Paraguay : School Finance
All education systems rely on financing to function, but the characteristics and actions of a successful school finance system are not always clear. Research has often failed to find a strong relationship between spending and learning outcomes in e...
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| Format: | Working Paper |
| Language: | English en_US |
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Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2012/01/18100428/paraguay-school-finance http://hdl.handle.net/10986/17511 |
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okr-10986-17511 |
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| recordtype |
oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACCESS TO SCHOOLING ALLOCATION MECHANISMS AVAILABILITY OF TEXTBOOKS BANK ACCOUNTS BASIC EDUCATION BASIC EDUCATION POLICY BUSINESS PEOPLE BUSINESS SCHOOL CLASSROOMS COGNITIVE SKILLS DEVELOPMENT BANK DISADVANTAGED STUDENTS ECONOMICS OF EDUCATION EDUCATION AUTHORITIES EDUCATION BUDGET EDUCATION EXPENDITURE EDUCATION EXPENDITURES EDUCATION FINANCE EDUCATION FUNDS EDUCATION POLICIES EDUCATION POLICY EDUCATION QUALIFICATIONS EDUCATION SECTOR EDUCATION SPENDING EDUCATION STATISTICS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL COSTS EDUCATIONAL INPUTS EDUCATIONAL LEVELS EDUCATIONAL PLANNING EDUCATIONAL RESOURCES EDUCATIONAL STAKEHOLDERS EFFECTIVE TEACHERS ELIGIBLE STUDENTS EMPLOYMENT EMPLOYMENT STATUS FAMILIES FEE WAIVERS FINANCIAL RESOURCES FREE BASIC EDUCATION GENDER GIRLS GOVERNMENT POLICIES GRADE REPETITION GRADUATION RATES HOUSEHOLDS HUMAN DEVELOPMENT HUMAN RESOURCES INEQUALITIES INSTRUCTION INSTRUCTIONAL MATERIALS INTERVENTIONS LEARNING LEARNING ENVIRONMENT LEARNING GOALS LEARNING LEVELS LEARNING MATERIALS LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING POLICIES LEARNING TIME LET LEVEL OF EDUCATION LIBRARIES LITERATURE MAINSTREAM SCHOOLS MIDDLE SCHOOL MINISTRIES OF EDUCATION MINISTRY OF EDUCATION MOBILITY NATIONAL ASSESSMENT NUMBER OF SCHOOLS NUMBER OF STUDENTS PAPERS PARENT TEACHER ASSOCIATIONS PHYSICAL INFRASTRUCTURE PRIMARY ENROLLMENT PRIMARY LEVEL PRIMARY SCHOOLS PROFICIENCY PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC EXPENDITURES PUBLIC FINANCE PUBLIC FUNDS PUBLIC POLICY PUBLIC SCHOOL PUBLIC SCHOOLS QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION REPETITION RATES RESEARCHERS RESOURCES FOR EDUCATION RURAL AREAS SCHOLARSHIPS SCHOOL ADMINISTRATORS SCHOOL CENSUS SCHOOL CONSTRUCTION SCHOOL DAYS SCHOOL FACTORS SCHOOL FEES SCHOOL FINANCE SCHOOL FUNDING SCHOOL LEVEL SCHOOL TEACHER SCHOOL YEAR SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOLS SOCIOECONOMIC BACKGROUND SPECIAL NEEDS STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ATTENDANCE STUDENT ENROLLMENT STUDENT GROUPS STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION SUPPLY OF TEACHERS TEACHER TEACHER ABSENTEEISM TEACHER EFFECTIVENESS TEACHER QUALITY TEACHER REQUIREMENTS TEACHER SALARIES TEACHER SHORTAGES TEACHER TRAINING TEACHERS TEACHING TEACHING FORCE TERTIARY EDUCATION TEXTBOOK TEXTBOOK PROVISION TEXTBOOKS YOUTH |
| spellingShingle |
ACCESS TO SCHOOLING ALLOCATION MECHANISMS AVAILABILITY OF TEXTBOOKS BANK ACCOUNTS BASIC EDUCATION BASIC EDUCATION POLICY BUSINESS PEOPLE BUSINESS SCHOOL CLASSROOMS COGNITIVE SKILLS DEVELOPMENT BANK DISADVANTAGED STUDENTS ECONOMICS OF EDUCATION EDUCATION AUTHORITIES EDUCATION BUDGET EDUCATION EXPENDITURE EDUCATION EXPENDITURES EDUCATION FINANCE EDUCATION FUNDS EDUCATION POLICIES EDUCATION POLICY EDUCATION QUALIFICATIONS EDUCATION SECTOR EDUCATION SPENDING EDUCATION STATISTICS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL COSTS EDUCATIONAL INPUTS EDUCATIONAL LEVELS EDUCATIONAL PLANNING EDUCATIONAL RESOURCES EDUCATIONAL STAKEHOLDERS EFFECTIVE TEACHERS ELIGIBLE STUDENTS EMPLOYMENT EMPLOYMENT STATUS FAMILIES FEE WAIVERS FINANCIAL RESOURCES FREE BASIC EDUCATION GENDER GIRLS GOVERNMENT POLICIES GRADE REPETITION GRADUATION RATES HOUSEHOLDS HUMAN DEVELOPMENT HUMAN RESOURCES INEQUALITIES INSTRUCTION INSTRUCTIONAL MATERIALS INTERVENTIONS LEARNING LEARNING ENVIRONMENT LEARNING GOALS LEARNING LEVELS LEARNING MATERIALS LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING POLICIES LEARNING TIME LET LEVEL OF EDUCATION LIBRARIES LITERATURE MAINSTREAM SCHOOLS MIDDLE SCHOOL MINISTRIES OF EDUCATION MINISTRY OF EDUCATION MOBILITY NATIONAL ASSESSMENT NUMBER OF SCHOOLS NUMBER OF STUDENTS PAPERS PARENT TEACHER ASSOCIATIONS PHYSICAL INFRASTRUCTURE PRIMARY ENROLLMENT PRIMARY LEVEL PRIMARY SCHOOLS PROFICIENCY PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC EXPENDITURES PUBLIC FINANCE PUBLIC FUNDS PUBLIC POLICY PUBLIC SCHOOL PUBLIC SCHOOLS QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION REPETITION RATES RESEARCHERS RESOURCES FOR EDUCATION RURAL AREAS SCHOLARSHIPS SCHOOL ADMINISTRATORS SCHOOL CENSUS SCHOOL CONSTRUCTION SCHOOL DAYS SCHOOL FACTORS SCHOOL FEES SCHOOL FINANCE SCHOOL FUNDING SCHOOL LEVEL SCHOOL TEACHER SCHOOL YEAR SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOLS SOCIOECONOMIC BACKGROUND SPECIAL NEEDS STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ATTENDANCE STUDENT ENROLLMENT STUDENT GROUPS STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION SUPPLY OF TEACHERS TEACHER TEACHER ABSENTEEISM TEACHER EFFECTIVENESS TEACHER QUALITY TEACHER REQUIREMENTS TEACHER SALARIES TEACHER SHORTAGES TEACHER TRAINING TEACHERS TEACHING TEACHING FORCE TERTIARY EDUCATION TEXTBOOK TEXTBOOK PROVISION TEXTBOOKS YOUTH World Bank Paraguay : School Finance |
| geographic_facet |
Latin America & Caribbean Paraguay |
| relation |
Systems Approach for Better Education
Results (SABER) country report;2012 |
| description |
All education systems rely on financing
to function, but the characteristics and actions of a
successful school finance system are not always clear.
Research has often failed to find a strong relationship
between spending and learning outcomes in education, which
leads some researchers and policy makers to question whether
the amount of spending in education matters at all (Hanushek
1986). Among countries with similar levels of income, those
that spend more on education do not necessarily score higher
on international assessments such as the Program for
International Student Assessment (PISA). Even within an
education system, student achievement can vary substantially
among localities that spend comparable amounts (Wagstaff and
Wang 2011). The observation that learning outcomes are
seemingly unrelated to spending levels supports the argument
that how money is spent, not simply how much, matters in
education finance. The six policy goals includes the
following headings: ensuring basic conditions for learning;
monitoring learning conditions and outcomes; overseeing
service delivery; budgeting with adequate and transparent
information; providing more resources to students who need
them; and managing resources efficiently. |
| format |
Publications & Research :: Working Paper |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Paraguay : School Finance |
| title_short |
Paraguay : School Finance |
| title_full |
Paraguay : School Finance |
| title_fullStr |
Paraguay : School Finance |
| title_full_unstemmed |
Paraguay : School Finance |
| title_sort |
paraguay : school finance |
| publisher |
Washington, DC |
| publishDate |
2014 |
| url |
http://documents.worldbank.org/curated/en/2012/01/18100428/paraguay-school-finance http://hdl.handle.net/10986/17511 |
| _version_ |
1764436105497673728 |
| spelling |
okr-10986-175112021-04-23T14:03:35Z Paraguay : School Finance World Bank ACCESS TO SCHOOLING ALLOCATION MECHANISMS AVAILABILITY OF TEXTBOOKS BANK ACCOUNTS BASIC EDUCATION BASIC EDUCATION POLICY BUSINESS PEOPLE BUSINESS SCHOOL CLASSROOMS COGNITIVE SKILLS DEVELOPMENT BANK DISADVANTAGED STUDENTS ECONOMICS OF EDUCATION EDUCATION AUTHORITIES EDUCATION BUDGET EDUCATION EXPENDITURE EDUCATION EXPENDITURES EDUCATION FINANCE EDUCATION FUNDS EDUCATION POLICIES EDUCATION POLICY EDUCATION QUALIFICATIONS EDUCATION SECTOR EDUCATION SPENDING EDUCATION STATISTICS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL COSTS EDUCATIONAL INPUTS EDUCATIONAL LEVELS EDUCATIONAL PLANNING EDUCATIONAL RESOURCES EDUCATIONAL STAKEHOLDERS EFFECTIVE TEACHERS ELIGIBLE STUDENTS EMPLOYMENT EMPLOYMENT STATUS FAMILIES FEE WAIVERS FINANCIAL RESOURCES FREE BASIC EDUCATION GENDER GIRLS GOVERNMENT POLICIES GRADE REPETITION GRADUATION RATES HOUSEHOLDS HUMAN DEVELOPMENT HUMAN RESOURCES INEQUALITIES INSTRUCTION INSTRUCTIONAL MATERIALS INTERVENTIONS LEARNING LEARNING ENVIRONMENT LEARNING GOALS LEARNING LEVELS LEARNING MATERIALS LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING POLICIES LEARNING TIME LET LEVEL OF EDUCATION LIBRARIES LITERATURE MAINSTREAM SCHOOLS MIDDLE SCHOOL MINISTRIES OF EDUCATION MINISTRY OF EDUCATION MOBILITY NATIONAL ASSESSMENT NUMBER OF SCHOOLS NUMBER OF STUDENTS PAPERS PARENT TEACHER ASSOCIATIONS PHYSICAL INFRASTRUCTURE PRIMARY ENROLLMENT PRIMARY LEVEL PRIMARY SCHOOLS PROFICIENCY PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC EXPENDITURES PUBLIC FINANCE PUBLIC FUNDS PUBLIC POLICY PUBLIC SCHOOL PUBLIC SCHOOLS QUALIFIED TEACHERS QUALITY EDUCATION QUALITY OF EDUCATION REPETITION RATES RESEARCHERS RESOURCES FOR EDUCATION RURAL AREAS SCHOLARSHIPS SCHOOL ADMINISTRATORS SCHOOL CENSUS SCHOOL CONSTRUCTION SCHOOL DAYS SCHOOL FACTORS SCHOOL FEES SCHOOL FINANCE SCHOOL FUNDING SCHOOL LEVEL SCHOOL TEACHER SCHOOL YEAR SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOLS SOCIOECONOMIC BACKGROUND SPECIAL NEEDS STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT ASSESSMENTS STUDENT ATTENDANCE STUDENT ENROLLMENT STUDENT GROUPS STUDENT LEARNING STUDENT LEARNING OUTCOMES STUDENT PERFORMANCE STUDENT POPULATION SUPPLY OF TEACHERS TEACHER TEACHER ABSENTEEISM TEACHER EFFECTIVENESS TEACHER QUALITY TEACHER REQUIREMENTS TEACHER SALARIES TEACHER SHORTAGES TEACHER TRAINING TEACHERS TEACHING TEACHING FORCE TERTIARY EDUCATION TEXTBOOK TEXTBOOK PROVISION TEXTBOOKS YOUTH All education systems rely on financing to function, but the characteristics and actions of a successful school finance system are not always clear. Research has often failed to find a strong relationship between spending and learning outcomes in education, which leads some researchers and policy makers to question whether the amount of spending in education matters at all (Hanushek 1986). Among countries with similar levels of income, those that spend more on education do not necessarily score higher on international assessments such as the Program for International Student Assessment (PISA). Even within an education system, student achievement can vary substantially among localities that spend comparable amounts (Wagstaff and Wang 2011). The observation that learning outcomes are seemingly unrelated to spending levels supports the argument that how money is spent, not simply how much, matters in education finance. The six policy goals includes the following headings: ensuring basic conditions for learning; monitoring learning conditions and outcomes; overseeing service delivery; budgeting with adequate and transparent information; providing more resources to students who need them; and managing resources efficiently. 2014-03-31T17:33:17Z 2014-03-31T17:33:17Z 2012-01 http://documents.worldbank.org/curated/en/2012/01/18100428/paraguay-school-finance http://hdl.handle.net/10986/17511 English en_US Systems Approach for Better Education Results (SABER) country report;2012 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ Washington, DC Publications & Research :: Working Paper Publications & Research Latin America & Caribbean Paraguay |