School Funding Issues

The difference among responses may be because the Ukrainian students are more self-reflective, or the others are more disciplined. Although both DE and face-to-face courses have deadlines for tasks and assessments, in the face-to-face courses, students meet in person with their instructors who may support and press them to do their work. Lack of in person contact may account for the participants feeling they need to improve these skills when taking DE courses (De Paepe et al., 2018). Students expressed concerns about lacking certain skills and having certain behaviors that would lead them to be reluctant to enroll in DE courses. The need for help and preparation are some of the concerns that participants reported.

See Table B6.2 in Education at a Glance for details on the breakdown of current expenditure across all OECD countries by education level. Available evidence specifically on the importance of school inputs to produce education, suggests that learning outcomes may be more sensitive to improvements in the quality of teachers, than to improvements in class sizes. Development partners play significant roles in financing development expenditure such as construction and innovation of buildings, production or procurement of school furniture, teaching and learning materials, laboratory equipment, and transport facilities. In the area of technical assistance and capacity building, they have provided scholarships in the field of education to the members of staff. In addition, the development partners finance experts attached to some departments of the ministry, fund education-sector studies, reviews, and innovative projects, and provide links with institutions outside Zanzibar. Development of partners' contributions in education is significant and appears to be increasing, priority being given at the moment to basic and secondary education.