Financing of Education

Cash Waqfs (CWs) is referred for the waqfs that have cash as capital. These waqfs were also established like other waqfs for specific purposes. The cash that is capital of waqf is operated by Islamic methods. The revenue derived from these methods are spent for the establishment purposes of waqf. The most important feature of CWs is that they are standing up with operations of the cash as capital not with rental income as real estate waqfs. Madrasas that were one of the main institutions of the Ottoman educational system were obtaining their needs from waqfs. Apart from this, the madrasas that were accepting aid from the state and the philanthropists –even the Sultan-if there was need had become institutions that contribute the development of human capital of the Ottoman State. Moreover, schools, libraries and other education institutions were also supported by waqfs. In this study, the financial support of CWs to education system, especially founded in Rumelia, that contributed the growth of scholars and state officials will be investigated.

The Right to Education Index (RTEI) is a global accountability initiative that aims to ensure that all people, no matter where they live, enjoy the right to a quality education. RTEI is a global index built out of the international right to education framework to monitor and accelerate progress towards fulfilling the right to education for all people, everywhere. Using a rights-based approach, RTEI supports national advocates to coordinate and drive educational reform. The RTEI 2016 report summarizes the findings from 15 country partner organizations, including a thematic focus on education financing.

University of Tirana, Economic Faculty, International Conference, Economic and Social Challenges and Problems 2008, Volume III
Abstract
During the transition period have been not registered the right attempts to elaborate and implement programmes which aimed to fulfill somehow the needs of poor families in exchange of obligation of sending to school their children.
According the NSDI, one of the main objectives to be achieved until 2015 is the total enrollment in basic education and 90% in secondary education. Based in this idea, the National Strategy for Preuniversity Education, states that the 2015’s objectives can be reached only due to intensive actions and interventions well targeted toward the vulnerable
groups and with a more concentrated focus to a proper harmonization of social policies with educational policies.
The main aim of this paper is to analyze the actual situation and to achieve the awareness of the main responsible institutions and of all interested groups regarding the need to put in place the harmonization of social policies with educational policies.

The report analyzes key challenges facing Ukrainian vocational and technical education (VET), focusing on issues of management and finaning. It review the legislative basis of the sector, recents attempts at decentralization of VET, problems of financing of vocational schools, as well as their social and educational functions. The report includes conclusions for several regional focus groups conducted with local managers of VET sector.

Resumo: O presente estudo foi desenvolvido em cinco escolas públicas da rede municipal de ensino de São Paulo. Em campo, foram realizadas entrevistas com os diretores das escolas, a fim de levantar suas opiniões em relação à: 1) (in)suficiência de recursos financeiros transferidos para a escola; 2) dificuldades em lidar com os recursos transferidos; 3) a relação da escola com a Secretaria Municipal de Educação (SME) e a Diretoria Regional de Educação (DRE); a relação entre os recursos financeiros descentralizados e: 4) o Projeto Político Pedagógico (PPP); 5) a promoção da autonomia escolar; e 6) a promoção da participação e gestão democrática na escola. O objetivo geral da pesquisa em que se insere o presente trabalho é o de investigar a realidade financeira e gestora da escola pública na cidade de São Paulo, visando contribuir com estudos que busquem conhecer e avaliar os efeitos das políticas de transferência de recursos financeiros à escola pública. Palavras-chave: recursos financeiros descentralizados; gestão financeira escolar; diretor de escola.

Abstract: The present study was conducted in five public schools in the city of São Paulo. The field research carried out interviews with the school principals in order to get their opinions about: 1) (in)sufficient financial resources transferred to the school; 2) difficulties in dealing with the financial resources; 3) the school's relationship with the Municipal Secretary of Education and the Regional Board of Education; the relation between decentralized financial resources and: 4) the Pedagogic Political Project (PPP); 5) the promotion of school autonomy; and 6) the promotion of participation and democratic management in school. The general objective of the research to which this paper belongs is to investigate the financial and management realities of the public schools in the city of São Paulo, in order to contribute to studies that seek to understand and evaluate the effects of policies that transfer financial resources to public schools. Keywords: decentralized financial resources; school financial management; school principal.

United Nations Development programme (UND) listed Education as the most important of the three constituents in Human Developmental Index (HDI). Education as a primary source of Human development, the state and central governments have to prioritise it more than other things in budgetary allocations and funding plans. Before UND’s developmental index, Indian constitution came in to effective on 26th January 1956 emphasised that the education is the responsibility of the all Indians. It clearly states “For anyone interested in education and in the educating of the future citizens the importance of having a firm grasp over all the constitutional provisions which are made for solving educational and social problems in the country is extremely vital’’. (Khan, 2015) The 42nd constitutional amendment in 1976 brought a drastic change in education by putting it in to concurrent list where the state and central government have both responsible for it. The constitution also gives primary importance to elementary education 86th amendment by enlisting the education as a fundamental right by ensuring free and compulsory education to all the children of age 6-14 years. This paper tries to analyse the importance of elementary education given in budgetary allocations in India by looking the educational planning as an essential element of economic and social planning.

This article explores the brand equity of Islāmic Higher Education. Conceptually, the brand equity of higher education cannot be compared to the brand equity of other services. In other service products, repeat purchase is element of loyalty. In higher education, customers (students), there are no repeat purchases, because when they become students, they are already bound to buyers continuously through payment of tuition fee until graduation. Therefore, this article presents a model for measuring customer-based brand equity index for Islāmic higher education (CBEI-HI). The model measures brand equity by referring to four components: brand awareness, brand association, perceived quality, and brand loyalty. PENDAHULUAN Brand (merek) sebuah perguruan tinggi menggambarkan janji tentang apa yang akan diberikan perguruan tinggi kepada mahasiswa. Sebuah layanan jasa pendidikan yang memiliki nilai tambah menurut pelanggan merupakan refleksi dari brand equity.(Kotler & Keller, 2012, p. 243) Pada sebuah perguruan tinggi, termasuk perguruan tinggi keagamaan Islam (PTKI), brand equity merupakan kekuatan yang berdampak bagi lulusan SMA/MA yang merupakan calon pelanggan jasa pendidikan. Brand yang kuat sangat berpengaruh signifikan bagi seseorang yang sedang memilih universitas. Implikasi, tulis Tina Vukasovič (2015), menciptakan dan mengelola brand yang kuat dapat membuat perguruan tinggi memainkan peran yang penting dalam pasar perguruan tinggi. (Vukasovič, 2015, p. 87) Brand yang dipandang oleh pelanggan atau calon pelanggan memiliki seperangkat added value melalui produk barang atau jasanya dibandingkan brand lain merupakan cerminan brand equity (ekuitas merek) produk barang jasa tersebut. Aaker (1991) berpendapat bahwa brand equity merupakan seperangkat aset dari sebuah brand yang menambah nilai yang didapatkan pelanggan.(Bohrer, 2007, p. 3) Seperangkat aset tersebut, menurut Aaker (1991) adalah brand loyalty, brand awareness , brand perceived quality, dan brand association.(Clarke, 2009, p. 9) Riset Gene R. Laczniak (2004) dalam mengukur brand equity Jesuit Higher Education menggunakan tiga aset brand dalam penelitiannya tersebut yaitu brand awareness , brand loyalty, dan perceived quality.(Laczniak, 2004, p. 6) Riset ini mengadopsi pendapat Aakeer (1991) bahwa brand equity didukung oleh, brand awareness,, brand association. brand perceived quality, dan brand loyalty. Brand equity, terutama layanan publik, harus bertolak dari costumer (costumer based), tidak financial based.(Bohrer, 2007, p. 3) Costumer Based Brand Equity perguruan

Education economy studies primarily the financing of education. The financial source allocated for MEB and YOK every year is almost amount reserved for education. However, the financial source allocated for MEB by the state’s budget remains insufficient in developing the education quality along with meeting the increased educational demand. The case inevitably causes the school administrators in various levels to look for alternative sources to be able to obtain the support of the close environment by using “entrepreneurship”, “communication” and “convincing” skills. Meanwhile, the school administrators are obliged to both find out adequate financial support and to drive to source efficiently.
Keywords: Finance of educational, state’s budget, educational demand, school principal, efficiency

El objetivo de este artículo es actualizar algunos indicadores relacionados al financiamiento de la educación en El Salvador. Esta
necesidad surge debido a que el Banco Central de Reserva de El Salvador presentó el año 2018 un nuevo Sistema de Cuentas
Nacionales (SCN) que modificó la medición del Producto Interno Bruto (PIB) de El Salvador. Para tal situación se presenta en
primer lugar los datos actualizados en porcentajes según el Presupuesto General de la Nación (PGN) y del PIB del presupuesto
del Ministerio de Educación (MINED) desde el año 2000 hasta el año 2018; en segundo lugar, se presenta a mayor detalle los
presupuestos del MINED de los años 2004, 2009, 2014 y 2018 con el objetivo de verificar su estructura de gastos; y por último,
este artículo presenta los datos de inversión en educación según el PGN y PIB de la República de Costa Rica en los años 2005,
2010 y 2015 con el objetivo de traer otros datos que ayuden al entendimiento de ésta temática.

Celem przedstawionych analiz jest ocena dopasowania podziału pomiędzy gminy części oświatowej subwen-cji ogólnej do kosztów dostarczania usług edukacyjnych. W artykule zarysowano problematykę związaną z podziałem subwencji oświatowej pomiędzy gminy, opisano wagi stosowane w algorytmie podziału sub-wencji oświatowej, skoncentrowano się na zmianach wprowadzonych do algorytmu w 2015 r. i omówiono konsekwencje wynikające ze stosowania wag wiejskich, które mają stosunkowo duży wpływ na podział środków. W ostatniej części wprowadzono miarę nieefektywności algorytmu podziału części oświatowej subwencji ogólnej i zastosowano ją do oceny podziału środków subwencyjnych pomiędzy gminy. Miara ta pozwala m.in. ilościowo ocenić efekt zmian wprowadzonych do algorytmu w 2015 r. Zaproponowano moż-liwe korekty wag algorytmu pozwalające na redukcję nieefektywności i zjawiska tzw. przewrotnej motywacji organów prowadzących szkoły. W podsumowaniu przedstawiono główne wnioski wynikające z analiz. Słowa kluczowe: finansowanie oświaty, algorytm podziału subwencji oświatowej, waga wiejska.

"" What Do You Mean? is a bold attempt at re-engaging welfare economics with political philosophy. Alessandro Magnoli reveals the social doctrine implicit in apparently neutral 'managerial' approaches to the efficient delivery of education and health services in developing countries." -- Valpy FitzGerald, Director, Finance and Trade Policy Research Centre, University of Oxford

ISBN-10 ‏ : ‎ 1931003181
ISBN-13 ‏ : ‎ 978-1931003186

O artigo foi apresentado em formato de pôster no Intercâmbio 2015 do GT-05/ Estado e Política Educacional, promovido pela Associação Nacional de Pesquisa e Pós-Graduação em Educação (ANPED), em 18 e 19 de junho de 2015, na Faculdade de Educação da Unicamp/SP.
Resumo:
As Escolas Municipais de Ensino Fundamental (EMEFs) de São Paulo recebem recursos provenientes de três fontes: Programa Dinheiro Direto na Escola (PDDE), Programa de Transferência de Recursos Financeiros (PTRF) e Verba de Adiantamento. O presente trabalho busca apresentar dados e informações sobre as origens, os procedimentos legais, os montantes e as aplicações anuais  de 2007 a 2013 destes recursos. Este estudo foi realizado em duas EMEFs selecionadas para a pesquisa, de acordo com as dimensões teórica e legal-financeira que norteiam o trabalho. Os dados coletados buscam contribuir para o debate sobre a descentralização de recursos financeiros transferidos diretamente para as escolas públicas, com vistas à melhoria da qualidade do ensino e à promoção da autonomia e gestão democrática da escola.

Sažetak. Cilj rada je znanstveno utvrditi važnost financiranja obrazova-nja zaposlenika poduzeća kao čimbenika odgovornog poslovanja poduzeća u svrhu postizanja dugoročne konkurentnosti i profitabilnosti poslovanja. Iz provedenog istraživanja došlo se do rezultata da financiranje obrazovanja zaposlenika nije u dovoljnoj mjeri povezano s ostvarivanjem dodane vrijed-nosti poduzeća (0,149), povratom na vlastiti kapital (0,113), te s pokazate-ljem neto profitnom maržom (0,049), odnosno postavljene hipoteze nisu potvrđene. To svakako ne znači da treba zanemariti financiranje obrazovanja zaposlenika jer znanje dovodi do izrazite konkurentske prednosti na global-nom tržištu. Ključne riječi: ekonomija znanja, financiranje obrazovanja, društveno odgovorno poslovanje. UVOD Budućnost razvoja modernih gospodarstava zavisi od sposobnosti pojedi-naca, menadžera, kreativnih timova samih korporacija da uče i neprestano uve-ćavaju svoje znanje, kreativnost i inovativnost. Sve veća konkurencija i stalne promjene kojima se šire društvene zajednice moraju prilagođavati upotpunjujući svoje vještine i znanje, osnovna su slika okruženja u kojem djeluju. Sve manje postaje važno kolika je imovina poduzeća, a sve veća važnost se posvećuje umi-jeću zaposlenika u stvaranju dodane vrijednosti poduzeća. Znači ključni aspekti uspjeha na globalnom tržištu postali su ljudi, odnosno njihovo znanje, umijeće i sposobnosti. Upravljanje ljudskim potencijalima postalo je trgovanje znanjem jer znanje u poslovnim organizacijama je postalo pokretač poslovnih procesa. 103

The study investigates the costs of living of German students on the basis of three different data sources: Sozialerhebung (study on the living conditions of students in Germany), Einkommens- und Verbrauchsstichprobe (Income and consumption survey), Sozio-Ökonomisches Panel (GSOEP).

Earmarking taxes has been seen as one strategy for leveraging additional and stable revenue streams for financing public
services, including education. The education cess in India is an example that has gained international interest. The paper looks at
its effectiveness against its stated objective and identifies some of the unintended consequences of following this path.

Ця публікація містить огляд основних проблем освітніх фінансів в Україні через призму інституційних та демографічних змін. Основним фокусом є розподіл фінансування як на центральному (надання освітньої субвенції засновникам шкіл) так і на місцевому (становлення бюджетів шкіл) рівнях. В публікації наведено прикладний досвід деяких країн перехідного періоду, що може бути корисним для українських реформаторів.

Resumo

O trabalho busca analisar as relações entre os recursos financeiros transferidos diretamente para a escola pública (por meio de programas governamentais, como o Programa Dinheiro Direto na Escola, PDDE, o Programa de Transferência de Recursos Financeiros, PTRF, e a Verba de Adiantamento, no âmbito da prefeitura municipal de São Paulo) e a promoção da qualidade do ensino e da gestão democrática da escola. Os estudos apresentados apontam que os recursos financeiros contribuem com a qualidade do ensino do ponto de vista da operacionalização, infraestrutura, aquisição de materiais pedagógicos e manutenção diária da escola, além disso, promovem o desenvolvimento de projetos pedagógicos, os quais, ao serem articulados com os recursos financeiros, podem se constituir como fatores indutores da gestão democrática e contribuir para a autonomia escolar. O estudo
pretende contribuir com o debate sobre as políticas educacionais, tendo em vista também o contexto de implementação do Plano Nacional de Educação.

Palavras-chave: Recursos Financeiros Descentralizados. Gestão Democrática. Programa Dinheiro Direto na Escola (PDDE). Programa de Transferência de Recursos Financeiros (PTRF). Verba de Adiantamento. 

Abstract

The study focuses on the relations between financial resources transferred straight to public schools via government programs from the municipal government of São Paulo), and the promotion of education quality and democratic management of the school. It is shown that the financial resources contribute to education quality regarding the operationalization, infrastructure, acquisition of teaching materials and the school’s daily maintenance. They promote the development of
pedagogical projects, which, when articulated with the usage of financial resources, can work as inducing factors of democratic management and contribute to the school's autonomy. The study aims to contribute to the debate on education policies, having in sight the context of implementation of the National Education Plan.

Keywords: Decentralized Financial Resources. Democratic Management. Programa Dinheiro Direto na Escola (PDDE). Programa de Transferência de Recursos Financeiros (PTRF). Verba de Adiantamento.

This study examined the various alternative sources put in place in the public universities in Lagos State in financing the institutions. The study adopted descriptive research design. The population for the study was all the universities in Lagos State. The sample for this study comprised two public universities in Lagos state. A self-design questionnaire titled " Alternative sources of financing university inventory " (ASFUI) was used to gather information required from the budgetary section of the universities. The study revealed that the Federal University was able to employ more alternative sources of financing than the State University. However, none of the universities fully employed the available alternative sources. It also revealed that tuition was not an alternative source at undergraduate level in the Federal university. It was recommended that the universities should employ more alternative sources which are yet to be employed and the State University specifically should be involved in some income generated activities which are commercial in nature and not currently employed. Tuition should be introduced in the Federal Universities at undergraduate level with consideration to students from poor parents.

W niniejszym raporcie podejmujemy niezbędną publiczną dyskusję na temat finansowania edukacji przedszkolnej. W rozdziale 1 omawiamy trudności obecnego systemu edukacji przedszkolnej w Polsce, i na ich podstawie formułujemy możliwe cele wprowadzenia subwencji przedszkolnej. Rzecz jasna, tak określone cele subwencji przedszkolnej są same w sobie elementem dyskusji i podlegać powinny weryfikacji. Omawiamy także zakres tej subwencji. W drugim rozdziale analizujemy trzy przykładowe rozwiązania modelowe algorytmu podziału subwencji oświatowej. Rozwiązania modelu nie są przedstawiane jako realistyczne rozwiązania gotowe do wdrożenia, ale ich analiza pozwala lepiej zrozumieć wymagania, którym powinno sprostać ostatecznie przyjęte rozwiązanie. Rozdział 3 jest poświęcony omówieniu trzech możliwych, bardziej realistycznych scenariuszy podziału subwencji przedszkolnej. W podsumowaniu staramy się spojrzeć na nasze propozycje z punktu widzenia całego systemu finansów samorządowych w Polsce, przede wszystkim w kontekście subwencji wyrównawczej.