Jamaica School Finance : SABER Country Report 2012

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作者：

World Bank

来源地址：

http://hdl.handle.net/10986/21760

关键词：

ABSENTEEISM;  ACADEMIC YEAR;  ACCESS TO EDUCATION;  ACCESS TO TEXTBOOKS;  ANNUAL SCHOOL CENSUS;  AVAILABILITY OF TEACHERS;  AVAILABILITY OF TEXTBOOKS;  BASIC EDUCATION;  BASIC EDUCATION POLICY;  CLASSROOMS;  COGNITIVE SKILLS;  CURRICULUM;  DECENTRALIZATION;  DISABLED CHILDREN;  DISADVANTAGED STUDENTS;  ECONOMICS OF EDUCATION;  EDUCATION BUDGET;  EDUCATION EXPENDITURE;  EDUCATION EXPENDITURES;  EDUCATION FINANCE;  EDUCATION MANAGEMENT;  EDUCATION PLANNING;  EDUCATION POLICIES;  EDUCATION SPENDING;  EDUCATION STATISTICS;  EDUCATION SYSTEM;  EDUCATION SYSTEMS;  EDUCATIONAL INPUTS;  EDUCATIONAL PLANNING;  EDUCATIONAL RESOURCES;  ENROLMENT BY GENDER;  ENROLMENTS;  FREE BASIC EDUCATION;  FUTURE EDUCATION;  GIRLS;  GRADE REPETITION;  HIGH QUALITY EDUCATION;  HIGHER LEARNING;  HUMAN DEVELOPMENT;  HUMAN RESOURCES;  INCLUSIVE EDUCATION;  INFORMED DECISION MAKING;  INSTRUCTION;  INSTRUCTIONAL MATERIALS;  LEARNING;  LEARNING ENVIRONMENT;  LEARNING GOALS;  LEARNING LEVELS;  LEARNING MATERIALS;  LEARNING OPPORTUNITIES;  LEARNING OUTCOMES;  LEARNING POLICIES;  LEARNING PROCESS;  LEARNING RESOURCES;  LEARNING TIME;  LIBRARIES;  LITERATURE;  MAINSTREAM SCHOOLS;  MINISTRIES OF EDUCATION;  MINISTRY OF EDUCATION;  NATIONAL ASSESSMENT;  NATIONAL ASSESSMENTS;  NATIONAL EDUCATION;  NATIONAL EDUCATION AUTHORITIES;  NATIONAL EXAMINATIONS;  NET ENROLMENT;  NET ENROLMENT RATES;  NUMBER OF SCHOOLS;  NUMBER OF STUDENTS;  PAPERS;  PRIMARY EDUCATION;  PRIMARY ENROLMENT;  PRIMARY GRADES;  PRIMARY LEVEL;  PRIMARY SCHOOL;  PRIMARY SCHOOL STUDENTS;  PRIMARY SCHOOLS;  PRIMARY STUDENTS;  PROFICIENCY;  PUBLIC EXPENDITURE;  PUBLIC EXPENDITURE ON EDUCATION;  PUBLIC FUNDS;  PUBLIC SCHOOLS;  QUALIFIED STUDENTS;  QUALIFIED TEACHERS;  QUALITY EDUCATION;  QUALITY OF EDUCATION;  READING;  RESEARCHERS;  RESOURCES FOR EDUCATION;  SCHOOL ADMINISTRATORS;  SCHOOL ATTENDANCE;  SCHOOL BUILDINGS;  SCHOOL CONSTRUCTION;  SCHOOL DAYS;  SCHOOL DIRECTORS;  SCHOOL FACILITIES;  SCHOOL FACTORS;  SCHOOL FEES;  SCHOOL FINANCE;  SCHOOL FUNDING;  SCHOOL IMPROVEMENT;  SCHOOL INSPECTIONS;  SCHOOL LEVEL;  SCHOOL PERFORMANCE;  SCHOOL TEACHER;  SCHOOL YEAR;  SCHOOLING;  SECONDARY EDUCATION;  SECONDARY SCHOOL;  SECONDARY SCHOOL STUDENTS;  SECONDARY SCHOOLS;  SECONDARY STUDENTS;  SPECIAL EDUCATION;  SPECIAL NEEDS;  SPECIAL SCHOOLS;  STUDENT ACHIEVEMENT;  STUDENT ASSESSMENT;  STUDENT ATTENDANCE;  STUDENT GROUPS;  STUDENT LEARNING;  STUDENT PERFORMANCE;  STUDENT TEACHER RATIOS;  STUDENTS IN MATHEMATICS;  TEACHER;  TEACHER RATIOS;  TEACHER SALARIES;  TERTIARY EDUCATION;  TEXTBOOK;  TEXTBOOKS;  TUITION;  TUITION FEES;  UNIVERSAL ENROLMENT;  YOUTH;  YOUTH POPULATION;  Report; 

年份：

2012

出版地：

Washington,USA

语种：

English

摘要：

Although the availability of financial resources does not guarantee quality education, it is impossible to achieve this goal without adequate resources which often come from public sources. Understanding how to use resources for education wisely should thus be a top priority for education policymakers. Systems approach for better education results (SABER) school finance informs this conversation with a focus on the policies that drive performance in a school finance system. SABER school finance collects, analyzes, synthesizes, and disseminates comprehensive information on school finance policies in primary and secondary education across a range of different education systems. To describe the essential functions of an education finance system, SABER school finance collects information in five data collection areas: (i) school conditions and resources; (ii) allocation mechanisms; (iii) revenue sources; (iv) education spending; and (v) fiscal control and capacity. SABER school finance determines the extent to which the system effectively provides resources so that all children can learn, using six policy goals widely shared across countries: (i) ensuring basic conditions for learning; (ii) monitoring learning conditions and outcomes; (iii) overseeing service delivery; (iv) budgeting with adequate and transparent information; (v) providing more resources to students who need them; and (vi) managing resources efficiently. This country report uses this framework to characterize and assess the education finance system in Jamaica.