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The Funding of School Education

Connecting Resources and Learning

image of The Funding of School Education

This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system’s governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably.

This report was co-funded by the European Commission.

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Planning the use of school funding

This chapter describes practices and procedures involved in planning the effective use of school funding among OECD review countries and analyses the challenges involved in the process. First, the chapter reviews how budget planning procedures can be linked to educational targets and priorities as well as research and evaluation results to strategically guide the planning process and employ resources as effectively and equitably as possible. Following an overview of budget planning practices from the central to the school level, the chapter then discusses different techniques employed to render the process more flexible, responsive and efficient. Based on this overview and drawing on the OECD analysis of country practices, the chapter then explores how multi-annual perspectives and the effective use of targets or evaluation results can support the development of more efficient and effective planning procedures.

English

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