology education posts, and resources have been provided.

Graduate Medical Education Funding and Curriculum in Physical Medicine and Rehabilitation

This national survey highlights graduate medical education funding sources for physical medicine and rehabilitation (PM&R) residency programs as well as perceived funding stability, alignment of the current funding and educational model, the need of further education in postacute care settings, and the practice of contemporary PM&R graduates as perceived by PM&R department/division chairs. Approximately half of the reported PM&R residency positions seem to be funded by Centers of Medicare and Medicaid Services; more than 40% of PM&R chairs believe that their residency program is undersized and nearly a quarter feel at risk for losing positions. A total of 30% of respondents report PM&R resident experiences in home health, 15% in long-term acute care, and 52.5% in a skilled nursing facility/subacute rehabilitation facility. In programs that do not offer these experiences, most chairs feel that this training should be included. In addition, study results suggest that most PM&R graduates work in an outpatient setting. Based on the results that chairs strongly feel the need for resident education in postacute care settings and that most graduates go on to practice in outpatient settings, there is a potential discordance for our current Centers of Medicare and Medicaid Services graduate medical education funding model being linked to the acute care setting.

State of the Plastic Surgery Workforce and the Impact of Graduate Medical Education Reform on Training of Plastic Surgeons.

Although recent estimates predict a large impending shortage of plastic surgeons, graduate medical education funding through the Centers for Medicare and Medicaid Services remains capped by the 1997 Balanced Budget Act. The authors' aim was to develop a plan to stimulate legislative action. The authors reviewed responses of the American Society of Plastic Surgeons, American College of Surgeons, and American Medical Association from January of 2015 to a House Energy & Commerce Committee request for input on graduate medical education funding. In addition, all program directors in plastic surgery were surveyed through the American Council of Academic Plastic Surgeons to determine their graduate medical education funding sources. All three organizations agree that current graduate medical education funding is inadequate to meet workforce needs, and this has a significant impact on specialty selection and distribution for residency training. All agreed that funding should be tied to the resident rather than to the institution, but disagreed on whether funds should be divided between direct (allocated to residency training) and indirect (allocated to patient care) pools, as is currently practiced. Program directors' survey responses indicated that only 38 percent of graduate medical education funds comes from the Centers for Medicare and Medicaid Services. Organized medicine is at risk of losing critically needed graduate medical education funding. Specific legislation to support additional graduate medical education positions and funding (House Resolutions 1180 and 4282) has been proposed but has not been universally endorsed, in part because of a lack of collaboration in organized medicine. Collaboration among major organizations can reinvigorate these measures and implement real change in funding.

La formazione come bene comune

In the contemporary moment of crisis, in which the capitalistic model shows its limits and people seem to have lost many certainties about the future, it seems important to think in a new way the relationship between the economy and education. Not only thinking education as a service and the economy as a source of funding for education, but trying to rethink education to reactivate the subjects and bring them to build together a business model and educational alternative and different ways of live in community. This paper tries to wonder about the possibility that education is not only a tool to build an economy that points to the commons but is itself as commons. This interpretation leads to weave the discourse on the commons with a critical culture of education with regard to the proposal from the phenomenological pedagogy and a vision of the community as a pedagogical chance.

Eucalyptus sp. at the Intersection of Environment and Culture in Kenya

Members of the genus Eucalyptus are popular on small farms throughout Kenya, and include species such as Eucalyptus saligna, Eucalpytus globulus, and Eucalyptus grandis. Although they are fast-growing and perform well on marginal land, these trees are associated with negative environmental effects in Africa and elsewhere they have been introduced. In-person surveys were conducted with small farmers in Kenya to determine patterns of Eucalyptus sp. stand use and cultural importance. It was found that despite acknowledged short and long term environmental consequences, Eucalyptus sp. remains popular for medium term economic investment. These findings are consistent with other reports of Eucalyptus sp. woodlots serving as funding sources for education, health emergencies, etc., in parts of the world where bank loans are unavailable. Further, it was found that some farmers are using modified silviculture practices to ameliorate the negative effects of Eucalyptus sp., and others are seeking indigenous alternatives.

Valuing the Education Mission: Implementing an Educational Value Units System

Valuing the Education Mission: Implementing an Educational Value Units System

Getting Up to Speed on Nanotech Training, Outreach and Informal Education Programs

You may have said the same thing to yourself or a colleague at some point. I have. The response that I received was, “I don’t know. Google it.” After an eighth of a second, my monitor screen is filled with four million query results. Oh, never mind. To gain an answer to the above questions and others, I recommend Judith Light Feather and Miguel Aznar’s Nanoscience Education, Workforce Training, and K-12 Resources for your bookshelf. Some chapters are worth reading in their entirety but about half of the book is devoted to synopses of current nanotechnology programs focusing on informal education and outreach, curricula for students in kindergarten through high school and training programs at community and technical colleges. Programs within the United States receive the most attention but the book does describe programs in other countries. The authors provide ample citations and a detailed table of contents, listing the title of each program synopsis. It is up to date, easy to read and reasonably priced ($49.95 retail). Brief biographies of the authors describe their extensive experiences in national and international education efforts focusing on nanotechnology. Ten other scientists and educators contribute to various chapters. The book is divided into five sections. The first section, Foundations, begins with a typical introduction describing nanotechnology with a justification of why young students should learn about it. This material will be familiar to most nanotechnology educators. The second chapter was perhaps the most interesting to me because it focuses not just on nanotechnology education but the policy of U.S. education in general. The chapter’s first subheading describes the situation succinctly: “The complexity of our education system is not easily penetrated.” It describes the roles of different federal, state and local government agencies at the K-12 and university levels and education funding sources. The authors clearly express the frustration that many educators feel when trying to introduce new ideas into the educational system. The third chapter, “Students are Shifting the Paradigm,” is a mix of pedagogical studies involving today’s generation of students and a few summaries of existing K-12 programs around the world. The programs included in chapter 3 are noteworthy because students initiated them “from the bottom up,” so to speak. Faculty looking for ideas of nanotech education programs should look here as well as in later chapters. The final part of the Foundations section was a trio of biographies of Richard Feynman, Richard Smalley and Leon Lederman, each a Nobel Prize winner in physics, chemistry, and physics, respectively. The authors highlight how the Nobel Laureates can serve as role models for students and teachers. The excerpts from speeches and biographies illustrate that the scientists were very interested in sharing their knowledge and experiences to promote learning. The biographies are informative and provide details that were new to me. While all the information in the Foundations section is worth reading, its central theme was not clearly presented. Section II, Teaching Nanotechnology, introduces the reader to a series of questions about technology know as ICE-9 (Identity, Change and Evaluation). These are questions to ask students. Answering these questions requires knowledge of nanotechnology and encourages students to draw from their own experiences using all types of technology. In addition, students must think critically to arrive at their answers. To make chapters more interesting and

Higher Education Funding Issues: U.S. / U.K. Comparison

The paper compares and contrasts higher education funding sources and systems in the U.S. and the UK. The issues raised in the paper pertain to the major challenge of academia: finding financial support in times of limited resources and enhanced competition. The issues discussed throughout the paper are: funding and quality assessment of universities; funding and equity of access to post-secondary education; marketization and privatization of universities; funding, autonomy and accountability of higher education institutions.

Funding, resource allocation, and performance in higher education systems

This article analyzes forms of resourceallocation in university systems and theireffects on performance in institutions ofhigher education. Internationally, highereducation systems differ substantially withregard to research and education fundingsources and to ways that resources areallocated. European universities receive themajority of their funding from public sources,but private funding plays a more important rolein Anglo-American systems of higher education.Many governments use competitive elements inthe process of allocating public funds toinstitutions of higher education. Examplesinclude the implementation of performancemeasures through “formula funding”, or resourceallocation on the basis of evaluated projectproposals. Corresponding forms ofperformance-based resource allocation can befound within most higher educationinstitutions. This article analyzes how variousforms of funding and resource allocation affectuniversities at the macro-level and individualbehavior at the micro-level. A theoreticalapproach to this problem suggests thatperformance-based funding tends to bring aboutpositive changes but is also a factor inunintended side effects. Forms of resourceallocation influence the behavior of academicsand managers in higher education, particularlytheir levels of activity as well as the kindsof activities they engage in and their ways ofdealing with risks. Empirical analyses partlyconfirm these hypotheses. It can be shown thatchanges in resource allocation have an impacton the level and type of activity academicsconcentrate on but not on the long-term successof universities.

Regulations on the Educational Surcharge (1986)

Abstract Article 1. These regulations are laid down for the implementation of the "Decision on the Structural Reform in Education" adopted by the Central Committee of the Chinese Communist Party, so as to step up the development of local educational undertakings and extend the local sources of funding for education.