PEN Academic Publishing   |  ISSN: 1308 - 9501

Original article | International Journal of Educational Researchers 2019, Vol. 10(1) 36-41

Decentralization of Education: Demand-Side Financing

Hacı Hüseyin Taşar

pp. 36 - 41   |  Manu. Number: MANU-1902-20-0004

Published online: March 15, 2019  |   Number of Views: 35  |  Number of Download: 154


Abstract

It is an important issue to observe the measures of equality and equity in the distribution of resources related to education and of efficiency and accountability in their spending. Demand-side financing approach in education includes the issues of the freedom of school choice as part of initiating inter-school competitions, giving the ‘Education Cheque’ or the ‘Education Voucher’  to student parents and their submitting this cheque or voucher to the board of the school where school stakeholders are also included and where they send their children, within the framework of a protocol, instead of spending the determined money considering the free market conditions or transferring it directly via the education center or district units to the school account for each student studying at each school level. The purpose of this study is to create awareness among education stakeholders and researchers such as decision-makers, managers and teachers regarding the education in by examining the approaches of ‘Demand-Side Financing’ which is based on parents/ customers' initiative  in the use of financial resources allocated from the general budget for education.

Keywords: Demand-side financing, Education financing, Financing,


How to Cite this Article?

APA 6th edition
Tasar, H.H. (2019). Decentralization of Education: Demand-Side Financing . International Journal of Educational Researchers , 10(1), 36-41.

Harvard
Tasar, H. (2019). Decentralization of Education: Demand-Side Financing . International Journal of Educational Researchers , 10(1), pp. 36-41.

Chicago 16th edition
Tasar, Haci Huseyin (2019). "Decentralization of Education: Demand-Side Financing ". International Journal of Educational Researchers 10 (1):36-41.

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