Mokymo lėšų skyrimo principo įgyvendinimas. Sėkmės ir problemos

The implementation of educational funds allocation principle has been initiated at Lithuanian comprehensive schools since the 1st of January 2002. Such financing scheme has been adopted in accordance with the experience of foreign countries. This scholarly study has focused on the investigation of the problems and successful results of educational funds allocation principle at comprehensive schools. Seeking to coherently analyze the issue, it has been obligatory to conduct a research at the comprehensive schools of Vilnius City, in pursuance of finding out whether the set aims of educational funds allocation have been successfully implemented. In the course of carrying out the research it has been determined that, since the introduction of educational funds allocation principle, the quality of education services has improved due to an increase of provision with textbooks, visual – technical teaching material at schools, as well as a risen number of opportunities to improve teacher’s professional skills. The funds at comprehensive schools are allocated in a more rational manner considering the factual dynamic number of students at schools. The schools that function under market conditions are more efficient financially and are more oriented towards rendering the service of higher quality. It has been clarified that financial welfare of a school only partially pertains to the number of students. Moreover, seeking to ensure the quality of learning, it is significant to create proper school environment, as educational funds allocation cannot imply warranty of overall financing of the education and learning environment. Additionally, the application of educational funds allocation principle does not ensure the effectiveness of fund usage, by reason of influential demographic tendencies, namely decreasing birthrate, ineffective school network – the number of schools is immoderate, consequently, classrooms are not completed evenly, which, in turn, also results from the use of second shift at schools. The regulations of the financing system at comprehensive schools do not explicitly explain the educational funds allocation; therefore, it remains ambiguous at what expenses attribution is given to the training of pedagogues, quality management to school’s library, pedagogic, social and psychological assistance. Together with the growth of national budget, the decline of Lithuanian demographic level, reorganization of school network and managing to fill the vacant places in the classrooms, the educational funds allocation should be on an increase.