This thesis deals with the system of financing education in the Czech Republic and the development of education over the past 20 years. Individual chapters are divided by levels of the educational system in the last chapter analyzes public spending on education, the above developments and the relationship with the State budget and the amount of taxes collected.

Esta dissertação tem como objetivo explorar a relação entre gastos com educação e desempenho escolar, a partir de informações de gastos no nível das escolas. O debate em torno da relação entre gastos e desempenho, em geral, tem se baseado em estimativas que utilizam dados agregados de gastos municipais com educação. Dessa forma, como pouco se sabe a respeito do que é feito, na prática, com os recursos destinados às escolas, as pesquisas se restringem ao apontamento da existência ou não de uma relação entre gastos agregados com educação e desempenho. Neste trabalho, indicamos a relevância da informação de gastos no nível da escola, segundo categorias de agregação dos gastos que apontem para determinadas funções ou atividades escolares, para que se possa avançar no sentido de compreender não somente se gastos com educação estão ou não associados ao desempenho, mas como diferentes tipos de gastos, associados a diferentes atividades escolares, estão relacionados de diferentes formas ao desempenho dos alunos. Assim, com base na revisão da literatura pertinente, elaboramos uma proposta de categorias de gastos com pessoal, para as escolas da rede municipal de São Bernardo do Campo, que esteja alinhada às atividades desenvolvidas pelas escolas, sendo as categorias de maior agregação as que dizem respeito ao que consideramos Gastos diretamente relacionados ao ensino e Gastos indiretamente relacionados ao ensino. A partir das categorias delimitadas, baseadas nas informações de gastos por escola, exploramos a relação entre gasto por aluno e desempenho em matemática na prova Brasil de 2013, por meio de análise de regressão. As estimativas revelaram que a relação entre gastos e desempenho não é homogênea entre as diferentes categorias de gasto e que a especificação dos modelos melhora na medida em que os gastos são desagregados. Dentre os resultados obtidos, destacamos aquele que indica uma relação positiva e significante entre os gastos com Coordenação pedagógica e o desempenho em matemática. / This dissertation aims to explore the relationship between the money spent on education and school performance, based on the information about spending at the school-level. The debate on the relationship between expense and performance has been mostly based on estimates using the aggregated data of municipal spending on education. Thus, as little is known about what is actually done with the resources allocated to schools, researches on this subject are restricted to indicating the existence or the lack of a relationship between aggregate spending and performance. In this study, we show the relevance of the information on spending at the school level, according to categories of aggregate spending that point to certain functions or school activities. With this, we intend not only to understand if education expenses are or are not associated with performance, but also to observe how different types of costs associated with different school activities are related in different ways to the performance of students. Thus, based on literature review, we have proposed categories of personnel expenses for the municipal schools of São Bernardo do Campo, which are aligned to the activities developed by the schools. Categories of higher aggregation involve what we consider to be Expenses directly related to teaching and Expenses indirectly related to education. From the specific categories, which are based on information on spending per school, we explore the relationship between spending per student and their performance in the Mathematics exam in Prova Brasil 2013, using a regression analysis. The estimates have shown that the relationship between spending and performance is not homogeneous among the different categories of expenditure, and that specification of models improves as costs are disaggregated. Among the obtained results, we highlight the indication of a positive and significant relation between spending on Pedagogical coordination and performance on the mathematics exam.

Esta dissertação tem como objetivo explorar a relação entre gastos com educação e desempenho escolar, a partir de informações de gastos no nível das escolas. O debate em torno da relação entre gastos e desempenho, em geral, tem se baseado em estimativas que utilizam dados agregados de gastos municipais com educação. Dessa forma, como pouco se sabe a respeito do que é feito, na prática, com os recursos destinados às escolas, as pesquisas se restringem ao apontamento da existência ou não de uma relação entre gastos agregados com educação e desempenho. Neste trabalho, indicamos a relevância da informação de gastos no nível da escola, segundo categorias de agregação dos gastos que apontem para determinadas funções ou atividades escolares, para que se possa avançar no sentido de compreender não somente se gastos com educação estão ou não associados ao desempenho, mas como diferentes tipos de gastos, associados a diferentes atividades escolares, estão relacionados de diferentes formas ao desempenho dos alunos. Assim, com base na revisão da literatura pertinente, elaboramos uma proposta de categorias de gastos com pessoal, para as escolas da rede municipal de São Bernardo do Campo, que esteja alinhada às atividades desenvolvidas pelas escolas, sendo as categorias de maior agregação as que dizem respeito ao que consideramos Gastos diretamente relacionados ao ensino e Gastos indiretamente relacionados ao ensino. A partir das categorias delimitadas, baseadas nas informações de gastos por escola, exploramos a relação entre gasto por aluno e desempenho em matemática na prova Brasil de 2013, por meio de análise de regressão. As estimativas revelaram que a relação entre gastos e desempenho não é homogênea entre as diferentes categorias de gasto e que a especificação dos modelos melhora na medida em que os gastos são desagregados. Dentre os resultados obtidos, destacamos aquele que indica uma relação positiva e significante entre os gastos com Coordenação pedagógica e o desempenho em matemática. / This dissertation aims to explore the relationship between the money spent on education and school performance, based on the information about spending at the school-level. The debate on the relationship between expense and performance has been mostly based on estimates using the aggregated data of municipal spending on education. Thus, as little is known about what is actually done with the resources allocated to schools, researches on this subject are restricted to indicating the existence or the lack of a relationship between aggregate spending and performance. In this study, we show the relevance of the information on spending at the school level, according to categories of aggregate spending that point to certain functions or school activities. With this, we intend not only to understand if education expenses are or are not associated with performance, but also to observe how different types of costs associated with different school activities are related in different ways to the performance of students. Thus, based on literature review, we have proposed categories of personnel expenses for the municipal schools of São Bernardo do Campo, which are aligned to the activities developed by the schools. Categories of higher aggregation involve what we consider to be Expenses directly related to teaching and Expenses indirectly related to education. From the specific categories, which are based on information on spending per school, we explore the relationship between spending per student and their performance in the Mathematics exam in Prova Brasil 2013, using a regression analysis. The estimates have shown that the relationship between spending and performance is not homogeneous among the different categories of expenditure, and that specification of models improves as costs are disaggregated. Among the obtained results, we highlight the indication of a positive and significant relation between spending on Pedagogical coordination and performance on the mathematics exam.

En los últimos años, los padres de familia han tomado mayor importancia a la inversión en educación que brindan a sus hijos, y estos a menudo deciden gastar en la educación de sus hijos tomando en cuenta factores que pueden influir en esta decisión. Es por ello, que el presente trabajo analiza la variación del gasto en educación que realizan los jefes de familia en sus hijos, con respeto a factores, como: la educación que tiene los padres de familia, el género de los hijos, los ingresos de los jefes de familia, el tamaño de la familia con respecto al número de hijos y la diferencia que habría si el jefe de familia es mujer. Se recurrió a una metodología Tobit. Los resultados muestran la existencia de influencia de los factores mencionados anteriormente para los años 2013, 2016 y 2019 en el Peru. Además, se puede visualizar que, la diferencia en inversión de los padres de familia, según sector, es decir, urbano y rural, ya no es una variable significativa en los últimos años. / In recent years, parents have placed greater importance on investing in education they provide to their children, and many times they decide to spend on their children's education considering factors that can influence this decision. That is why the present work analyzes the variation in spending on education by heads of family on their children, with respect to factors such as: parents' education, gender of children, income of heads of family, the size of the family with respect to the number of children and the difference it would have if the head of the family were a woman. A Tobit methodology was used, as mentioned above, this model will consider the characteristics of the heads of household and children, as well as demographic characteristics. It is found that the probabilities that a head of the family invest in the education of their children increase according to the level of studies they reach, in addition to a measure that generates income, the probability of spending will be greater. The results show the existence of influence of the aforementioned factors for the years 2013, 2016 and 2019 in Peru. The results mention that in Peru the educational inequality with respect to the gender of the students has a very short gap. Furthermore, it can be observed that, in Peru, the difference in parental investment, by sector, that is, urban and rural, is no longer a significant variable in recent years. / Trabajo de investigación

Made available in DSpace on 2014-12-17T14:34:43Z (GMT). No. of bitstreams: 1 VeruskaPS_DISSERT.pdf: 4897594 bytes, checksum: b5da048ef67a6c6fc260d835264bf7ed (MD5) Previous issue date: 2011-09-23 / The aim of this thesis is to evaluate the quality of public spending on education for the municipalities of the Metropolitan Region of Natal (RMN) in 2009 by use of two theories: The Theory of Welfare (Welfare State) and the Public Choice Theory (TEP), both important to understand the relationship between education and economics. The study also uses principles of microeconomics and public sector economics to get a better idea of the role of education in economy and society. It describes the development of the educational policy in Brazil from 1988 to the Federal Constitution of 2010, following the major changes in basic education during each government. The characteristics of the RMN municipalities were illustrated with socioeconomic indicators, while educational indicators were used to characterize each municipality regarding education. The model used in this study was developed by Bert?, Brunet and Borges, the data was collected on the back of the School Census 2009 and the Brazil Exam 2009 and it was processed quantitavely in the Information System on Public Budgets in Education (SIOPE) by use of the statistical method called standardized score of the normal cumulative distribution function. The quality of public spending on education is the result of the relation between performance indicator ratio and expense ratio. For the qualitative analysis of results, the criteria of efficiency, efficacy and effectiveness were used. The study found that municipalities with higher expenses showed a worse quality of spending and failed to convert the expenditure incurred into performance, thus confirming ineffectiveness / A presente disserta??o tem como objetivo avaliar a qualidade do gasto p?blico em educa??o pelos munic?pios da RMN, em 2009, por meio de duas teorias: Teoria do Bem-Estar Social (Welfare State) e Teoria da Escolha P?blica (TEP), importantes para entender a rela??o entre educa??o e ci?ncia econ?mica. O estudo tamb?m utiliza princ?pios da microeconomia e da economia do setor p?blico para melhor entender o papel da educa??o na economia e na sociedade. Percorre-se, neste trabalho, a trajet?ria da pol?tica educacional no Brasil a partir da Constitui??o Federal de 1988 at? 2010, acompanhando as principais mudan?as ocorridas na Educa??o B?sica em cada Governo. As caracter?sticas dos munic?pios da RMN foram reveladas atrav?s de indicadores socioecon?micos, e, para caracterizar cada munic?pio no que se refere ? educa??o, recorreu-se aos indicadores educacionais. O modelo utilizado neste trabalho foi desenvolvido por Bert?, Brunet e Borges. Os dados avaliados foram coletados nos bancos do Censo Escolar 2009, da Prova Brasil 2009 e no Sistema de Informa??es sobre Or?amentos P?blicos em Educa??o (SIOPE) e foram tratados quantitativamente pelo uso do tratamento estat?stico denominado escore padronizado pelo m?todo da fun??o de distribui??o acumulada normal. Neste estudo a qualidade do gasto p?blico em educa??o ? o resultado da raz?o entre indicador de desempenho e o indicador de despesa Para a an?lise qualitativa dos resultados, foram utilizados os crit?rios de efici?ncia, efic?cia e efetividade. O estudo constatou que os munic?pios que realizaram maior despesa resultaram em pior qualidade do gasto, n?o conseguindo retornar a despesa realizada em desempenho, o que revela a inefic?cia desses munic?pios

Distintos autores enfatizan la importancia de la eficiencia pues representa una condición para que el gasto gubernamental en educación cause el crecimiento. Por ello, la presente tesis proporciona un análisis de la eficiencia de los recursos públicos destinados a la educación estatal secundaria y calcula su efecto sobre el crecimiento económico de largo plazo a través de los modelos de Frontera Estocástica y Vector de Corrección de Errores. Se encontraron relaciones causales estadísticamente significativas entre el gasto público eficiente en educación y crecimiento económico en el corto y largo plazo para Perú, Chile y Colombia. Finalmente, el estudio recomienda al Estado peruano facilitar el acceso a escuelas públicas para aumentar la tasa de matriculados y, con ello, mejorar la eficiencia del gasto público en educación e impactar en mayor magnitud al crecimiento económico. / Different authors emphasize the importance of efficiency as it represents a condition for government spending on education to cause growth. For this reason, this thesis provides an analysis of the efficiency of public resources allocated to secondary state education and calculates its effect on long-term economic growth through the Stochastic Frontier and Error Correction Vector models. Statistically significant causal relationships were found between efficient public spending on education and economic growth in the short and long term for Peru, Chile and Colombia. Finally, the study recommends that the Peruvian State facilitate access to public schools to increase the enrollment rate and, thereby, improve the efficiency of public spending on education and have a greater impact on economic growth. / Trabajo de investigación

This thesis aimed to find the correlation between happiness and macroeconomic variables using multiple linear regression analysis. The macroeconomic variables considered were GPD per capita, the Gini coefficient, unemployment rate, tax revenue of GDP, government spending on education and inflation. The data for self-reported happiness were collected from a global happiness survey. GDP per capita, the Gini coefficient and government expenditure on education were found to be positively correlated with happiness. Meanwhile, the unemployment rate and tax revenue of GDP showed a negative correlation. Inflation were found to not have a statistically significant relationship with happiness. Furthermore, the Gini coefficient was investigated more closely since the positive correlation was partially contradictory to previous research within the field. A simple linear regression analysis was therefore performed, which showed a negative relationship between happiness and the Gini coefficient. This could indicate that important regressors were not included in the main model. In conclusion, this thesis showed that the investigated macroeconomic variables have a statistically significant impact on the happiness of individuals. / I detta kandidatexamensarbete undersöks korrelationen mellan lycka och makroekonomiska variabler med hjälp av multipel linjär regression. De makroekonomiska variablerna som studerades är BNP per capita, Ginikoefficienten, arbetslöshet, skattekvot av BNP, offentliga utgifter för utbildning och inflation. Data för självuppskattad lycka hämtades från en global undersökning. BNP per capita, Ginikoefficienten och offentliga utgifter för utbildning visade sig ha en positiv korrelation med lycka, medans arbetslöshet och skattekvoten av BNP hade en negativ korrelation. Inflation visade sig ej ha en statistiskt signifikant korrelation med lycka. Vidare undersöktes Ginikoefficienten mer djupgående då den positiva korrelationen delvis motsätter sig tidigare forskning inom ämnet. Därav genomfördes en simpel linjär regressionsanalys, som nu visade på ett negativt samband mellan lycka och Ginikoefficienten. Detta kan vara ett tecken på att viktiga variabler inte har inkluderats i huvudmodellen. Sammantaget visar dessa resultat att de undersökta makroekonomiska variablerna har en statistiskt signifikant inverkan på individers lycka.