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National Education Accounts: A decade of implementation

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Abstract:

Use of evidence-based plans and policy reforms is increasingly important for maximizing the impact of the meager allocations to education in most developing countries. While most national ministries and state departments of education routinely collect broad estimates and numbers, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of National Education Accounts (NEA), a tool for measuring education expenditures in a systematic policy-friendly manner, first used in 2003-04. In essence, NEA measures the financial pulse of an education system answering four key questions: Who is financing education? How much do they spend? How are funds distributed across different education providers, levels and activities? Who benefits from or receives the services? NEA gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence based decision-making. In addition, the use of a standard classification of expenditures allows for data from NEA to be comparable between and within countries and provides information to policy-makers that enables them to discern system-wide inequities and identify areas that require changes in policy.
This paper provides an overview of the methodology and a summary of findings from NEA conducted in various countries over the past decade and presents examples of breakdown of education spending by public and private sources as well as donor agencies from an analysis of publicly available NEA reports.
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Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p717926_index.html
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MLA Citation:

Chawla, Deepika. "National Education Accounts: A decade of implementation" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p717926_index.html>

APA Citation:

Chawla, D. "National Education Accounts: A decade of implementation" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p717926_index.html

Publication Type: Panel Paper
Abstract: Use of evidence-based plans and policy reforms is increasingly important for maximizing the impact of the meager allocations to education in most developing countries. While most national ministries and state departments of education routinely collect broad estimates and numbers, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of National Education Accounts (NEA), a tool for measuring education expenditures in a systematic policy-friendly manner, first used in 2003-04. In essence, NEA measures the financial pulse of an education system answering four key questions: Who is financing education? How much do they spend? How are funds distributed across different education providers, levels and activities? Who benefits from or receives the services? NEA gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence based decision-making. In addition, the use of a standard classification of expenditures allows for data from NEA to be comparable between and within countries and provides information to policy-makers that enables them to discern system-wide inequities and identify areas that require changes in policy.
This paper provides an overview of the methodology and a summary of findings from NEA conducted in various countries over the past decade and presents examples of breakdown of education spending by public and private sources as well as donor agencies from an analysis of publicly available NEA reports.


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Assessing the National Implementation of the No Child Left Behind Act in Juvenile Justice Education Systems


 
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