Financing Elementary and Secondary Education in Ontario: Toward the Future.

Autor/in	Thom, Douglas J.
Titel	Financing Elementary and Secondary Education in Ontario: Toward the Future.
Quelle	(1990), (49 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Delphi Technique; Educational Equity (Finance); Educational Finance; Elementary Secondary Education; Foreign Countries; Models; Private Education; Public Education; School Taxes; Canada + Suchen Sie Ihr Suchwort? Delphi-Methode; Bildungsfonds; Ausland; Analogiemodell; Privatunterricht; Öffentliche Erziehung; Kanada
Abstract	The British North America Act of 1867 mandates the education of Canadians as a provincial responsibility, although some funding comes from federal sources and municipalities share expenditures with provincial authorities. This paper summarizes a study that investigated effective methods of financing elementary and secondary education in Ontario. The current education funding model, based on a mill rate grant plan, provided a framework for describing, expanding, and revising the system. Several research questions were addressed under the following headings: (1) governance of education; (2) revenue from taxation and federal grants; (3) budgeting; (4) expenditures; and (5) issues for the future. Using a Delphi technique, a sample of 20 knowledgeable individuals were asked to reach a consensus on the "best" future financing scheme through addressing the research questions. Results are summarized under the headings for those questions. In recent years, the funding of Ontario public education has undergone rigorous review. Key issues examined are expansion of the separate (Catholic) and independent school systems, pooling of commercial and industrial assessment, ceiling limits, tax bases, sharing of control, and the provision of equality and equity. Findings indicate the importance of maintaining a proper balance between political and educational motives in decisions, and highlights the need for developing healthy attitudes toward the value of education and schools. Several directions from these findings are presented. Five figures and two tables are appended. (21 references) (MLH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC