Financially Self-Sustainable Primary Schools : an Analysis of Four Cases
Spicci, Mauro (2020)
Spicci, Mauro
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202004255898
https://urn.fi/URN:NBN:fi:amk-202004255898
Tiivistelmä
One of the most interesting, yet least investigated plans to promote sustainable education in developing countries is represented by the implementation of Financially Self-Sustainable School plans, which support schools to become financially self-sustainable institutions.
The aim of the research was to study the reasons why in the field of primary school education Financially Self-Sustainable School plans do not reach the goal of full financial self-sustainability in developing countries.
The research involved the interaction with the heads of four primary Low-Cost Private Schools (LCPs) located in different geographic areas of the developing world (Paraguay; Zambia; Uganda), in which a plan for Financial Self-Sustainability was launched. A questionnaire was used to collect the data.
The data collected through the interviews made it possible to identify the types of initiatives implemented or launched in the schools that adopted plans for financial self-sustainability, the variety of reasons why a plan for financial self-sustainability was launched in the schools involved in the interviews, the different ways in which the various members of the school community reacted to the idea, and the difficulties that respondents encountered in defining, implementing or running plans for financial self-stability in their school environments.
The analysis allowed the formulation of two kinds of conclusions: first, the cases analysed show that full financial self-sustainability for primary schools in developing countries is a goal that is often impossible to reach; second, it shows that the implementation of a plan of financial self-sustainability in developing countries is not a failure, but a tool to promote sustainable education in practical, successful, and more sustainable ways.
The aim of the research was to study the reasons why in the field of primary school education Financially Self-Sustainable School plans do not reach the goal of full financial self-sustainability in developing countries.
The research involved the interaction with the heads of four primary Low-Cost Private Schools (LCPs) located in different geographic areas of the developing world (Paraguay; Zambia; Uganda), in which a plan for Financial Self-Sustainability was launched. A questionnaire was used to collect the data.
The data collected through the interviews made it possible to identify the types of initiatives implemented or launched in the schools that adopted plans for financial self-sustainability, the variety of reasons why a plan for financial self-sustainability was launched in the schools involved in the interviews, the different ways in which the various members of the school community reacted to the idea, and the difficulties that respondents encountered in defining, implementing or running plans for financial self-stability in their school environments.
The analysis allowed the formulation of two kinds of conclusions: first, the cases analysed show that full financial self-sustainability for primary schools in developing countries is a goal that is often impossible to reach; second, it shows that the implementation of a plan of financial self-sustainability in developing countries is not a failure, but a tool to promote sustainable education in practical, successful, and more sustainable ways.