Using quantitative data in World Bank per-student funding reform projects: data, designs and dilemmas in transition countries
Using quantitative data in World Bank per-student funding reform projects: data, designs and dilemmas in transition countries
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在世界银行生均资助改革项目中使用定量数据：转型国家的数据、设计和困境
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发表时间：
2014
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通讯作者：
R. Levačić
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作者：
R. Levačić
自 20 世纪 80 年代末以来，教育系统越来越多地采用按学生分配的方式为普通教育分配资金。这一趋势始于发达经济体，后来扩展到转型经济体和发展中经济体，世界银行在这些经济体推动了每名学生资助（PSF）的采用。但是，通过将 PSF 等特定改革纳入由世界银行赠款或贷款资助的一揽子特定部门发展项目以及雇用当地和国际专家人员来促进特定改革，并不能保证成功实施。本文探讨了转型国家在学校层面实施 PSF 的经验，比较了保加利亚、摩尔多瓦和科索沃迄今为止（2013 年）不同程度的成功。本文考虑了为学校设计 PSF 公式所固有的困境、每个国家的情况如何以及实施成功率不同的原因。
Since the late 1980s, education systems have increasingly moved to allocating funding for general education by means of a per-student formula. The trend started with developed economies and moved to transition and developing economies, where the World Bank has promoted the adoption of per-student funding (PSF). But promoting a particular reform, such as PSF, by including it in a package of sector-specific development projects funded by World Bank grants or loans, and employing local and international specialist staff do not guarantee successful implementation. This paper examines experience with implementing PSF to school level in transition countries, comparing varying degrees of success to date (2013) in Bulgaria, Moldova and Kosovo. The paper considers the dilemmas inherent in designing PSF formulae for schools, how this played out in each of the countries and the reasons for varying success in implementation.