It is the purpose of this study to discover and report a sound method of distributing the public school funds of Texas. This investigation will discuss present-day practices in distributing the public school funds, and where advisable will make recommendations to secure more adequate distribution.

In 1974 the Federal Government abolished tuition fees for all government institutions and took over full funding responsibility for universities and colleges of advanced education from the States. This study investigates the process of funding tertiary institutions and the somewhat different position and importance in the funding process of technical and further education colleges compared with universities and colleges of advanced education is clarified and explained. The influence of the changing economic circumstances of the late nineteen seventies upon the level and method of funding is considered. The role of the Tertiary Education Commission as a major influence within the funding process and its role in decisionmaking is outlined and its power acknowledged. The Federal Government attitude to the level and pattern of funding tertiary education has altered significantly since 1974. To illustrate the extent and nature of changed government priorities,trends in funding and the implications of such trends are examined and analysed. From this data emerging problems as universities and colleges of advanced education face the difficulties of expenditure restraint are identified. It is noted that not all the effects of restraint have negative consequences, in fact there may be some positive benefits to be derived. The field study investigates the currently increasing demands for our tertiary institutions to be more accountable for the public funds they spend. Questions associated with the demand for accountability- the difficulty of defining what is meant by accountability; accountability for what, to whom, when, how and why in relation to the funding of tertiary education are discussed, associated problems and possible solutions highlighted. Finally, some reflections upon the process of funding tertiary education are expounded and conclusions are drawn from the investigation undertaken and data presented.

It is the purpose of this study to discover and report educationally sound practices of activity financing and administration, with special emphasis placed on accounting. This investigation will attempt to disclose present-day common practices in financing the activities and accounting in regard to activity finances, and where advisable to make recommendations to secure more adequate procedures.

The purpose of this study was to develop a consensus from a panel of experts composed of public school music teachers both based in instrumental methods and/or choral methods, higher education music professors from various backgrounds, public school administrators, philanthropists, authors, researchers, state music supervisors, and leaders in professional music organizations on regional and national levels. Through the use of the panel of experts from geographical regions across the United States and Canada, this study strove to build strategies that addressed the effects of reducing funding for music education. The vehicle used to build consensus was the Delphi Technique. Through this Delphi study, the 35 panelists suggested, refined, and prioritized strategies that could address music education funding issues. The Delphi panel members were asked to respond to 14 open-ended questions in the Round 1 questionnaire. During the Round 2 questionnaire, panelists were encouraged to make further recommendations or offer remarks to clarify the already presented strategies, which resulted in a final compilation of 12 questions with 67 subparts. The Round 3 questionnaire was divided into two sections. Section 1 asked panel members to rate the predetermined strategies on a Likert-type scale and Section 2 asked panel members to rank the same strategies in order of importance. The consensus of strategies by the Delphi panel members may be used to address funding issues on local, state, and national levels. The strategies listed in this study agreed upon by the panel of experts could be transferred into a mass produced handout or pamphlet and distributed to governmental leaders, conference attendees, or published in music education textbooks to educate future music teachers on methods that can be used to combat ever pressing funding issues that continually threaten the elimination and/or reduction of educationally based and publicly supported music programs.

This quantitative research has been designed to investigate fiscal equity for at-risk students in the State of New Mexico. This empirical data analysis compared equity indices before the At-Risk Index was implemented in the New Mexico public school funding formula in FY 1996-97 and after the At-Risk Index was included for FY 1997-98. Formula options based on the premise of vertical equity were reviewed. This research was selected as the 2001 New Scholars Program Award sponsored by the American Education Finance Association and the National Center for Education Statistics. The research model was presented at the 2002 AEFA National conference in Albuquerque, New Mexico. In brief, the results of the analyses showed that very modest fiscal equity gains occurred following the implementation of the At-Risk Index. However, the ability to achieve significant gains in equity scores were restricted due to a lack of state revenue growth. / Ed. D.

The purpose of this study was three-fold: 1. To determine the amount and direction of changes in sources of funding for the Regional Education Service Centers from 1979 to 1984. 2. To determine the percent of change in programming expenditures of the Regional Education Service Centers from 1979 to 1984. 3. To rate the changes in quality of programming as perceived by the superintendents of the local school districts receiving services from 1979 to 1984. A review of the literature and a brief history of the Regional Education Service Centers of Texas were followed by tabular and narrative descriptions of the findings. Deflated data, to account for inflation, were derived by applying Bureau of Labor statistics formulas to dollar amounts supplied by the Regional Education Service Centers. Each of the five Education Service Centers included in the study experienced a decrease in total funds, due chiefly to a cut in federal and state support. Although local contributions increased in four out of five of the Regions during the five-year period, the net result to the Centers was a decrease in funding ranging from 23.2 percent to 51.8 percent. The impact on programming was severe. Of the nine major services on which data was gathered—media services, data processing, counseling/guidance, special education, migrant education, bus driver training, staff development, drug education/crime prevention, and bilingual education— two had been eliminated in all of the Regions included in the study by 19 84, and some of the Regions had discontinued services in other areas as well. Surveys for rating the services of the Education Service Centers were sent to 126 current superintendents who held the same position in 1979. The results indicated that although fewer dollars had been expended and some services had been eliminated, the quality of programming had not diminished from 1979 to 1984.

The purpose of this study was to determine the impact of private funds on selected Texas public institutions of higher education by identifying and comparing the specific ways these institutions are affected by private funds. Conclusions: 1. Private contributions to institutions of higher education will continue to increase in the immediate future. 2. Private contributions to public institutions of higher education come from a variety of sources. 3. Private contributions make a greater impact on programs and projects involving people rather than on buildings and equipment in public institutions of higher education. 4. Future uses of private money in public institutions of higher education also appear to be related to people rather than to capital spending. 5. Public institutions of higher education in Texas will depend upon private funds to a greater extent in the foreseeable future.

La modalidad de Asociación o Participación Público-Privada (PPP) en educación ha surgido ante la necesidad del Estado de atender el crecimiento de la demanda de acceso escolar y el desafío de aprovechar los recursos y las experiencias exitosas de los operadores privados para contribuir al logro del cuarto de los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas: garantizar una educación inclusiva, de calidad, promoviendo oportunidades de aprendizaje durante toda la vida. Así, la gestión de las instituciones educativas (IE) incluye no solo los aspectos pedagógicos, sino también los institucionales, administrativos y comunitarios que esta investigación aborda. Esta tesis describe un Estado, como el peruano, con limitaciones, tanto de recursos económicos como de gestión humana, para cumplir con su objetivo de brindar educación de calidad con una cobertura universal. Asimismo, los Barrios Urbano-Marginales (BUM) de Lima se presentan, debido a su crecimiento demográfico explosivo, condiciones de pobreza, deficiente infraestructura y bajo acceso a la educación, como un caso que invita a plantear modelos innovadores de intervención para el Estado, que podrían hacer factible la provisión de un servicio público educativo de calidad, inclusivo y sostenible, a partir de la participación privada, para un grupo objetivo que, por naturaleza, se encuentra menos favorecido. De este modo, el objetivo de esta investigación consiste en proponer, a partir de experiencias de PPP exitosas y el análisis de los actores, sus principales motivaciones y la realidad y contexto locales, un modelo educativo público innovador, con participación privada, para la educación básica regular en los BUM de Lima. Para contribuir con el análisis, se llevó a cabo un estudio exploratorio descriptivo, bajo la metodología inductivo-conceptual, con un enfoque cualitativo, que consistió en 16 entrevistas a profundidad a principales decisores (policymakers), expertos y académicos del sector educativo peruano, así como la aplicación de una encuesta a 290 docentes del sector público con el objetivo de conocer sus valoraciones con respecto a la gestión educativa en esquemas de PPP. La investigación permitió identificar los principales aspectos a tomar en cuenta en todas las etapas del modelo propuesto: diseño, implementación, seguimiento y medición de resultados, y propone desafiar los principales paradigmas identificados, percibidos, por algunos actores sociales, políticos y económicos del Perú como inamovibles, mediante el diseño de una alternativa eficiente y eficaz, liderada por el Estado, que logre el alineamiento de los actores y los operadores privados hacia los objetivos de calidad a través de las cuatro dimensiones de la gestión educativa. La construcción del modelo se sustenta en la premisa de que el sector privado puede coadyuvar en lograr los objetivos educativos orientados a la calidad en los aprendizajes con base en experiencias exitosas de PPP. Asimismo, este modelo busca empoderar a los actores, especialmente a aquellos con capacidad de pensar “fuera de la caja”, para lograr revertir estos paradigmas por medio del uso de elementos de la economía conductual, además de otros elementos, que promueven la toma de decisiones basados en la observación de las conductas y el entendimiento de las motivaciones profundas de los actores. Sin embargo, a pesar de lo expresado anteriormente, no se puede concluir que existen las condiciones requeridas para llevar a cabo el modelo en gran escala, por lo que se recomienda la realización de un piloto que permita, de la mano de los principales actores, poner en práctica los lineamientos señalados y validar los resultados esperados para luego optimizar el modelo y lograr su escalabilidad. / The Public-Private Partnership (PPP) modality in education has arisen due to the State’s need to meet the school access demand growth and the challenge of taking advantage of the private operators’ resources and successful experiences to contribute to achieving the fourth of the United Nations Sustainable Development Goals (SDGs): ensuring inclusive, quality education and promoting lifelong learning opportunities. Thus, the educational institution management includes not only pedagogical, but also institutional, administrative and community aspects that this research addresses. This study describes a State, such as the Peruvian, with limitations, both in economic resources and human resources management, to meet its objective of providing quality education with a universal coverage. Likewise, due to their explosive population growth, poverty conditions, poor infrastructure and low access to education, the Urban-Marginal Neighborhoods (BUM, in Spanish) in Lima are shown as a case that invites to propose innovative intervention models for the State, which might make feasible providing a quality, inclusive and sustainable public educational service based on the private participation for a target group that, by nature, is less favored. Furthermore, the objective of this research is to propose, based on successful PPP experiences and the analysis of stakeholders, their main drives and the local reality and background, an innovative public educational model with private participation for the regular basic education at the BUM in Lima. To contribute to this analysis, we conducted a descriptive exploratory study, under the inductive-conceptual methodology, with a qualitative approach, which consisted of 16 in-depth interviews to the main policymakers, experts and scholars from the Peruvian education sector, as well as the application of a survey to 290 teachers from the public sector in order to know their appraisals on educational management in PPP schemes. The research allowed to identify the main aspects to be taken into consideration at all the proposed model stages: design, implementation, monitoring and measurement of results. It alsosuggests to challenge the main paradigms that some Peruvian social, political and economic stakeholders identify and perceive as immovable through the design of an efficient and effective alternative, which is led by the State and achieves the alignment of private stakeholders and operators towards quality objectives through the four dimensions of educational management. The construction of the model is based on the premise that the private sector can contribute to achieving educational objectives oriented to quality learning based on successful PPP experiences. Likewise, this model seeks to empower stakeholders, especially those with the ability to think “out of the box”, to reverse these paradigms, using, among others, elements of behavioral economics that promote decision-making based on observation of behaviors and understanding of stakeholders’ deep motivations. However, despite the aforementioned, it cannot be concluded that there are the required conditions to carry out a large-scale model, so it is recommended to perform a pilot model to allow to, with the support of the main stakeholders, implement the outlined guidelines and validate the expected results to optimize then the model and achieve its scalability.

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No. of bitstreams: 2 Tese - Jarbas de Paula Machado - 2015.pdf: 3146654 bytes, checksum: 1e66a1f4ab1b46778facec8ba82c8cd2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-22 / This thesis is part of the Research Line State, Politics and History of the Graduate Program in Education at the Education Faculty of Education of the Federal University of Goiás. The aim of the study was to analyze and understand the career policy for public school teachers in Brazil, especially in the production stages of the normative texts of federal and local levels, from the constituent elements of that career and his relationship with the potential for educational financing from 15 municipalities in the state of Goiás. With the methodological theoretical framework Stephen J. Ball policy cycle and its relationship to the modus operandi of research in Pierre Bourdieu, we analyzed the contexts of influence and production of normative texts of politics. In addition to the survey and the analysis of documents adopted as complementary procedures to collect data through specific forms sent to the municipal education departments and surveys and observations, in locus, carried out in three municipalities of the sample. The policy for the teaching career in Brazil is being built, more punctually from the second half of the 1990s, under the influence ofneoliberal ideas for education. At the federal scenario was observed in the guidance on the preparation of teaching career plans, set out in documents produced by the MEC, the presence of the ideas disseminated by the World Bank for developing countries. In contrast, the definition of federal regulation is the product of institutional disputes where the interests of key actors such as the MEC, the Undime, the CONSED and the CNTE, are not always consensual. In the municipal setting federal regulation is not accepted in its entirety. Federal, marked by general guidelines, without objectivity almost always go through an individual interpretation of each municipality. In the 2000s, the adoption of new regulatory frameworks at the federal scenario, characterized by constituent elements more objective teaching career bring new perspectives to the teaching professionals. The most important landmark of this new stage of building policy for the teaching career in Brazil was the approval of PSPN Act. However, plans for career developed from the approval of Fundeb Act, the PSPN Act and the Resolution CNE / CEB Nº 02/2009 had "side effects" such as reducing the spread of careers, the extinction of additional ownership and the emergence of bonuses / performance bonuses and productivity. The initial hypothesis of the study was that, considering the different policy contexts for building the career of basic education public school teachers in Brazil, municipalities with the highest potential of educational funding would have better represented teaching career proposals, in particular in the structure the salary scales and other compensation mechanisms. Contrary is hypothesis, the study shows, based on the analysis of the career structure and the way the constituent elements of teaching career are organized, the potential for local educational funding does not influence the definition of proposals more or less advantageous for professionals the magisterium / Esta tese inscreve-se na Linha de Pesquisa Estado, Políticas e História da Educação do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. O objetivo do estudo foi analisar e compreender a política de carreira para o magistério público no Brasil, sobretudo nas etapas de produção dos textos normativos de âmbito federal e local, a partir dos elementos constitutivos dessa carreira e de sua relação com o potencial de financiamento educacional no âmbito de 15 municípios do Estado de Goiás. Tendo como referencial teórico metodológico o ciclo de políticas de Stephen J. Ball e suas aproximações com o modus operandi da pesquisa em Pierre Bourdieu, foram analisados os contextos de influência e de produção dos textos normativos da política. Além do levantamento e da análise de documentos adotamos como procedimentos complementares a coleta de dados por meio de formulários específicos enviados às secretarias municipais de educação e de levantamentos e observações, in loco, realizados em três municípios da amostra. A política para a carreira do magistério no Brasil vem sendo construída, mais pontualmente a partir da segunda metade dos anos 1990, sob influência do ideário neoliberal para a educação. No cenário federal foi possível observar nas orientações sobre a elaboração dos planos de carreira do magistério, previstas em documentos produzidos pelo MEC, a presença das ideias difundidas pelo Banco Mundial para os países em desenvolvimento. No contraponto, a definição da normatização federal é o produto de disputas institucionais onde os interesses dos principais agentes, tais como o MEC, a Undime, o Consed e a CNTE, nem sempre são consensuais. No cenário municipal a normatização federal não é acolhida em sua integralidade. As normas federais, marcadas por orientações gerais, sem objetividade, quase sempre, passam por uma interpretação individual de cada município. Nos anos 2000, a aprovação de novos marcos normativos no cenário federal, caracterizados por elementos constitutivos da carreira do magistério mais objetivos trazem novas perspectivas para os profissionais do magistério. O marco mais importante dessa nova etapa de construção da política para a carreira do magistério no Brasil foi a aprovação da Lei do PSPN. Contudo, os planos de carreira elaborados a partir da aprovação da Lei do Fundeb, da Lei do PSPN e da Resolução CNE/CEB nº 02/2009 apresentaram “efeitos colaterais” como a redução da dispersão das carreiras, a extinção dos adicionais de titularidade e a emergência de gratificações/bônus por desempenho e produtividade. A hipótese inicial do estudo era a de que, considerando os diferentes contextos de construção da política para a carreira do magistério público da educação básica no Brasil, municípios com maiores potenciais de financiamento educacional teriam melhores propostas de carreira docente representadas, em especial, na estrutura das tabelas de vencimento e nos demais mecanismos de remuneração. Contrariando esta hipótese, o estudo mostra, a partir da análise da estrutura das carreiras do magistério e da forma como seus elementos constitutivos estão organizados, que o potencial de financiamento educacional local não influencia na definição de propostas mais ou menos vantajosas para os profissionais do magistério.

This thesis is a response to current education reform in the Czech Republic. EU objective and their long-term goals will be defined in the introduction. The main objective of the thesis is comparison of two different educational systems, both of which are under control of the European Union. There are two countries selected for this paper, the Czech Republic and the Netherlands. Not only the educational systems, but also the method of financing is compared. The Czech educational system is entirely dependent on public funding for their educational system, while in Netherlands a significant part of the finances going to the educational system is covered by students themselves. Besides other things current issues in educational sector, which are faced by selected countries, will be discussed in the thesis as well. Two private schools were chosen for comparison to illustrate the situation of private education in the Czech Republic, University of Finances and Administration and The European Polytechnic Institute in Kunovice.