Free basic education strategy development volume 2: Free basic education conceptual framework

This paper forms a part of the work of ACDP 006 project on Free Basic Education Strategy Development. The objective of the project is to develop a comprehensive strategy for the implementation of Free Basic Education (FBE) in Indonesia, covering policy, funding, accountability framework, capacity development and system requirements. This paper presents the draft conceptual framework of basic education, which is a key deliverable required of the project. The conceptual framework underpins the work of the project as a whole. Other main deliverables of the project, such as the financial projections for the funding of basic education to 2020, are based on the framework. The framework identifies the main constituent elements of delivering basic education, including the definition of basic education, the laws and regulations which shape its delivery, and funding responsibilities. The paper is the result of a study of relevant laws and regulations, of policy documents both Indonesian and international, and of an examination of both national and international studies pertaining to the delivery of basic education. The consultancy team also undertook an analysis of Indonesian statistical data on parental contributions to basic education, complementing that information with the study's own survey of parental contributions. Extensive consultations were also undertaken with national and regional stakeholders

USC-Basic Education Department\u27s Collaborative SHS Program (a Hybrid Grades 11 and 12 Model)

When President Benigno Aquino III signed into law Republic Act 10533 or the Enhanced Basic Education Act of 2013, this signals an insistent educational reform that will make academic stakeholders conscious of the quality of graduates they produce. This goes to show that the government is assertive in improving the quality of our educational system to be at par with International standards. Thus, Education was significantly prioritized and given importance. One of the most challenging features of K to 12 is the establishment of the Senior High School program. It is then the purpose of this paper is to present the Grade 11 and 12 model of the University of San Carlos Basic Education Department under the Technical Vocational (Tech-Voc) Track. The project is collaboration between two institutions with distinct orientation. Tech-Voc Track is one of the four identified tracks of the K to 12 Program under Senior High School with Academic Track, Sports Track and Arts and Design completing the list. This collaborative technical vocational track is also rooted in the country\u27s education strategy which is anchored on the National Education for All (EFA) 2015 Plan and attainment of the Millennium Development Goals (MDG\u27s) which aim to provide an overarching policy framework for basic education with a vision that all Filipinos will acquire basic competencies. Significantly it is also pegged in the objectives of the K to 12 Program specifically the items that state – “ be adequately prepared for the world of work or entrepreneurship or higher education and “be legally employable with potential for better learnings

Financing basic education in Bangladesh

This paper presents education finance trends for Bangladesh since 2000. It shows that while government spending on education as a proportion of national income has stagnated, it has increased in real terms. Real increases in education spending have resulted in substantial increases in per student spending in basic education. At primary, enrolment declines have reinforced these trends and in 2005 per student spending in government primary schools was 30% higher, in real terms than in 2001. Despite these increases, per student spending on education in Bangladesh remains low compared to other countries in the region and countries at similar levels of development. Levels of government funding also vary enormously across different providers of basic education although these differences do not appear to have a significant impact on education outcomes at the primary level. At secondary, there appears to be a closer correlation between levels of public funding and outcomes although the socio-economic status of student intakes also appears to play an important role. To achieve equitable access to basic education, it is important to narrow these public funding differences. However, given the comparatively low levels of funding across the basic education system it is perhaps more important to increase overall levels of funding if the quality and overall efficiency of the system is to be improved.Education; education finance; Bangladesh; basic education

Quality of the Preschool Education in the Raihat Subdistrict Belu Regency Nusa Tenggara Timur

One form of the basic needs of the Ministry became the responsibility of the Government is the aspect of education, especially basic education. Quality education contributing to the welfare of the community improvement efforts refers to the concept of the vicious circle of poverty, where education is one of the chains, than the efforts of elimination poverty levels must be done through the efforts of improvement of quality. With regard to the reality of people's lives in district Raihat as district boundary at the border of Belu and RDTL characterized by poverty, underdevelopment, lack of human resources, expensive Staples, as well as infra structure is inadequate, then the existence of a quality basic education services is the responsibility of the Government in the context of the welfare state, and the paradigm shift the management of the border region. This article tries to present a portrait of basic education services in district of Raihat as one of the districts in the border area of Belu, province of NTT

Basic Education: Improving Quality and Quantity

Access to basic education has greatly broadened in the past two decades as enrolment growth in both the elementary and secondary school systems outpaced that of population. However, while access widened, the quality of basic education has deteriorated and continues to do so. The clamor to improve the quality of basic education and meet the ever-growing demand for more places in the basic education system, within a government budget constraint that is already stretched to the limit, has thus become even more pronounced. This Notes thus looks more closely into the issue of education finance and management in the basic education sector as it attempts to answer the more important question of "not how much money there is but how it is spent."education

Financing Basic Education in Bangladesh

This paper presents education finance trends for Bangladesh since 2000. It shows that while government spending on education as a proportion of national income has stagnated, it has increased in real terms. Real increases in education spending have resulted in substantial increases in per student spending in basic education. At primary, enrolment declines have reinforced these trends and in 2005 per student spending in government primary schools was 30% higher, in real terms than in 2001. Despite these increases, per student spending on education in Bangladesh remains low compared to other countries in the region and countries at similar levels of development. Levels of government funding also vary enormously across different providers of basic education although these differences do not appear to have a significant impact on education outcomes at the primary level. At secondary, there appears to be a closer correlation between levels of public funding and outcomes although the socio-economic status of student intakes also appears to play an important role. To achieve equitable access to basic education, it is important to narrow these public funding differences. However, given the comparatively low levels of funding across the basic education system it is perhaps more important to increase overall levels of funding if the quality and overall efficiency of the system is to be improved

Public investment in basic education and economic growth

The main objective of this paper was to visualize the relation between governmentspending on basic education and the human capital accumulation process, observingthe impacts of this spending on individual investments in higher education, and oneconomic growth. It is used an overlapping-generations model where the governmenttax the adult generation and spent it in basic education of the next generations. Itwas demonstrated that the magnitude of the marginal effect of government spendingin basic education on growth crucially depends on public budget constrains. The paperexplains why some countries with a lot of public investment in basic education growthat low rates. In that sense if a country has only a lot of public investment in basiceducation without investment in higher education it may growth at low rates becausethe taxation can cause distortions in the agents incentives to invest in higher education.

Per-capita financing in basic education in Tajikistan

While being in Tajikistan on behalf of GTZ - Deutsche Gesellschaft für Technische Zusammenarbeit GmbH to support the Ministry of Education in relation to the financing of basic education, the consultant was asked by Mr. Sharipov, Deputy Minister of Education, to undertake a simulation of the effects of the per-capita financing scheme that is implemented in five pilot regions starting from January 2005. The following paper presents the results of the analyses and provides some background information for those readers who are not familiar with the economic situation and the education system in Tajikistan. --

The Equity of Public Education Funding in Georgia, 1988-1996

A study of the effect of Quality Basic Education on the level of equity of public education funding in Georgia