PEMBIAYAAN PENYELENGARAAN PENDIDIKAN DI MADRASAH (Penelitian di MTs Baabussalaam Kota Bandung)

The source of funds for the Bandung City MTs Baabussalaam only relies on the government through the School Operational Assistance (BOS) funds, the disbursement of BOS funds is often late from the stipulated time. The purpose of this study was to find out the financing of madrasa organization at MTs Baabussalaaam, Bandung City. This study uses a case study method. Data collection is done by interviews and documentation studies. The results of the study showed that the implementation of educational funding at MTs Baabussalaam, Bandung City, namely; BOS funds received from the central government and regional governments are given gradually four times a year, currently twice a year according to the applicable regulations. New funds received in 2017 amounting to 206,802,500 rupiahs. Allocation of the education budget is only sufficient for monthly teacher honorarium payments. Madrasah students are only charged extracurricular activities, but not all make payments (198 students X Rp. 20,000 = Rp. 3,980,000). The conclusions of this study that the highest need for education funding at MTs Baabussalaam in Bandung City is the payment of honorarium for Non-Civil Servant Teachers, there needs to be an effort to increase the government's commitment to financing education so that it supports all components of madrasa activities, and reaches national standards. When disbursement of education costs needs to be timely in accordance with the calendar of investigation. In order for parents to participate in financing good education, it must be balanced by providing quality assurance to education consumers.

The Basic concept of Economic Education At the Level of Supra Structure and Inrastruktur Politics in Indonesia

This article aims to get an overview of how basic concepts of economics ofeducation at the level of the supra-structure and infra-political structure inIndonesia. In that state of supra structure that includes the legislative, executive,judicial, and other state institutions, the government of Indonesia has made apolicy in writing that stated in the mandate of the constitution the Constitutionof 1945 of the State's obligation in financing education in Indonesia. Educationfunding is contained in Article 31 paragraph (4) of the 1945 Constitution thatthe State prioritize the education budget by 20% from APBN/APBD. If seen in astate of infra-structure that covers the center of the political power of thepeople, contained in elements of social organization, political figures,community leaders, the tools of political communication, and especially apolitical organization or political party is able to affect the workings of theapparatus of the public to express, distribute, translate, convert demands,support and the specific problems associated with the public interest, especiallyin this case the education sector, the government has given freedom inexpressing their opinions. It is proved that the Indonesian State has beenattempted in the give attention to education for its citizens. Because with aquality education will be able to improve economic growth and development ina Country. However, the education budget by 20% is considered not able tomaximize the improvement of the quality of education in Indonesia, so the needfor a new policy in increasing the percentage of the budget for education.

PENDIDIKAN MEWUJUDKAN GENERASI BERKARAKTER

The character of education is a system of instilling character values to students which includes components of knowledge, awareness or willingness, and action. The implementation of these values, among others, is good to God Almighty, yourself and fellow humans. The process can be pursued through the character education such as curriculum content, learning processes, and assessments, quality of relationships, handling or management of subjects, school management, implementing extracurricular activities, empowering infrastructure, financing education, and cooperation of all citizens and school environment collaboratively and systemically.

Changing the modern educational paradigm on the example of European Union and Ukraine

The purpose of the present academic paper lies in identifying the transformational processes of the educational paradigm within European countries. The research methodology is quantitative; it is based on the method of statistical analysis of development indicators of the EU states’ education systems according to Eurostat, the World Bank 2009-2019. The results demonstrate a significant differentiation of the integration of different educational paradigms within European countries. The experience of the EU states bears evidence to the differentiation of mechanisms for financing education. In general, the following financing mechanisms predominate, namely: 1) centralized + local + local transfers (7 countries); 2) centralized in 6 countries; 3) centralized + local transfers in 5 countries; 4) local + local transfers in 5 countries. The theoretical and practical value of the research lies in considering the identified slow transformations of educational paradigms by international organizations when developing a policy for ensuring the quality of education within the EU.

FINANCING OF GENERAL SECONDARY EDUCATION INSTITUTIONS IN THE CONDITIONS OF DECENTRALIZATION: PROBLEMS AND PROSPECTS OF DEVELOPMENT

The article investigates the main ways of financing general secondary education institutions in Ukraine and developed foreign countries. The main world models of education financing are considered. The foreign experience of management and financing of general secondary education is generalized. Some measures are proposed to eliminate problems with the allocation and use of financial resources for education. The purpose of the study is to identify the features of the system of financing of general secondary education at the present stage and to outline the directions of its reform in the conditions of decentralization and administrative reform based on foreign best practices. The article presents the main models of financing education in different countries. The main problems characteristic of the education sector are identified. There is an imperfect funding mechanism, based on directing funds for the maintenance of general secondary education, rather than on ensuring the quality of education in accordance with the principle of «money follows the child», lack of incentives and opportunities for professional development of teachers. The analysis shows that, despite the reform of general secondary education in Ukraine and the planned positive changes and new opportunities due to administrative and financial decentralization, there are a number of factors that negatively affect the financial security of the education sector. These include: shortage of professionals with experience who could implement new powers and manage the distribution of financial resources on the ground, irregular receipt of budget funds and non-transparency of their distribution at the regional and local levels, corruption in education authorities, low financial capacity of communities, imperfection legislation, conflicts over school closures. Therefore, a special role in the process of reforming education should be played by the system of management and control over the activities of budgetary institutions for the efficient use of financial resources of the state. To improve the situation at this stage, the policy of financing education should be formed in accordance with the Constitution of Ukraine, which regulates the allocation of at least seven percent of GDP for education and socio-economic feasibility of budget expenditures. It is expedient to reform general secondary education by combining domestic and world experience.

Financing the development of the regional vocational training system: qualitative changes

Innovative development of the national economy is Russia's main strategic aim in a globally competitive environment. In general, innovation processes should start with transformations within regions, as it is the regions in Russia that form the basis of the national economic system. The purpose of this paper is to identify prospective directions for qualitative changes in the development of the regional vocational education system, which is the object of the study. The authors focus on the financing of regional vocational education system development, since this system is considered one of the most important factors of economic competitiveness, national security, and at the same time, vocational training is the basis for human capital accumulation and development. Regional programs, which are one of the instruments for financing education systems at regional level, are analyzed.

The sustainable human capital development and financing of education in Europe and Ukraine

Human capital is a key to unlocking a child’s potential and to improving economic growth in every country. But the COVID-19 pandemic threatens hard-won gains in health and education over the past decade, especially in the developing countries. The research is devoted to the analysis of the European experience of financing education for sustainable human capital development and provides practical recommendations for implementing tools for financing education for sustainable human capital development in Ukraine. In order to achieve the stated purpose theoretical bases, legislative and regulatory official documents were analyzed. The main problematic areas are: participation of adults in learning; the share of employed graduates; the low level average expenditure per pupil/student and others. The review shows that the most perspective approaches to financing education for sustainable human capital development are partnership of governments, local authorities, educational, business and household institutions; reform the mechanism of education funding. As a result, the roles of the EU and international organizations in the development of mechanisms and tools for financing education at all levels by different groups of actors have been identified. The objective need for cooperation of international organizations, state institutions, economic entities and human capital carriers to finance quality and affordable education is substantiated. The results of the study can be used in governance models. The study actualizes the value of human capital development and financing of education, and proves their impact on the sustainable growth.

PRINCIPLES AND PROBLEMS OF FINANCIAL PROVISION OF EDUCATION TO PERSONS SENTENCED TO IMPRISONMENT

The purpose of the article is to study the economic and legal problems of financing the education of persons sentenced to imprisonment, realization of their constitutional right and to propose to eliminate existing gaps in the legislation. Methodology. The survey is based on an analysis of the principles of financing education, including prison education, on the procedure and problems of financing education for persons sentenced to imprisonment. The principles, good practice and problems of providing educational services in Singapore, Japan, Hong Kong, South Korea, Finland, the Netherlands, Canada, Poland, Germany, Ireland, Great Britain, the USA, Estonia, Kazakhstan, Ukraine, the Russian Federation are considered. Sourcing of education (state, non-state and mixed) are investigated. The analysis of macro indicators of social and economic development of the countries, in which certain system of financing of education operates, is carried out. Emphasis is placed on the fact that the country's development largely depends on the share of gross domestic product spent on research. Only if the cost of science exceeds 0.9% of gross domestic product, it can be said about the impact of science on the development of the state economy. It is concluded that most European countries use the so-called principle of "funding formula", according to which the state allocates financial resources to higher education institutions in amounts determined by special indicators, such as high quality of education, number of students, labor intensity and material consumption of the education process. Results. In the process of studying the state policy on financing the educational system, it has been concluded that tthe most developed countries with a sufficiently high level of gross domestic product per capita have the state system of financing higher education. The main positive feature of penitentiary educational systems is their focus on the prisoner as an individual to provide his or her needs, the opportunity to acquire professional skills and, in the future, to integrate into society and restore his or her social status easily. The authors also conclude that due to certain difficulties in obtaining education by prisoners, namely, most of these persons cannot get an education because they are in isolation from society, their attendance at school is impossible, the way out of this situation is distance learning. Practical implications. . Proposals have been made, according to which higher education for persons sentenced to imprisonment should be regarded as paid activity along with work, and the possibility of obtaining distance education should be enshrined in law. Value/originality. The article provides proposals for amendments to the legislation in the field of education for persons sentenced to imprisonment in some post-Soviet countries for the harmonization of regulations.