Financing plays a critical role in achieving more inclusive education systems, and most European countries are considering how the way they fund education impacts the policy goal of more inclusive practice in schools. The way financing is determined in laws and regulations has a direct impact on decision-making and implementation in relation to identifying learners’ educational needs, diagnostic and assessment procedures that might be used. Crucially it impacts on the placement of learners in different types of provision, including separate special classes or special schools. Financing inclusive education systems differs from financing special needs education in several important ways. In addition to providing shared educational opportunities for learners with recognised additional needs with their peers in mainstream settings, financing inclusive education systems aims to enable all learners to gain access to the educational support they are legally entitled to. Financing inclusive education systems is also far more complex than financing general education as it relates to a multilevel and multi-stakeholder framework of policy and provision that includes non-educational aspects of educational provision that are needed to ensure all learners access to high-quality inclusive education. These non-educational aspects may cover factors such as accessibility of the physical environment, specialist support, different resources for reducing the functional consequences of different disabilities, as well as financial support for families in meeting the direct and indirect costs of education. Effective mechanisms for financing inclusive education systems entail the provision of additional funding and resources that encourage mainstream schools to develop inclusive education policies, as well as innovative and flexible learning environments that meet a wider range of learners’ academic and social needs and requirements. A higher amount of funding does not in itself guarantee better learning conditions; the successful implementation of inclusive education policies depends on how funds are allocated and to whom the funds are addressed, rather than solely on how much money is available. Effective inclusive education systems build upon funding mechanisms and strategies that consider and manage the deployment and manipulation of resources at the school level, governance mechanisms, capacity building, and school development approaches. All these strategies must be targeted at achieving the policy goal of more inclusive practice in all schools.
Serge Ebersold, Edda Óskarsdóttir, and Amanda Watkins
The mid-20th century marked the birth of higher education systems in the majority of the 22 Arabic-speaking countries. Driven by post-independence nationalism, ruling elites deemed education, including higher education, as a crucial part of nation-state building, next to the development of the army, bureaucracy, and economy. With government funding, new public universities were established throughout the region. Enrollment steadily increased as governments expanded access to higher education through lax admission and free or highly subsidized admission, and often guaranteeing employment for university graduates in the public sector. By the end of the 20th century, higher education became widely accessible in most Arab countries, but decades of neglect have led to a crisis in quality and research. Academic quality has deteriorated under the weight of decades of neglect from overcrowded classrooms, outdated curriculum, poor pedagogy, underpaid faculty, lack of quality mechanisms, strapped budget to limited autonomy. No more encouraging is the universities’ role as a center of knowledge discovery and innovation, given their lack of adequate qualified human and necessary physical resources. The low performance of public universities on the global ranking systems and the high unemployment rate among university graduates sums up the Arab higher education system’s inauspicious condition. During the last two decades, governments enacted various reform measures. To relieve overcrowded public universities and reduce public finance burden, countries in the region authorized private higher education. Consequently, the number of private universities has mushroomed, many of which are for-profit and exclusively focused on teaching. However, a shortage of cash and limited freedom to manage academic and administrative affairs continue to beset most public institutions. Some countries have made incremental changes, such as introduced measures to increase equity, endorsed new admission policies, and established accreditation and quality assurance bodies. The Gulf countries undertook far-reaching measures to transform the system. Cushioned by oil and gas revenues and a relatively small population, the six Gulf countries have invested considerably in upgrading public universities’ infrastructure, hiring faculty and administrative staff from abroad, and developing a research infrastructure including establishing new research-oriented universities. Consequently, the Arab higher education landscape has become increasingly diversified and with growing differences among countries. To compare the Arab countries on their current state of their higher education system, the countries are ranked on an index composed of three key aspects: access to higher education (gross enrollment ratio), equity (gross enrollment ratio for female), and publication intensity (citable documents per million inhabitants). The ranking shows the Gulf countries vying for the top spots. At the low end of the rank are countries which have been conflict-ridden or poverty-stricken.
Juan Pablo Valenzuela and Carmen Montecinos
After over 30 years of a market model for the provision of educational services in Chile, the expansion of private providers financed through state vouchers, a decrease in public school enrollments, and a highly segregated educational system with unequal learning opportunities sparked in 2006 a social movement demanding changes to the model. In this article we discuss three structural reforms implemented between the years of 2008 and 2016 aiming to increase educational quality, reverse declining enrollments in public schools, the inequitable distribution of learning opportunities, and school segregation. The Preferential School Subsidy Law, passed in 2008, acknowledges that students who are growing up under conditions of social exclusion require extra support, thus in addition to the regular voucher a subsidy is provided to vulnerable students. The Law for School Inclusion, approved in May 2015, involves four main components: expansion of state subsidies, elimination of parental co-payment, elimination of for-profit voucher schools, and elimination of school practices to select students. The National System for Teachers’ Professional Development Law, approved in 2016, addresses improvements in teachers’ working conditions as well as more rigorous requirements for university-based initial teacher preparation programs. After presenting the antecedents and key provisions of each law, we analyze their potential impacts and the risk factors that may attenuate them. Three main areas of risks are addressed: externalities, institutional capacities at various levels of the system, and changes in the economic and political support needed for long-term sustainability.