Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems

Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems

This book reviews the experience with one specific though widely introduced approach to funding general education, namely per capita financing (PCF), in six countries in the Europe and Central Asia (ECA) region in an effort to learn which outcomes...

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Main Authors: Alonso, Juan Diego, Sánchez, Alonso
Format: Publication
Language:English
Published: World Bank 2012
Subjects:
EDUCATION
Online Access:http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000333037_20110725022804
http://hdl.handle.net/10986/2332
id okr-10986-2332
recordtype oai_dc
spelling okr-10986-23322021-04-23T14:02:01Z Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems Alonso, Juan Diego Sánchez, Alonso EDUCATION This book reviews the experience with one specific though widely introduced approach to funding general education, namely per capita financing (PCF), in six countries in the Europe and Central Asia (ECA) region in an effort to learn which outcomes were achieved and how. Per capita financing is a type of formula funding of schools-funding characterized by a set of agreed objective criteria for allocating resources to schools, that provides schools fixed amounts of financing based on the numbers of students enrolled. Five of the six case study countries, Armenia, Estonia, Lithuania, Poland and the Russian Federation, were chosen primarily since they represent ECA countries with relatively long experience in implementing PCF schemes. The hope is that, as a result, the likelihood of observing the outcomes of per capita financing is higher. Since per capita financing replaced a school budget allocation process (input-based or normative budgeting) that was non-transparent and conducive to inefficient use and inequitable allocation of resources, the main expected outcomes of the per student finance reform were improved efficiency, equity, and transparency and accountability of public education expenditures. 2012-03-19T09:04:17Z 2012-03-19T09:04:17Z 2011-06-29 http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000333037_20110725022804 978-0-8213-8783-2 http://hdl.handle.net/10986/2332 English World Bank Study CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank Publications & Research :: Publication Publications & Research :: Publication
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
topic EDUCATION
spellingShingle EDUCATION
Alonso, Juan Diego
Sánchez, Alonso
Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems
relation World Bank Study
description This book reviews the experience with one specific though widely introduced approach to funding general education, namely per capita financing (PCF), in six countries in the Europe and Central Asia (ECA) region in an effort to learn which outcomes were achieved and how. Per capita financing is a type of formula funding of schools-funding characterized by a set of agreed objective criteria for allocating resources to schools, that provides schools fixed amounts of financing based on the numbers of students enrolled. Five of the six case study countries, Armenia, Estonia, Lithuania, Poland and the Russian Federation, were chosen primarily since they represent ECA countries with relatively long experience in implementing PCF schemes. The hope is that, as a result, the likelihood of observing the outcomes of per capita financing is higher. Since per capita financing replaced a school budget allocation process (input-based or normative budgeting) that was non-transparent and conducive to inefficient use and inequitable allocation of resources, the main expected outcomes of the per student finance reform were improved efficiency, equity, and transparency and accountability of public education expenditures.
format Publications & Research :: Publication
author Alonso, Juan Diego
Sánchez, Alonso
author_facet Alonso, Juan Diego
Sánchez, Alonso
author_sort Alonso, Juan Diego
title Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems
title_short Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems
title_full Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems
title_fullStr Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems
title_full_unstemmed Reforming Education Finance in Transition Countries : Six Case Studies in Per Capita Financing Systems
title_sort reforming education finance in transition countries : six case studies in per capita financing systems
publisher World Bank
publishDate 2012
url http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000333037_20110725022804
http://hdl.handle.net/10986/2332
_version_ 1764385274453819392

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