Understanding Educational Financing

Understanding Educational Financing

A Manual for Developing Countries You do not have access to this content

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Author(s):
Jennifer Mohammed, Samuel Lochan
01 Jan 2001
Pages:
196
ISBN:
9781848597464 (PDF)
http://dx.doi.org/10.14217/9781848597464-en

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These modules on educational financing evolved from a series of seminars held in the small states of the Caribbean and the Pacific. The project was set up to improve the financial understanding and budgetary skills of key educational personnel and to help bridge the gap between finance and education ministries. With greater decentralisation a common development in most countries, responsibility for planning and administering education has shifted from central ministries to district offices and, in some cases, to educational level. This autonomy underscores the challenges for other key educational personnel to acquire the skills to improve the internal efficiency of education systems and the quality of schools in a decentralised system.

This publication provides overviews of the issues raised, detailed content relevant to those issues, case studies, training material and summaries. These modules should be a useful source of information for ministries, schools, community personnel and researchers and will promote a greater understanding of the scope and relevance of educational financing.
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  • Preface

    These modules on educational financing have evolved out of a series of seminars held in the small states of the Caribbean and the Pacific under the aegis of the Commonwealth Secretariat. Regional university communities,policy makers and planners from the various ministries of education and finance were the main participants.

  • Development thinking and the implications for educational financing

    This module consists of four sections which attempt to examine development thinking from the 1950s to the present day.

  • Assessing the local educational environment

    This module consists of seven sections. Each section gives some stimulus materials to be read, some questions for discussion, and some background and summary points to facilitate understanding. At the end of the sections there is suggested further reading for the module.

  • Planning the financing of education

    Modules 1 and 2 helped you to develop a comprehensive idea of how both the global environment and the local context conspire to constrain and influence the financing of education. It is now time to focus on the system itself to get a general idea of its operations, and its financial demands. In Section 1 of this module we are going to take a closer look at indicators or descriptors in use that can throw light on how the system may be operating.

  • Budgeting and negotiating

    The budgetary process underlies most, if not all, aspects of the government of a country. Planners and policy makers in Ministries of Education must therefore be thoroughly conversant with the procedures associated with national budgeting so that they can make a better case in claiming resources from the central government. This module provides an insight into the budgetary process, especially the thinking underlying the formulation of sectoral and national budgets.

  • School financing

    During the last 15 to 20 years there has been increased emphasis on patterns of school finance. School finance, however, is a function of school governance. How the educational system is organised and controlled determines the way money is allocated to schools and the way decisions about the release, use and accounting for such funds take place.

  • Accountability

    Most people, lay and professional alike, agree that the education sector should receive a large percentage of a country's investment. Since the advent of human capital theories this has indeed been the case in many countries of the developing world. However, emphasis on such heavy capital outlay must at some point be shown to be justified, and there must be evidence that money has been well invested, because for most of these countries resources are scarce.

  • Project planning

    In most development programmes the objectives of the programme become concretised when these programmes are reduced to actual projects. The actual project must reconcile the conflict between ideals and reality; between resources and intentions; between competing needs and wants and between the future and the present.

  • The use of technology

    Technology is considered today to be an essential tool in everyday living and its impact is increasingly being felt in the realm of education. While many persons - educators and laymen alike - support technological innovation in the curriculum, technology is often viewed as a panacea for the ills of the system. This is largely because of the dizzying pace at which newer and more sophisticated forms of technology have been appearing, each a little more complex and more difficult to understand.

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