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The introduction of per-capita education financing in former USSR countries.

机译：前苏联国家引入人均教育经费。

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摘要

It has been well documented in comparative education research that former USSR countries have tailored educational reforms in the post-independence era after reforms that were tried elsewhere. In particular, several states of the Baltic, Caucasus, and Central Asian regions have implemented general education funding models based on per-capita calculations. Various local and global actors participated in the borrowing process. In this dissertation, I try to discern why the per-capita funding model of education resonated with these actors.;I address this research question through two approaches. First, the education funding policy reforms in Georgia and Latvia are analyzed comparatively through data that were generated by the study of the policy documents and media. The policy actors, including policy-makers, technical experts, school directors, members of the civil society, and international organizations, were also interviewed. Second, the factors that influenced the policy process in Georgia and Latvia were further investigated on a wider scale. Utilizing Qualitative Comparative Analysis, 15 former USSR countries were examined on variables of education efficiency, corruption, economic capacity, and orientation toward the market-driven policies.;Based on this analysis, I demonstrate in this dissertation that the policy borrowing in education is a process of complex interactions between various actors. The per-capita funding model resonated differently with diverse actors in Georgia and Latvia, which faced both shared and unique policy environments. At the time the new funding model was introduced, Georgia was plagued with corruption and relatively low capacity in their public governance. In Latvia, the policy was introduced during a major economic crisis. The process of borrowing was highly selective, and local actors in both countries actively transformed the funding model.;One common approach to establish legitimacy of the new policy was to reference the new model to the external societies, such as the West, or to ascribe the policy agenda to the pressures originating from the international donors. The Soviet Union was also constructed as a negative counter-reference society that was considered worth departing from. After the implementation of the funding models, special efforts were made to indigenize and de-territorialize the elements of the imported global reform package.
机译：在比较教育研究中有充分的文献记载，前苏联国家在独立尝试后的改革之后，在其他地方进行了改革，从而对教育改革进行了调整。特别是，波罗的海，高加索和中亚地区的几个州已经根据人均计算量实施了普通教育资助模型。本地和全球参与者都参与了借款过程。在这篇论文中，我试图辨别为什么人均教育经费筹集模式会引起这些参与者的共鸣。我通过两种方法解决了这个研究问题。首先，通过对政策文件和媒体的研究得出的数据，对格鲁吉亚和拉脱维亚的教育资助政策改革进行了比较分析。还采访了政策制定者，包括决策者，技术专家，学校主任，民间社会成员和国际组织。其次，对影响格鲁吉亚和拉脱维亚政策进程的因素进行了更广泛的调查。利用定性比较分析，对15个前苏联国家的教育效率，腐败，经济能力以及市场驱动政策的取向等变量进行了研究。基于此分析，我证明了教育中的政策借贷是一种各个参与者之间复杂的互动过程。人均筹资模式在佐治亚州和拉脱维亚的不同参与者之间有着不同的共鸣，它们都面临着共同的和独特的政策环境。引入新的筹资模式时，格鲁吉亚饱受腐败之苦，公共治理能力相对较低。在拉脱维亚，该政策是在重大经济危机期间实行的。借贷的过程是高度选择性的，两国的地方参与者都在积极改变筹资模式。建立新政策合法性的一种常用方法是将新模式参考西方等外部社会，或者归因于应对来自国际捐助者的压力的政策议程。苏联还被建设成一个消极的反参考社会，被认为值得与之背道而驰。在实施供资模式之后，做出了特殊的努力，以本地化和取消领土范围内的进口全球改革方案的要素。

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  • 作者

    Janashia, Simon.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education.;Education policy.;Education finance.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 224 p.
  • 总页数 224
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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