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Author: Shorena Maglakelidze Publisher: ISBN: Category : Languages : en Pages : 34
Book Description
There is no fixed rule about how financial resources must be directed to the education sector. It is quite clear that the size of investment in the sector well defines the quality of education students are offered. It is highly important to define the amount of money, which is needed for effective functioning of schools and it is also important to define the system of actions, which will support the functional use of those financial resources. In relation to the above-mentioned, the aim of our study is to analyse general education funding during the post-reform period and based on it to show those problems, which, in spite of the significant rise in funding, arouse as a result of implementing a new system and its further change. Data sets for the research project were taken from the Ministry of Education and Science of Georgia, National Statistics Department of Georgia and directly from public schools. The object of study is all public schools in Georgia, and the period of data gathering is from 2005 till 2011. The rational for conducting the study is due to the necessity: the new funding system for the general education schools drastically changed general education finance model. Although, a number of schools fallen under so called deficit school category in the first year of implementation of the new funding system. Period more than 1300 public schools (out of 2180) had shortages in the budget. In 2011 a new, mixed type of funding model was introduced, schools with up to 160 students were funded using so-called need based approach. Under the new funding model schools with student population from 161 to 599 receive base funds. Even though this approach has worked well in terms of eradicating deficits, a number of essential problems were originated. In the paper, the authors present some conclusions and recommendations on how to solve the existing problems and how to improve the financing model in the future; one of the most important conclusions is that voucher funding scheme couldn't manage to accomplish general education funding goals relating fairness, adequacy and effectiveness. This will only be possible (a recommendation), if expenditure on education as a share of GDP increases by at least 4.5-5% (it was 2.3 in 2011). Shifting to the formula funding is among the recommendations; it will guarantee: balance between the regions, stability, comparability, forecast and it will raise the quality of transparency. (Contains 14 tables and 4 figures.).
Author: Shorena Maglakelidze Publisher: ISBN: Category : Languages : en Pages : 34
Book Description
There is no fixed rule about how financial resources must be directed to the education sector. It is quite clear that the size of investment in the sector well defines the quality of education students are offered. It is highly important to define the amount of money, which is needed for effective functioning of schools and it is also important to define the system of actions, which will support the functional use of those financial resources. In relation to the above-mentioned, the aim of our study is to analyse general education funding during the post-reform period and based on it to show those problems, which, in spite of the significant rise in funding, arouse as a result of implementing a new system and its further change. Data sets for the research project were taken from the Ministry of Education and Science of Georgia, National Statistics Department of Georgia and directly from public schools. The object of study is all public schools in Georgia, and the period of data gathering is from 2005 till 2011. The rational for conducting the study is due to the necessity: the new funding system for the general education schools drastically changed general education finance model. Although, a number of schools fallen under so called deficit school category in the first year of implementation of the new funding system. Period more than 1300 public schools (out of 2180) had shortages in the budget. In 2011 a new, mixed type of funding model was introduced, schools with up to 160 students were funded using so-called need based approach. Under the new funding model schools with student population from 161 to 599 receive base funds. Even though this approach has worked well in terms of eradicating deficits, a number of essential problems were originated. In the paper, the authors present some conclusions and recommendations on how to solve the existing problems and how to improve the financing model in the future; one of the most important conclusions is that voucher funding scheme couldn't manage to accomplish general education funding goals relating fairness, adequacy and effectiveness. This will only be possible (a recommendation), if expenditure on education as a share of GDP increases by at least 4.5-5% (it was 2.3 in 2011). Shifting to the formula funding is among the recommendations; it will guarantee: balance between the regions, stability, comparability, forecast and it will raise the quality of transparency. (Contains 14 tables and 4 figures.).
Author: Kevin Grant Welner Publisher: Rowman & Littlefield ISBN: 0742540790 Category : Business & Economics Languages : en Pages : 195
Book Description
While school vouchers have captured the headlines, a different policy has captured the students. Tuition tax credit laws are now entrenched in Arizona, Florida, Pennsylvania, Rhode Island, Iowa, and Georgia, and they affect far more students. Yet few people understand the nature of these policies or the political and legal issues surrounding them. This book provides a comprehensive analysis of the structure, legality, and policy implications of tuition tax credits, which have garnered only scant attention even while expanding to cover more students than the voucher policies they're designed to emulate. At a time when tax credit policies are becoming a major form of American school choice, this book offers insights into both the strengths and weaknesses of the approach. Book jacket.
Author: Claudia Goldin Publisher: Harvard University Press ISBN: 0674037731 Category : Business & Economics Languages : en Pages : 497
Book Description
This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century. The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it.
Author: Shorena Maglakelidze
Author: Shorena Maglakelidze
Author: Georgia. Department of Education
Author: Gordon Grady Singleton
Author: Kevin Grant Welner
Author: John Gatewood Pryor
Author: Georgia. Department of Education
Author: Claudia Goldin
Author: Georgia Education Association. Committee on Legislation
Author: Joseph A. Williams
Author: Georgia