The current and future level of demand for higher education in Oman far outweighs the ability of the economy to satisfy it under current financing arrangements. Oman's economy is based on oil and thus there is no guarantee that it will be able to sustain the current level of resourcing for higher education in the future. About half of the population is under the age of 15 and therefore future demand is likely to grow rapidly and the option of buying higher education abroad becomes less attractive in these circumstances. The economy needs an educated workforce in order to grow and to maintain its position in the modem world, not least if it is to cease to rely on expatriate professionals and to expand education in general. Reliance on foreign governments for higher education leaves Oman vulnerable to foreign education policies and to the vagaries of the foreign exchange markets. The Omani Government has responded to these problems by founding the first university in Oman and by encouraging private higher education. However, thought also needs to be given to the nature of funding arrangements. The main aim of this research is to review alternative funding mechanisms for the future development of higher education by evaluating and analyzing social and private rates of return to investment. The study is based on the human capital concept which views education as a form of economic investment. The main motive assumed for public and private investments is the expectation of higher returns (benefits). Cost-benefit and rates of return analysis are used in order to achieve an efficient utilization of resources. To achieve maximum benefits it is also necessary for the system to be equitable, i.e. to maximize access to higher education irrespective of income and social class. The results indicate that the public cost of higher education in Oman is much higher than the cost to the individual. This is explained by the fact that most of the direct cost in public higher education (the Sultan Qaboos University) is fully subsidized by the Government, and that individual students do not incur any direct cost. Consequently, the estimates of public rates of return to investment are low in comparison to the private rates. Accordingly, the allocation of additional public resources for higher education is not justified economically, and a form of private (contribution) towards the cost of education is required to reduce public cost and improve social rates of return. A practical mechanism to enable individual students to contribute towards the cost of their education without affecting their access to higher education has to be established. After analyzing and evaluating several policy instruments, it was found that the most appropriate mechanism of funding would be to recover the cost of education by deducting from the individual's income after graduation and during the first twenty years of employment. This might be seen as a first step towards a graduate income tax method of funding. It is emphasized that the funding of higher education is a complex business which is not susceptible to solution by using a single policy instrument. The present analysis should be seen as a first step towards achieving a different approach to the funding of higher education in Oman.

Within the past few decades, issues of public funding for religious schools in Ontario have re-entered the policy debate and have led to discussion about the different ways in which schools could be organized in this province. Through the integration of literature available on the varying ways in which to administer a public education system along with a contextual backdrop to religion and education in Ontario, this paper will propose a policy by which to accommodate requests of various religious groups for separate schools while at the same time increasing overall accountability within Ontario's schools, public and private. / Thesis / Master of Social Work (MSW)

The problem with which this study is concerned is that of the influence of local- and state-level external forces on the actions of the Texas legislature with respect to financing public higher education at senior institutions in Texas during the period from 1965 through 1983 as perceived by high ranking academic administrators. The specially designed survey instrument elicited respondents' perceptions of the degree of influence of specified local— and state-level external forces on institutional funding and the amount and usefulness of contacts made by respondents with such forces in an effort to exert influence for the purpose of increasing state funding for their institutions.

The formula method of allocation was used in the Commonwealth of Virginia to fund institutions of higher education from 1968 until the recession of 1990. Prior to the early 1990s recession, operational funding for institutions of higher education in the Commonwealth was derived from a framework for staffing guidelines, faculty peer-group benchmarks, and a student tuition policy. Revenue shortfalls caused by the recession were insufficient to fund the resources demanded by the guidelines or funding formulas. This led to the discontinuance of the funding formulas that had guided Virginia's higher education funding for more than two decades (Report of the Joint Subcommittee on Higher Education Funding Policies, 1999). The purpose of the study was to find out how and why the decision was made to discontinue formula funding of institutions of higher education. The decision-making process at the state level is often complex, uncertain, and difficult. The emphasis of the study was to examine the rationale for discontinuing formula funding for resource allocation to institutions of higher education.The study explored why the Commonwealth of Virginia made this important decision. The subjects of the study are the state-level decision-makers responsible for funding institutions of higher education in the Commonwealth of Virginia. Information on how and why the Commonwealth of Virginia reached the decision to discontinue formula funding could only be obtained by in-depth interviewing of the participants in the decision-making process. Data were analyzed using the four streams of Cohen and March's decision making model. Triangulation of the data served as a means of data validation. Conclusions and recommendations for future study and practice are included. The major findings were that were many complaints regarding the former formula funding model. The model was a demand driven, rigid input based model that was not linked directly to state revenues. The model was not mandated by the Code of Virginia as was K-12 formula. As required with time-sensitive matters, decisions have to be made to address the issues at hand. The funding formulas were simply discontinued in the face of adversity. Consensus was basically that the demand driven formulas were the wrong methodology given the recession and demands for attention in other areas. / Ph. D.

Orientador: Vicente Rodriguez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T02:22:47Z (GMT). No. of bitstreams: 1 Jardim_KarolinadaSilvaMiranda_M.pdf: 679053 bytes, checksum: 6b5512cb00632da050294ba059f1ab7b (MD5) Previous issue date: 2010 / Resumo: Este trabalho procura tratar das mudanças no ordenamento legal e no gasto público na educação pública nos anos 90, bem como a atuação do Estado neste contexto, visto que tais mudanças foram conduzidas por processos que necessitaram passar pelo âmbito estatal. No Brasil, podemos citar o Fundef - Fundo de Manutenção e Desenvolvimento do Ensino e de Valorização do Magistério (e mais recentemente o Fundeb), fundos criados por emendas constitucionais que reorganizaram todo o sistema de financiamento da educação brasileiro, o que deixou mais clara a responsabilidade que cada ente federado tem em relação ao investimento de recursos na educação. Embora o Fundef se estenda até o ano de 2005 e, portanto, vigora além dos anos 90 e na gestão do sucessor de Fernando Henrique Cardoso, o título deste trabalho se refere aos "anos 90" porque o mesmo foi implantado nesta época; os dados apresentados e analisados com maior ênfase neste trabalho, porém, farão referência o período de vigência deste Fundo, ou seja, até 2005. Em relação à Argentina, podemos citar a Lei de Transferência de 1991, que transferiu a responsabilidade dos serviços educativos de educação secundária e superior não universitária às províncias e ao governo da Cidade de Buenos Aires e a Lei Federal de 1993, que trouxe uma série de reformas que deram nova definição aos papéis administrativos e às responsabilidades financeiras do sistema educativo em todos os níveis de governo, reestruturando por completo o sistema educativo. Neste contexto de mudanças legais, será abordada também a atuação do Banco Mundial nestes dois países no que se refere à influência na condução das políticas educacionais, analisando as estratégias adotadas por cada país para fazer frente a essas recomendações vindas de fora. / Abstract: The present work intends to examine the changes in the legal order and public spending on public education in the 90s, and also the funding sources for education in Brazil and Argentina. In Brazil we can cite the Fundef - Fundo de Manutenção e Desenvolvimento do Ensino e de Valorização do Magistério (and more recently the Fundeb) -, funds created by laws that reorganized all the education funding system and which left clearer the responsibility that each federal entity has in relation to the investment of resources in education. Although Fundef extends itself until 2005, the title of this work refers to the 90s because it was created at this time; the data presented and analyzed with more emphasis in this work, however, will refer the duration of this Fund, which runs until 2005. About Argentina, we can cite the Lei de Transferência (1991), which transferred the rest of the responsibility for secondary education and higher non-university services to the Buenos Aires city government and to the provinces, and the Lei Federal de Educação (1993), which brought plenty of reforms that gave a new definition to the administrative roles and responsibilities of financial education at all levels of government, restructuring the education system completely. In this context of legal changes will deal with the role of the World Bank in these two countries with regard to the influence on the educational policies, analyzing the strategies adopted by each country to deal with these external recommendations. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

The purpose of the study is to develop and propose a system of industrial arts accounting and bookkeeping for the secondary schools of Fort Worth, Texas, if it is found, through the study, that the instructors of industrial arts in Fort Worth, Texas, need and desire a systematic method of keeping financial records.

Since every school in Comanche County operates some form of pupil transportation, the purpose of this study is to determine the efficiency of the system of pupil transportation in Comanche County and to find the means of operating school transportation more efficiently. School consolidation in Comanche County has made pupil transportation one of the most important problems that administrators of the county have to deal with. The tendency is toward larger school attendance areas. As the attendance area gets larger, more pupils will be transported. Increased demands are mounting; replacement of worn-out vehicles and equipment is imperative; a more efficient coverage of the attendance area seems necessary; and finance is lacking.

The demography of the United States is in the midst of an unprecedented transition that will result in persons age 65 and over outnumbering children by the year 2030 (MacManus, 1995). This demographic shift has the potential to give elderly voters significant influence over public education funding (Poterba, 1997). The purpose of this study was to describe the phenomenon of elderly voter attitudes toward public education funding in a rural county. By engaging elderly voters in dialogue that captured the essence of their lived experiences in school and in the community, valuable information related to how those experiences had nurtured community loyalty or fostered rational self-interest was obtained. A phenomenological approach rooted in the tenets of narrative analysis was used as the framework for the research design in this study. The setting was a rural county in a mid-Atlantic state. Ten volunteers were solicited from among typical elderly voters in the county. Data were collected from personal interviews, field notes, interview notes and reflexive notes. Constant-comparative analysis was conducted in accordance with a three-iteration strategy to develop within and across-case analyses. Code-mapping was used to develop a visible audit trail. Personal narratives based on information obtained from the four data sources were written for each participant. The themes that resulted from an analysis of each narrative across all cases were applied to the economic theories of community loyalty and rational self-interest. The application of the emergent themes relative to each theory led to the conclusion that the lived experiences of the ten participants in school and in the community had impacted their attitudes toward public education funding. The identification of these experiences has implications for local education policy makers as they engage in strategic planning initiatives. / Ph. D.

This study seeks to determine the institutional uses of the formula system in twenty-two public four-year institutions of higher education in Texas. The study is limited to the areas of faculty salaries and departmental operating expenses. Particular effort is made to determine whether the methods used by the various institutions in allocating funds to academic departments are based upon the number of semester hours taught by each department and therefore upon the amount of funds the departments produce under the state formula system.

On April 11, 1953, President Dwight D. Eisenhower put into effect Reorganization Plan No. 1 of 1953, creating a new cabinet level department within the federal government. The new Department of Health, Education, and Welfare (HEW) was a consolidation of organizations dealing with national social concerns. Some of the organizations dated back to 1785 when the Congress of the Confederation first set aside public lands for schools. This paper concerns the creation and growth of the department of Health, Education and Welfare, including it's various educational programs, educational research programs, aid to higher education, federally impacted areas, and other HEW programs which affect education.