The subject of this master's thesis is the project implementation with the help of European funds. The project is focused on supporting the education of the staff in a non-profit organization. Included in the thesis is the introduction of basic concepts of European Structure Funds, Operational Programs of Czech republic and the development of the project in a comprehensive and admissible form.

The problem of this study was to determine the status of program budgeting in selected Texas public schools as perceived by superintendents of those schools. The purposes were (1) to determine the implementation status of program budgeting in the major concept areas of systems analysis, multiyear planning, objective-based programs, cost inclusiveness, and administrative commitment and (2) to determine if the perception of the superintendents differed significantly depending upon the size of the school district they represent. Conclusions and recommendations for effective transition to a program budgeting system were then formulated. It was concluded from the findings that program budgeting concepts are present in all sizes of school districts surveyed; however, the data failed to reveal a fully implemented system in operation in any of the districts. The moderate level of program budgeting implementation in school districts appears to be the result of mandated utilization of the program-oriented accounting system. The program budgeting concepts other than the program budget seems to be implemented only to the degree necessary to adequately operationalize the required accounting system elements. There were no significant differences for any of the concept items relative to the size of the districts. Tire review of the literature failed to reveal significant encouragement from the state level for the full implementation of a program budgeting system in local school districts. It was implied from, the findings and conclusions that program budgeting should continue as a priority for Texas school districts, and efforts at all levels of education be expended to establish fully operational program budgeting systems in Texas school districts.

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This qualitative, exploratory study uses an interpretive case study design to elucidate key factors influencing the attitudes and behaviors of older adults with regard to public education funding in the context of rapid demographic change. The research was conducted in three first-ring suburbs of Philadelphia, Pennsylvania, where the older population is predominately White, and students in the districts come from diverse racial backgrounds. The study examines how social networks and physical environment relate to older people’s attitudes and behaviors with respect to public education funding. Current literature about older adults in neighborhoods focuses primarily on them as recipients of service. In contrast, this study examines older people as political actors and provides a robust and nuanced discussion about how they themselves frame issues of school funding. The project makes a timely contribution to research on the relationship between the growing racial generation divide and support for public education among older adults. It also provides strategy recommendations designed to increase older people’s support for public education funding. / Urban Studies

This study examined changes in funding and expenditures for the forty-seven public community college districts in Texas from 1974 through 1983. Expenditures data were subdivided into three parts: state reimbursable operating costs, nonreimbursable operating costs, and the cost of bonded indebtedness. Data on income for operations were aggregated in four parts: state appropriations, tuition and fees, local property taxes, and miscellaneous funds. For the purpose of determining differences in expenditure and income trends by institutional size, each of the forty-seven public community college districts was categorized as small, medium, or large in size. The findings indicate that for the period of the study some changes occurred in both expenditures and funding. In the area of expenditures, nonreimbursable operating costs increased as a proportion of total expenditures while the proportionate cost of bonded indebtedness declined. Small colleges experienced the largest increase in nonreimbursable costs, diminishing the dollars available for instructional costs.

Made available in DSpace on 2017-07-10T16:16:58Z (GMT). No. of bitstreams: 1 Queila Bosio.pdf: 2642084 bytes, checksum: 1c35ddf5272b60acfaf40bcf8853c75f (MD5) Previous issue date: 2013-12-16 / This study aims to analyze the financing of public policy and management of professional education in the state of Paraná in the period 2003 to 2012, covering the resumption of professional education, the integration with the high school and the resources planned and carried out for this modality in this period. For purposes of methodology we used primary survey of theoretical foundations in the laws, decrees and resolutions as secondary and theoretical sources we used articles and journals related to the topic. Analyses of financing are presented through graphs and tables , which include the predicted values of the public budget to finance public policy professional education for ten years in confrontation values made by the State of Paraná , these monetarily restated by INPC / IBGE reference 12/2012 , so there are no inflationary distortions . According to the proposed research , we can consider that even with the resumption of discourse prioritizing professional teaching , and investments in this area , it was observed that these resources are scarce , and include the minimum required , without taking as basis the real quality , but the minimum quality , ideological influences were also identified in the propositions of professional education for the period , sometimes with mild discourses to capitalism and relations of market work , sometimes with more pronounced discourses . It was concluded that professional education needs to become in fact a public education policy, with its own funding and not depend only on political will and government programs / O presente estudo objetiva a análise do financiamento da política pública e da gestão da educação profissional no estado do Paraná no período de 2003 a 2012, contemplando a retomada da educação profissional, a integração com o ensino médio e os recursos previstos e realizados para esta modalidade nesse período. Para fins de metodologia, utilizou-se levantamento teórico primário com bases nas leis, decretos e resoluções e como fontes teóricas secundárias artigos e periódicos relacionados com o tema. As análises do financiamento são apresentadas por meio de gráficos, tabelas e quadros, os quais contemplam os valores previstos no orçamento público para financiar a política pública da educação profissional para os dez anos em confronto os valores realizados pelo Estado do Paraná, estes atualizados monetariamente pelo INPC/IBGE referência 12/2012, para que não haja distorções inflacionárias. Diante da pesquisa proposta, pode-se considerar que mesmo com a retomada do discurso da priorização do ensino profissional, e investimentos nessa área, foi possível observar que esses recursos ainda são escassos, e contempla o mínimo necessário, sem tomar como base a qualidade de fato e sim a qualidade mínima, também foram identificadas influências ideológicas nas proposições da educação profissional para o período, ora com discursos amenos ao capitalismo e às relações de trabalho mercadológicas, ora esses discursos mais acentuados. Concluindo-se assim que a educação profissional necessita de fato ser uma política pública educacional, com financiamento próprio e não apenas depender de vontades políticas e programas de governo

Esta dissertação aborda a temática do financiamento da política educacional brasileira, tendo como objetivo principal a análise do contexto e dos processos políticos que resultaram na aprovação da meta de investimento público do II Plano Nacional de Educação (II PNE) (Lei 13.005/2014). O estudo conta com três principais fontes de informação, quais sejam, i) a revisão bibliográfica acerca da temática do financiamento educacional e da planificação da área, ii) entrevistas com atores da comunidade educacional, além de iii) análise de registros públicos do processo de construção social e tramitação legislativa do plano. O modelo de coalizões de defesa orienta as análises desenvolvidas, aliado à literatura sobre projetos políticos e instrumentos de políticas públicas. Foram identificadas duas coalizões que defendiam interesses, ideias e propostas sobre o tema, tendo influenciado a versão final da meta de investimento público em educação. A primeira coalizão, descrita sob o lema ampliação de recursos públicos para a educação pública, defendeu de maneira preponderante a maior destinação de recursos para as políticas de educação ofertadas exclusivamente pelo setor público, tendo influenciado centralmente a aprovação dos dois principais dispositivos trazidos pela meta 20, quais sejam, a vinculação de recursos como projeção percentual do PIB, o Custo Aluno Qualidade Inicial (CAQi) e o Custo Aluno Qualidade (CAQ). A segunda coalizão, identificada sob o lema ampliação de recursos públicos para a educação, aliada à gestão, defendia uma maior destinação de recursos para a área, contemplando a oferta educacional realizada por atores não-públicos, desde que aliada ao aprimoramento dos mecanismos de gestão do gasto. A análise do processo de construção do plano aponta a existência de múltiplos atores, governamentais e não-governamentais, que buscaram influenciar a formatação final do II PNE, no qual a temática do financiamento teve destaque. O texto final normativo é reflexo desta construção e, embora represente um extensivo e intensivo processo de racionalização decisória, produziu contradições que acabam por prolongar e intensificar a disputa no campo do financiamento educacional / This dissertation discusses the issues of public education funding in Brazil, and aims to analyze the context and political processes related to the approval of the public investment goal stablished by the II Plano Nacional de Educação (II National Education Plan) (Lei 13.005/2014), based on the identification of actors, strategies, interests and ideas in dispute. The study is based on three main information resources, that is, i) bibliographic research related to the theme of education funding in Brazil, and educational planning, ii) interviews carried out with actors from educational community, besides iii) public documents from the process of social and legislative construction of the II National Education Plan. Advocacy coalition framework guides the presented analysis, along with political project and public policy instruments literature. There have been identified two coalitions defending interests, ideas and propositions to the theme, having influence to the final version of the education funding goal. The first coalition, defined under the term, enlargement of public resources for public education, defended a broader destination of resources to educational public policies carried out exclusively by the public sector, having influence to the approval of two main instruments of the 20 goal, that are, linking resources as a percentage of the PIB (GDP), the Cost of Initial Quality Education per Student (CAQ) and the Cost of Quality Education per Student. The second coalition, identified under the term enlargement of public resources for education, allied to management, defended a broader destination of public resources to the area, including the policies offered by non-state institutions, as long as connected to the enhancement of quality expenditure mechanisms. The analysis of the process points out the existence of multiple social actors, governmental and non-governmental, which sought to influence the II PNE, process in which the education funding theme was central. The final version of the plan reflects this construction and, although represents an extensive and intensive decisional rationalization process, it has produced contradictions that end up prolonging and intensifying the dispute in educational funding arena

Esta pesquisa buscou contribuir para os conhecimentos relativos ao financiamento e à gestão democrática da educação cuja questão principal é a análise da política municipal dos recursos financeiros descentralizados para as escolas de Dourados (MS) no período de 2005 a 2008. Buscou-se analisar a política de descentralização dos recursos financeiros implantada na gestão do PT de Dourados (MS) (2005-2008), compreendendo-a no bojo das disputas sociais como instrumento importante na alteração da correlação de forças que visa à radicalização da democracia na escola, compreendendo até que ponto ela contribuiu para democratizar a gestão da escola. A metodologia da pesquisa foi descritivo-analítica e incluiu tanto a análise de documentos (dados diretos produzidos no município, como atas, relatórios, planos de trabalho, legislação, dados diretos e indiretos, em especial do FNDE/MEC, como relatórios de prestação de contas, orçamento, legislação, entre outros) quanto entrevistas realizadas com diferentes sujeitos gestores municipais, pais, alunos, professores e direção de duas escolas públicas municipais de Ensino Fundamental sobre a gestão e a política dos recursos financeiros descentralizados, indagando até que ponto ela pressupôs o exercício das práticas participativas visando à democratização da gestão da escola. Trabalhou-se inicialmente com a hipótese de que a política de descentralização dos recursos financeiros para as escolas municipais de Dourados (MS), implantada pela administração do Partido dos Trabalhadores (PT) não foi conduzida de forma participativa, bem como esteve permeada por princípios da racionalidade técnica instrumental. A matriz para análise se sustenta em alguns pressupostos teóricos que analisam os programas descentralizantes, demonstrando a importância da política de descentralização de recursos financeiros para as escolas (CAMARGO, 1997) e compreendendo que a tendência de universalização das políticas de assistência financeira automática indica a insuficiência de recursos financeiros para alcançar resultados redistributivos que surtam efeitos de equalização de oportunidades educacionais nas escolas (FARENZENA, 2010), de modo que esses programas compõem a política de financiamento educacional que, em última instância, visa assegurar a política macroeconômica do Estado (CRUZ, 2009). Os dados coletados foram organizados em quatro chaves de análise, a saber: a) a gestão da escola na visão dos agentes escolares; b) mecanismos de gestão democrática e a participação da comunidade escolar; c) a participação da comunidade da escola na gestão dos recursos financeiros descentralizados; d) as decisões e as estratégias de gestão dos recursos financeiros nas escolas. Os resultados revelam que a política de descentralização de recursos financeiros elaborada na gestão do PT, embora demonstrasse limitações quanto às formas de gestão participativa, repercutiu positivamente entre os sujeitos das escolas, sem, contudo, contribuir para alterar as práticas de gestão patrimonialista que visam excluir os pais e alunos das decisões tomadas pela escola. / This study aims at the funding and democratic administration of public education. Its main focus is an analysis of municipal policy for decentralized school funding resources in Dourados, Mato Grosso do Sul, Brazil, between 2005 and 2008. Such policy analysis assesses its contributions to a democratic school administration. A descriptive-analytical methodology was applied to this study. It included an analysis of documents (produced in the municipal district: minutes, reports, work plans, legislation, etc.; and in the federal departments, especially FNDE / MEC, through reports, budgets, legislations, etc.) andinterviews with different subjects municipal managers, parents, students, teachers and principals of two municipal public elementary schools. The focus was on policies and the administration of decentralized funding resourcesto assess how and when community practicesare needed for the democratization of schooladministration. The first hypothesis shows that the policies for decentralization of funding resources in Dourados municipal schools, implemented by the PT(Workers Party) administration within that period, were not based on community practices. Actually, they were based on principles of instrumental/technical rationality. Three points were taken into consideration in this study: the importance of decentralization policies for schoolfunding resources (CAMARGO, 1997); the assessment of redistributed resources which balanced education opportunities in schools (FARENZENA, 2010); and education funding policies thatwere coherent to the Brazilian macroeconomicpolitics (CRUZ, 2009). Collected data were organized in four (04) analysis groups: a) the school administration from the school agents\' point of view; b) the mechanisms of democratic administration and the participationof the school community; c) the participation of the school communityin the administration of decentralized funding resources; d) administration decisions and strategies for school funding resources. The results show that the decentralization policies for the funding resources developed during the PT administration, although limited as far as community administration is concerned, had positively feedback from the subjects in schools. However, it did not contribute to change the property management practices, which leave parents and students out of the decisions taken by the school administration.

The purpose of this study was to compare per pupil receipts for operation in most school districts in Texas based on the changes in State funding provided for by three major finance bills and to analyze the effects of federal monies provided by Title I of the Elementary and Secondary Education Act of 1965 to determine the degree of equity in the State's school finance structure. The population consisted of 973 public school districts reporting all data for 1974-75, 1976-77, and 1977-78. The districts were grouped into ten wealth deciles based on School Tax Assessment Practices Board assessed property value per student in average daily attendance. A weighted mean value for each decile for each category and year of funding was computed. Correlation coefficients were computed to provide an index of relationship between the categories of dollars available per pupil for operations. Coefficients of variation were determined to express the magnitude of variation relative to the average value for each additive category for each decile.