The Effects of Per-Capita Funding on School Funding Adequacy and Equity in Kazakhstan: School Principals’ Voices on Educational Finance Reform

Based on Kazakhstan's school administrator survey data, this study examined whether the formula-based per-capita funding (PCF) created adequate and equitable allocations of public mainstream school resources and opportunities compared to the conventional line-item budget funding. It employed a...

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Published inKEDI journal of educational policy pp. 103 - 123
Main Authors Ali Ait Si Mhamed, Jaekyung Lee, Rita Kasa
Format Journal Article
LanguageEnglish
Published 한국교육개발원 01.06.2025
Subjects
교육학
Online AccessGet full text
ISSN1739-4341
DOI10.22804/kjep.2025.22.1.005

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Abstract Based on Kazakhstan's school administrator survey data, this study examined whether the formula-based per-capita funding (PCF) created adequate and equitable allocations of public mainstream school resources and opportunities compared to the conventional line-item budget funding. It employed a propensity score matching method to compare PCF vs. non-PCF schools. Overall, the PCF effects on school funding adequacy were positive but limited in that they helped schools address relatively cheaper or quicker fixes (e.g., maintenance and ICT) instead of more fundamental restructuring upgrades (e.g., infrastructure and personnel). Further, the PCF effects on education equity for students with special needs were meager, demonstrating the need for strategic and inclusive support. Policy implications are discussed based on the lessons of Kazakhstan school finance reform. KCI Citation Count: 0
AbstractList Based on Kazakhstan's school administrator survey data, this study examined whether the formula-based per-capita funding (PCF) created adequate and equitable allocations of public mainstream school resources and opportunities compared to the conventional line-item budget funding. It employed a propensity score matching method to compare PCF vs. non-PCF schools. Overall, the PCF effects on school funding adequacy were positive but limited in that they helped schools address relatively cheaper or quicker fixes (e.g., maintenance and ICT) instead of more fundamental restructuring upgrades (e.g., infrastructure and personnel). Further, the PCF effects on education equity for students with special needs were meager, demonstrating the need for strategic and inclusive support. Policy implications are discussed based on the lessons of Kazakhstan school finance reform. KCI Citation Count: 0
Author Ali Ait Si Mhamed
Rita Kasa
Jaekyung Lee
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Title The Effects of Per-Capita Funding on School Funding Adequacy and Equity in Kazakhstan: School Principals’ Voices on Educational Finance Reform
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