School Funding Formulas

doi:10.1787/5k993xw27cd3-en

Cited by 10 publications

(7 citation statements)

References 44 publications

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“…In addition, the transparency of the formula has a beneficial impact on policy debates at the national level. Fazekas (2012) cites the presentation of clear criteria that can be scrutinised and debated as a clear advantage of a funding formula for the allocation of public funding. The formula provides a clear framework for the debates on the sufficiency and proper allocation of funding.…”

Section: The Central Funding Formula Is a Key Policy Tool That Suppormentioning

confidence: 99%

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School education in Lithuania

Nusche¹,

Shewbridge²,

Godfrey³

et al. 2016

OECD Reviews of School Resources

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Section: The Central Funding Formula Is a Key Policy Tool That Suppormentioning

confidence: 99%

“…However, note that sufficient funding to have teachers in each classroom at each lesson is different from adequate funding for providing education of good quality. The latter is much more difficult to ensure or even to measure and evaluate appropriately (Fazekas, 2012).…”

Section: The Funding Scheme Promotes Fiscal Discipline and Efficiencymentioning

confidence: 99%

School education in Lithuania

Nusche¹,

Shewbridge²,

Godfrey³

et al. 2016

OECD Reviews of School Resources

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“…However, capital expenditures remain entirely under the control of the Ministry of Education (purportedly to take into account wider school network implications of some schools expanding at the expense of others), undercutting the ability of high-performance schools to expand and weakening the pressure on failing schools to improve. The government could increase benefits by giving each school a block grant, covering both staffing needs and the cost of buildings and land, based on student enrolments, along with mechanisms for recognising geographic, socio-economic and size differences (Adams, 2009;Fazekas, 2012). Choice and competitive efficiency are also limited by the still small share of alternatives to the state school system.…”

Section: Schooling: Maintaining Engagementmentioning

confidence: 99%

Improving School-to-work Transitions in New Zealand

Bibbee

2013

OECD Economics Department Working Papers

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The NZ labour market is among the most flexible in the OECD, and outcomes for its young people have been among the best. However, labour-market opportunities are heavily determined by initial education, where New Zealand's system is also successful and innovative in many ways. Average PISA results are among the OECD's highest, but the dispersion of performance is also high, indicating a sizable group of underachievers. Those in disadvantaged groups tend to have poor scholastic outcomes. These initial educational handicaps show up in higher drop-out rates and youth joblessness, greatly limiting these youths' future life chances. Indeed, intergenerational persistence in educational and employment outcomes appears very high. From both a social and economic point of view, it will be essential to develop more fully the human capital of the fast growing demographic group of ethnic minorities. Better teaching quality is needed, with more attention devoted to diversity of student needs and learning approaches to keep children in school. A related problem is the apparently large divergence between the nature of skills supplied by the education sector and the skills demanded by employers. A greater role for youth apprenticeships could help to raise skill levels while aligning them better to the economy's needs. All this has an important bearing on the government's ambition to secure strong and sustainable growth with rising living standards and equal opportunities for all. This Working Paper relates to the 2013 OECD Economic Survey of New Zealand (www.oecd.org/eco/surveys/new-zealand-2013.htm).

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“…Zur Frage, ob und in welcher Weise die soziale Benachteiligung von Schulen durch ungünstige Kompositionseffekte ausgeglichen werden soll, gibt es eine vielfältige internationale Diskussion (siehe Fazekas, 2012;Levačić, 2008). Für Österreich haben Bacher, Altrichter und Nagy (2010) ein Modell einer sozialindexbasierten Finanzierung mit einem Sozialindex als Kern vorgeschlagen, darauf aufbauend wurde der Index von weiterentwickelt.…”

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