Education Finance, Equality, and Equity (Education, Equity, Economy Book 5)

This volume revisits educational equality and equity issues, especially, in education finance-related topics consisting of 15 chapters and organized in two parts. The first part of the volume entitled “Education Finance”, focuses on equity aspects of resource allocation and its influence on education. The second part, entitled “Educational Equality and Equity”, focuses on the conceptualization, and the measurements of educational inequity, and inequality with special emphasis on the cost of inequality. The field of education finance has been significantly influencing policy-makers in many countries in recent years. This volume is focused on equity and equality in education finance in an international frame. This book would be of interest to (1) scholars at the fields of education finance, economics of education, and educational policy, (2) graduate students at the course of school finance or economics of education, and (3) local and global policy makers at the fields of education policy, and education finance. Acknowledgments 6 Contents 7 Contributors 9 Abbreviations 10 Education Finance, Equality and Equity – Introduction 13 1 General 13 2 Structure 20 References 24 Part I Education Finance 28 School Finance Policy and Justice 29 1 Introduction 30 2 Promoting State Competitiveness and Social Cohesiveness 32 3 Common Redistribution Strategies and Their Impact on Education 33 4 Political Theories Underlying Common Strategies Utilized to Promote Cohesiveness and/or Competitiveness 34 5 Education Finance Policy and its Effect on the EAD 36 6 The Common Concepts and Measurements of Equity in Education Finance 38 6.1 The Equity Concepts Used in Education Finance 38 6.2 Measuring Equity in Educational Systems 39 6.3 Developing a New Approach 40 6.3.1 Conceptualizing Improvement-Based Allocation Mechanisms for Education 40 6.3.2 Developing a New Measurement 41 7 Conclusions 43 References 44 Why Should Tax Justice Be Part of the Solution to Finance Free Good Quality Education? A Multi-country Study: Pakistan, Ghana, Kenya and Uganda 48 1 Introduction 48 2 Methods 49 3 Why Tax Justice 50 4 How Free Is Free 51 5 What Could Be Done 55 References 57 A Historical and Conceptual Overview of School Finance Equalization Models 59 1 Introduction 59 2 Historical Development of Equalization 60 2.1 Flat Grant – First Equalization Model 61 2.2 The Foundation Program: Second Model of Equalization Featuring a Confluence of Thought from Cubberley to Mort 61 2.3 Morrison and Full State Funding 64 2.4 Other Models of Equalization 64 3 Equalization Models During the Counter-Cultural Period 65 4 Third Model of Equalization – Equal Protection and the State Education Clause 69 5 Equalization Models from 1990 to the Present Through a Specific Case Study 69 6 Fourth Model of Equalization – Equalization Programs Responding to Adequacy 71 7 Conclusion 72 References 74 Investing in Education and Equality in Mongolia 76 1 Introduction 77 2 Mongolia's Education System 79 3 Education Policy of Mongolia 80 4 Trends in Government Budget 80 5 Education Sector Spending 82 6 Education Outcomes 88 7 Conclusions 96 References 97 Economic Recession and School Finance: A Cross-National Study 100 1 Introduction 100 2 The 2008 Recession and Education Financing 102 3 Reivew of Existing Literature 105 4 Methodology 108 4.1 Identification Strategy 108 4.2 International Panel Data 110 5 Results and Findings 112 6 Conclusion 115 References 116 Financing of Higher Education Institutions: Access to Funds and Issues of Equity 119 1 Introduction 120 2 Arguments on Public Financing of Higher Education 120 3 International Trends in Funding of Higher Education 122 4 Financing of Higher Education in India 123 4.1 General Overview 123 4.2 Allocation of Resources to Higher Education in India 124 5 Empirical Findings on Fund Flow Mechanism and Utilization Patterns 129 6 Governance, Management and Issues of Autonomy 134 7 Issues of Financing: Fund Allocation, Utilization and Generation 135 8 Infrastructure Facilities and Other Basic Amenities 136 9 Grievances of the Faculties and Students 136 10 Conclusion 137 Appendix 138 References 139 Funding Mechanisms for Financing Vocational Training: An Analytical Framework 141 1 Introduction 142 2 Finance Flows in Conventional, Fragmented Training Markets 143 3 Resource Mobilization: Augmenting Funding for Training 145 3.1 Augmentation of Public Funds for Training 145 3.1.1 Cost Sharing: Earmarked Training Levies 145 3.1.2 Development Partner Support 146 3.2 Augmenting Income of Training Institutions 147 3.2.1 Cost Sharing Through Tuition Fees 147 3.2.2 Income from Production and Services 148 3.3 Private Training Provision 148 3.4 Co-financing 149 4 Encouraging Enterprise Training 150 4.1 Levy-Grant Schemes 152 4.2 Alternative Forms of Training Subsidy 155 4.3 Subsidizing Apprenticeship Training 158 5 Funding Allocation to Public Training Institutions 160 5.1 Formula Funding Options, Related to Inputs, Outputs and Outcomes 161 6 A Central Role for National Training Funds 164 6.1 Sectoral Training Funds 166 6.2 From Training Funds to National Training Authorities 167 7 Moving Towards Integrated, Competitive, Demand-Driven Training Markets 168 References 170 Part II Educational Equality and Equity 171 Equality and Equity in Education Finance: A Conceptual Analysis 172 1 Introduction 172 2 Equity as Equality 173 3 Against Equality of Opportunity 176 4 Equity as a Concern for the Less Advantaged 178 5 Needs and Merits 180 6 Equity and Educational Aims 182 References 183 The Economic Costs of Educational Inequality in Developing Countries 185 1 Introduction 185 2 Relevant Literature 188 3 Data 190 3.1 Regional Context 190 3.2 Data Sources 191 3.3 Sample Summary 192 4 Empirical Methods 196 4.1 Oaxaca-Blinder Decomposition 196 4.2 Selection Correction 199 5 Results 199 5.1 Gender 200 5.1.1 Salaried Employment 201 5.1.2 Wages 203 5.1.3 Education Inequality and Employment Inequality 204 5.2 Identity Group 205 5.2.1 Salaried Employment 206 5.2.2 Wages 208 5.2.3 Education Inequality and Employment Inequality 209 5.3 Gender-by-Identity Group 211 5.3.1 Salaried Employment 213 5.3.2 Wages 214 5.3.3 Education Inequality and Employment Inequality 216 6 Conclusion 218 References 220 Measuring (In) Equality in Education 222 1 Introduction 223 2 Measuring Inequality in Education: An International Comparison 224 2.1 Australia 224 2.2 United States 225 2.3 Israel 226 3 A New Method for Measuring Achievement (In)Equality Using Logistic Regression 227 3.1 Definition 227 3.2 Previous Studies 228 4 Method 229 4.1 Hypothesis 229 4.2 Research Variables 229 4.3 Research Method 229 5 Results 233 5.1 An Annual Analysis 234 5.2 A Longitudinal Analysis 236 6 Discussion 237 References 242 Together or Apart: Equality of Educational Opportunity in the Light of the Secular-Ultra-Orthodox Cleavage in Israel 246 1 Introduction 247 2 The Ultra-Orthodox Socio-cultural Group 249 3 The Secular-Ultra-Orthodox Cleavage: Between Consensual and Crises 250 3.1 Consensual Democracy 250 3.2 Democracy of Crises 251 4 The Struggle 252 4.1 Implementing the Core Curriculum in Ultra-Orthodox Schools 252 4.2 Opposing Perspectives 253 5 Analysis 255 5.1 Analyzing the Struggle Using the Theory of “Consensual Democracy” 256 5.2 Analyzing the Struggle Using the Theory of “Democracy of Crisis” 257 6 Summary and Conclusions 259 References 260 Choice and Efficiency in Education: New Perspectiveon the Tiebout Model 264 1 Introduction 265 1.1 Efficiency and Effectiveness 266 1.2 Efficiency Measurements 266 1.3 Choice 267 1.4 Contribution 268 2 The Model 268 2.1 Efficiency 269 2.2 Choice 269 2.3 Endogeneity 270 3 Method 271 3.1 Research Questions 272 3.2 Data 272 3.3 Variables 274 4 Results 275 5 Discussion 277 References 279 Financial Education and Equality 283 1 Introduction 284 2 Literature Review 285 2.1 Financial Education 285 2.2 Consumption Culture 287 2.3 Digital Learners and Financial Education 289 3 Method 290 3.1 Research Questions 290 3.2 Model 290 3.3 The Questionnaire 291 4 Results 291 4.1 Regression Analyses 291 4.2 Results from the T-Test 292 4.3 Results from ANOVA 293 5 Discussion 293 References 296 Conclusions and Directions for Future Research 298 References 304 Index 305 Front Matter ....Pages i-xiii Education Finance, Equality and Equity – Introduction (Iris BenDavid-Hadar)....Pages 1-15 Front Matter ....Pages 17-17 School Finance Policy and Justice (Iris BenDavid-Hadar)....Pages 19-37 Why Should Tax Justice Be Part of the Solution to Finance Free Good Quality Education? A Multi-country Study: Pakistan, Ghana, Kenya and Uganda (Maria Ron-Balsera)....Pages 39-49 A Historical and Conceptual Overview of School Finance Equalization Models (Tyrone Bynoe)....Pages 51-67 Investing in Education and Equality in Mongolia (Otgontugs Banzragch, Munkhireedui Bayanjargal)....Pages 69-92 Economic Recession and School Finance: A Cross-National Study (Ji Liu)....Pages 93-111 Financing of Higher Education Institutions: Access to Funds and Issues of Equity (Jinusha Panigrahi)....Pages 113-134 Funding Mechanisms for Financing Vocational Training: An Analytical Framework (Adrian Ziderman)....Pages 135-164 Front Matter ....Pages 165-165 Equality and Equity in Education Finance: A Conceptual Analysis (Tal Gilead)....Pages 167-179 The Economic Costs of Educational Inequality in Developing Countries (Carina Omoeva, Wael Moussa, Charles Gale)....Pages 181-217 Measuring (In) Equality in Education (Zehorit Dadon-Golan, Iris BenDavid-Hadar, Joseph Klein)....Pages 219-242 Together or Apart: Equality of Educational Opportunity in the Light of the Secular-Ultra-Orthodox Cleavage in Israel (Meidan Koresh, Iris BenDavid-Hadar)....Pages 243-260 Choice and Efficiency in Education: New Perspective on the Tiebout Model (Mor Zahavi, Iris BenDavid-Hadar, Joseph Klein)....Pages 261-279 Financial Education and Equality (Iris BenDavid-Hadar, Yaniv Hadad)....Pages 281-295 Conclusions and Directions for Future Research (Iris BenDavid-Hadar)....Pages 297-303 Back Matter ....Pages 305-309