Financing education: why should tax justice be part of the solution?

Balsera, Maria Ron; Klees, Steven J.; Archer, David

doi:10.1080/03057925.2017.1394743

Cited by 17 publications

(13 citation statements)

References 7 publications

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“…My response to why we want to measure the SDG targets concerns enhancing and extending provision of quality, equality and inclusion in education and developing critical perspectives on these processes. Some metrics have been proposed to help track education spending, fiscal policy, and commitments to free education (Ron Balsera et al., ). While it is acknowledged that viewing inequalities in education primarily as distributional and demographic does not address substantive inequalities (Antoninis et al., ; Unterhalter, ), this does not mean that developing metrics to look at these relationships are impossible.…”

Section: Mobilising For Better Metrics?mentioning

confidence: 99%

The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG4

Unterhalter

2019

Global Policy

162

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The formulation of the SDG education targets was more inclusive than the processes linked with the MDGs. Key constituencies making representations through the Open Working Group and other consultative processes succeeded in formulating targets that stressed inclusion, quality and equality in all phases of education. However, the development of the global indicators for SDG4, has resulted in metrics that miss many of the values of the targets, most notably with regard to quality and free education and substantive, not simply distributive, meanings of equality. The article analyses why some of these slippages took place, and what potential there may be to mobilise for metrics that better depict the key tenets of the education goal and targets. The analysis thus considers ways forward for exploring measurement of the many meanings of quality and equalities in education, reflecting on numbers as instruments that impose power and hierarchy, and the possibility of using reflections on numbers and indicators for critical dialogue and an enhancement of participation, accountability, and work to change injustices in education.

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Section: Mobilising For Better Metrics?mentioning

confidence: 99%

The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG4

Unterhalter

2019

Global Policy

162

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“…In view of the foregoing, the need to raise tax revenue seems apparent. Indeed, as has been pointed out, it will not be possible to meet any of the agreed-upon international education goals without addressing tax justice (Balsera, Klees, & Archer, 2018). Yet this suggestion seems unlikely when the leaders of the various political parties have been described as "local agents of foreign capital" (Latzera, 2017), or what Mudenda (1984) has labeled the "comprador bourgeoisie" in that they are the local representatives of global capital, or what has historically been colonial interests (Gould, 2008).…”

Section: Low-fee Private Schools the State And Globalizationmentioning

confidence: 99%

Low-fee private schools, the state, and globalization: A market analysis within the political sociology of education and development

Edwards

Okitsu

Mwanza

2019

EPAA

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This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia. Based on data collection over 1.5 years, the study reveals that, despite a government policy to support ECCE, over 90% of ECCE centers are private; that school operators tend to be former teachers, businessmen/women, and religious leaders; and that LFPSs charge, on average, 2.5 times as much as government ECCE centers for tuition, not including additional indirect costs. The paper discusses how teachers in LFPSs are caught in the middle, making less than the average income earned by others in the surrounding slum, and are unable to afford LFPS fees themselves. Importantly, the paper highlights that lower income quintiles spend a greater percentage of their income on ECCE, and that a majority of families in the study must make tradeoffs between ECCE, food, housing, and other basic expenditures in order to afford private ECCE, which is a necessity given the inadequate supply of government ECCE centers. In addition to addressing school strategies for keeping costs down, this study reports on parental decision-making when it comes to school selection. Finally, beyond a straight market analysis of LFPSs at the ECCE level in Zambia, this article also comments on how this market fits into the dialectical nature of local and global contexts. That is, it draws attention to the workings of the Zambian state and its precarious position in the global capitalist economy.

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“…This means less money is spent on education than budgeted. The World Bank online data reports of expenditures on education as a percent of Gross Domestic Product (GDP) have ranged from 1.2 percent in 1998 to 1.9 percent in 2014, far below the recommended amount of 6 percent of GDP (Ron Balsera, Klees, & Archer, 2018). 13.00%…”

Section: Financial Issuesmentioning

confidence: 99%

All education for some? International development and shadow education in Cambodia

Brehm¹,

Aktas

2019

IJCED

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Purpose The purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education. Design/methodology/approach The study is conducted through a textual comparison of two UNESCO reports written 50 years apart. Findings Although the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country. Originality/value Through a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.

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Financing education: why should tax justice be part of the solution?

Cited by 17 publications

References 7 publications

The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG4

The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG4

Low-fee private schools, the state, and globalization: A market analysis within the political sociology of education and development

All education for some? International development and shadow education in Cambodia

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