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Journal articles on the topic 'Educational funding'
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&NA;. "Educational Funding—Who Pays?" Journal of Neuroscience Nursing 44, no. 4 (August 2012): 175–76. http://dx.doi.org/10.1097/jnn.0b013e31826018fb.
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Poole, Millicent E. "Educational research funding in Australia." Australian Educational Researcher 17, no. 1 (May 1990): 49–58. http://dx.doi.org/10.1007/bf03219465.
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Lundy, Rochelle, and Reilly Curran. "Desperately seeking funding: library guides to student funding." Reference Services Review 48, no. 3 (July 23, 2020): 415–31. http://dx.doi.org/10.1108/rsr-03-2020-0021.
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Purpose This study aims to examine online research guides as a measure of academic library support for students seeking educational funding opportunities. Design/methodology/approach The library websites of 38 members of a regional academic library consortium were examined for guides that address funding for educational purposes. The guide content was manually reviewed. Information regarding institutional characteristics was gathered from the Carnegie Classification of Institutions of Higher Education. Findings Despite relatively few reports of educational funding support in the library literature, online guides exist at 42% of studied institutions. However, few guides are comprehensive and many lack features that promote discoverability. Instructional content – guidance, advice or information beyond resource descriptions – and in-person funding support rarely appear in the studied guides, presenting opportunities for academic libraries to contribute to student retention and success. Practical implications This paper provides information on and examples of online guides to educational funding useful to academic libraries looking to support students facing affordability concerns. Originality/value This paper contributes to the literature on non-disciplinary uses of online research guides and is the first to survey academic library guides on educational funding opportunities.
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Harrison, Sarah. "Overseas nurses free educational denied funding." Nursing Standard 19, no. 35 (May 11, 2005): 10–11. http://dx.doi.org/10.7748/ns.19.35.10.s12.
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Greer, David M., Jeremy Moeller, Diego R. Torres, Madhu Soni, Salvador Cruz, Letitia Tornes, Huned Patwa, Laurie Gutmann, Ralph Sacco, and Steven Galetta. "Funding the Educational Mission in Neurology." Neurology 96, no. 12 (February 8, 2021): 574–82. http://dx.doi.org/10.1212/wnl.0000000000011635.
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Although it is self-evident that education in neurology is important and necessary, how to fund the educational mission is a frequent challenge for neurology departments and clinicians. Department chairs often resort to a piecemeal approach, cobbling together funding for educators from various sources, but frequently falling short. Here, we review the various sources available to fund the educational mission in neurology, understanding that not every department will have access to every source. We describe the multiple different teaching models and formats used by the modern student and educator and their associated costs, some of which are exorbitant. We discuss possible nonfinancial incentives, including pathways to promotion, educational research, and other awards and recognition. Neurological education is commonly underfunded, and departments and institutions must be nimble and creative in finding ways to fund the time and effort of educators.
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Smirnov, D. A., V. P. Pavlov, and M. S. Trofimov. "The Legislative Innovations in Educational Funding." EUROPEAN RESEARCH STUDIES JOURNAL XXI, Issue 4 (November 1, 2018): 567–76. http://dx.doi.org/10.35808/ersj/1144.
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Rasmussen, Palle. "Educational research – public responsibility, private funding?" Nordic Journal of Studies in Educational Policy 8, no. 1 (December 22, 2021): 65–74. http://dx.doi.org/10.1080/20020317.2021.2018786.
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Ulwiyah, Nur, Asrop Safii, Mujianto Solichin, Muhammad Syafii, Ali Muhsin, Lilik Maftuhatin, and Dhikrul Hakim. "Policy on the Provision of Educational Funding for State and Private Higher Education Institutions." International Journal of Research Publication and Reviews 4, no. 3 (March 2023): 838–45. http://dx.doi.org/10.55248/gengpi.2023.32036.
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Santo-Novak, Debra A. "P.R.I.C.E. – A Funding Model for Educational Viability." Journal of Nursing Education 29, no. 3 (March 1, 1990): 142–44. http://dx.doi.org/10.3928/01484834-19900301-11.
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Biddle, Bruce J. "Better Ideas: Expanded Funding for Educational Research." Educational Researcher 25, no. 9 (December 1996): 12–14. http://dx.doi.org/10.3102/0013189x025009012.
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McNicol∗, Don. "Educational Profiles, Funding Levels, and Co‐ordination." Journal of Tertiary Education Administration 10, no. 1 (May 1988): 27–37. http://dx.doi.org/10.1080/0157603880100103.
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Horn, Susan. "COMMUNAL FUNDING AS A QUALITATIVE EDUCATIONAL TOOL." Jewish Education 55, no. 2 (March 1987): 27–41. http://dx.doi.org/10.1080/0021642870550206.
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Kuzmin, O., and M. Yastrubskyy. "Peculiarities of Higher Educational Establishments Funding Accounting: National and Foreign Experience." Economics, Entrepreneuship, Management 3, no. 2 (2016): 1–6. http://dx.doi.org/10.23939/eem2016.02.001.
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Mercer, Kerri Russo. "The Importance of Funding Postsecondary Correctional Educational Programs." Community College Review 37, no. 2 (September 23, 2009): 153–64. http://dx.doi.org/10.1177/0091552109348044.
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Rini, Indra Waspada. "Funding Problems in Educational Institution: Morality and Professionalism Perspectives." Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora 10, no. 1 (January 1, 2024): 73–80. http://dx.doi.org/10.37567/alwatzikhoebillah.v10i1.2362.
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To achieve these educational goals, adequate facilities and infrastructure are needed so adequate funding is also needed. However, in educational institutions in Indonesia, there are still a number of problems related to education funds and funding. The problems that occur in private schools and government schools are generally different. However, in several ways, there are similarities This study aims to review the problems that occur in education funds and funding in Indonesia. This study belongs to library research or library research with a qualitative research type. Based on this study, it was found that several problems that commonly occur with education funds and funding in Indonesia include misappropriation of BOS funds, lack of funding, and low quality of management of education funds. This problem provides an overview of the morality of the fiduciary, the quality of school performance, and professionalism in education.
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Hochmuth, George J., and Donald N. Maynard. "Generating Private-Sector Funding for Extension Programs." HortTechnology 12, no. 3 (January 2002): 495–98. http://dx.doi.org/10.21273/horttech.12.3.495.
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Delivery of modern extension programs involves considerable expenses that are becoming scarce from traditional sources. Successful extension educational programs will need to find additional revenue sources to fund educational materials, speaker costs, conferences, and other needs. It is important to become as financially efficient as possible and sometimes this means consolidating some programs and eliminating others. Charging fees to attendees is one means of covering costs of delivering programs. The University of Florida is partnering with the agriculture industry and trade journal publishers to provide resources and publishing for educational programs and materials.
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Rahman, Ahmad Taufek Abdul, Mohd Hafiz Hanafiah, Umi Marshida Abd Hamid, Nor Azura Md Ghani, and Nur Adilah Md Zain. "Return on investment from educational research grant funding: deliverables and measurement." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (February 1, 2024): 100. http://dx.doi.org/10.11591/ijere.v13i1.26632.
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This paper investigates the return on investment (ROI) paradigm from fundamental educational research grant funding perspectives. The researchers conducted a wide-ranging literature search regarding the educational research grant funding ROI from public policy and economics viewpoints. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) were utilized to identify and analyze research articles and original reports related to ROI from educational research grant funding. The research data were screened through a literature review based on the inclusion criteria, namely study focusing on return on investment of educational research funding and study published between 2001 and 2021 (as of December 2022). This study found evidence that ROI calculation from fundamental educational research grants is not straightforward and varies. Besides, most available research focuses on research impact rather than economic and intrinsic research value. Based on the compiled literature on research-related performance attributes, this study identified three distinct deliverables of educational research funding: tangible output, intangible output, and research outcome. The present research proposes more robust and reliable methods for measuring the ROI of fundamental educational research impact, potentially generating a much-inform decision-making and resource allocation in educational research grant funding.
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Kopaska-Merkel, David C. "Innovative Funding Of Educational Outreach By A State Agency." Journal of Geoscience Education 49, no. 2 (March 2001): 146–49. http://dx.doi.org/10.5408/1089-9995-49.2.146.
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Kim, Sujin, Jaewoo Do, and Seongguk Kang. "Development of Feasibility Analysis Frame of Educational Funding Projects." Institute for Education and Research Gyeongin National University of Education 41, no. 2 (June 30, 2021): 247–70. http://dx.doi.org/10.25020/je.2021.41.2.247.
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Westbrook, Kathleen C., and Stephen T. Kerr. "Chapter III: Funding Educational Technology: Patterns, Plans, and Models." Teachers College Record: The Voice of Scholarship in Education 97, no. 6 (November 1996): 49–72. http://dx.doi.org/10.1177/016146819609700604.
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Jahangir, A. Alex, John H. Flint, and Samir Mehta. "Funding of Educational Opportunities in Orthopaedic Surgery Residency Training." Journal of Bone and Joint Surgery-American Volume 91, no. 6 (June 2009): 1542–45. http://dx.doi.org/10.2106/jbjs.h.01645.
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Magen, J., and M. Richards. "Funding the Educational Mission: Challenges to Departments of Psychiatry." Academic Psychiatry 35, no. 2 (March 1, 2011): 106–9. http://dx.doi.org/10.1176/appi.ap.35.2.106.
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Nazukova, Nataliia. "Public funding of education as a factor of economic growth." Economy and forecasting 2020, no. 2 (October 12, 2020): 72–90. http://dx.doi.org/10.15407/econforecast2020.02.072.
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The main approaches to the analysis of the impact of education on economic growth consist in assessing the link between economic growth indicators (GDP/GDP growth per capita) and three groups of educational indicators: quantitative ones (educational attainment – coverage of population by an education level), qualitative ones (standardized grades of students) and the amounts of educational funding. At the same time, educational attainment and the quality of knowledge obtained depend on the amount of educational funding. The article proves that there is a significant positive relationship between indicators of state funding of higher and secondary education per student and a country's total factor productivity. At the same time, there is no unified optimal scheme for the distribution of public funding between the educational levels: to accelerate the pace of economic growth, some countries prioritize primary education, others – secondary or higher education. As stated in the article, this depends on the country's technological level, the existing educational and professional structure of human capital, and such contextual factors, as the quality of institutions in the country. The article discusses practical approaches to financing various levels of education at the expense of public and private funds, where the latter are presented in the context of private funds, and state transfers to families with students – that is public-to-private transfers. The article concludes that public educational funding – both direct and in the form of public-to-private transfers – concidered at various levels, indicates prioritization of the specific educational and professional composition of human capital. The results of the study indicate the need to harmonize approaches to budgetary processes in the field of educational funding with a country's technological, qualificational, and institutional prerequisites, as well as with strategic forecasts of the socio-economic development of national economies.
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Stacey, Paul. "Government support for open educational resources: Policy, funding, and strategies." International Review of Research in Open and Distributed Learning 14, no. 2 (June 3, 2013): 67. http://dx.doi.org/10.19173/irrodl.v14i2.1537.
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<p>Foundations like Hewlett, Mellon, and Gates provided start-up funding and support that nurtured the field of open educational resources (OER) from infancy to a robust early adolescence characterized by energy and idealism (Casserly & Smith, 2008). However, foundation grants typically focus on establishing exemplars and cannot be relied on for sustaining ongoing operations or generating widespread adoption. One strategy for sustaining and expanding OER is for governments and public funding to take over from the early stage funding foundations provided (Stacey, 2010).</p>
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Lyapuntsova, Elena Viacheslavovna, Julia Mikhailovna Belozerova, and Vita Vladimirovna Vlasova. "Actual problems of attracting funding for scientific and educational activities." BIO Web of Conferences 107 (2024): 05011. http://dx.doi.org/10.1051/bioconf/202410705011.
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The article aims to analyze the changing role of higher education teachers both in general and in the context of their necessity and ability to participate in fund raising for scientific and educational activities. Using methods of analysis and systematization, the authors examined the role of a teacher in the light of the concept of sustainable development goals developed by the UN General Assembly. Namely, we consider its impact on achieving at least three goals that can also be achieved via raising additional funding to the scientific and educational spheres. The most relevant sources of such additional funding were identified and studied in detail from the authors’ point of view: crowdfunding, targeted capital (endowment fund), and the Russian Science Foundation (RSF). The essence, features, advantages, and relevance of each funding method were studied. As a result of the research, the importance of the participation of higher education teachers in attracting additional funding to higher education institutions was emphasized, and the need for them to acquire new competencies was identified. Based on this, we developed a structure for a professional development course. The course is aimed at increasing the level of awareness of teachers about funding opportunities and mastering tools for fund raising
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Lehner, Edward, Dylan Hunzeker, and John R. Ziegler. "Funding Science with Science: Cryptocurrency and Independent Academic Research Funding." Ledger 2 (December 18, 2017): 65–76. http://dx.doi.org/10.5195/ledger.2017.108.
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Scientific funding within the academy is an often complicated affair involving disparate and competing interests. Private universities, for instance, are vastly outpacing public institutions in garnering large, prestigious, science-related grants and external research investment. Inequities also extend to the types of research funded, with government, corporate, and even military interests privileging certain types of inquiry. This article proposes an innovative type of science research fund using cryptocurrencies, a fast-growing asset class. Although not a total funding solution, staking coins, specifically, can be strategically invested in to yield compound interest. These coins use masternode technologies to collateralize the network and speed transaction pace and may pay dividends to masternode holders, allowing institutions that purchase these types of central hubs to potentially engage in a lucrative form of dividend reinvestment. Using cryptocurrencies as a new funding stream may garner large amounts of capital and creation of nonprofit institutes to support the future of funding scientific research within educational institutions.
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Hayes, Derren. "SPECIAL EDUCATIONAL NEEDS AND DISABILITIES." Children and Young People Now 2018, no. 10 (October 2, 2018): 27–30. http://dx.doi.org/10.12968/cypn.2018.10.27.
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Amid increasing funding pressures and demand, councils are working to deliver comprehensive health, care and education support for children and young people with special educational needs and disabilities
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Alif Basman. "Islamic Education Financing Models." LECTURES: Journal of Islamic and Education Studies 3, no. 1 (March 22, 2024): 27–34. http://dx.doi.org/10.58355/lectures.v3i1.72.
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Educational administrators need to comprehend various models of educational funding as a guide in executing educational programs. The selection of funding models will impact the policies implemented by the administrators. When administrators exercise wisdom in selecting the appropriate funding model, it will influence the policies adopted and strategic steps taken in educational development. The method employed in this writing is a literature study (library research). The research conducted reveals that there are several models such as the Flat Grant Model, Foundation Plan Model, Guaranteed Tax Base Plan Model, Percentage Equalizing Model, Power Equalizing Plan Model, Full State Funding Model, Resource Cost Model, Choice and Voucher Plans Model, and Weight Student Plan Model, each with its distinct characteristics and impacts in allocating educational funds.
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Chatzichristofis, Savvas A. "Recent Advances in Educational Robotics." Electronics 12, no. 4 (February 12, 2023): 925. http://dx.doi.org/10.3390/electronics12040925.
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The widespread use of artificial intelligence and robotics contributes, among other things, to create a new scientific field that aims to modernize and disrupt education. The term ’educational robotics’ is being introduced as a learning tool and definitively transforming young people’s education. At the same time, however, it is helping to create a fast-growing new industry that produces educational robots and tools. Companies with a long tradition, either in the creation of robotic equipment or in the production and distribution of toys, are setting up appropriate divisions and supplying the market with electronic devices for educational robotics. This new market is overgrowing and is rapidly becoming an investment attraction. According to MarketsandMarkets research, the educational robotics market is projected to grow from USD 1.3 billion in 2021 to USD 2.6 billion by 2026. Notably, the educational robotics market is expected to grow at a Compound Annual Growth Rate (CAGR) of 16.1% from 2021 to 2026. At the same time, however, the field is attracting many startups securing independent funding for equipment design and implementation and independent efforts competing for funding from crowdfunding platforms. More than 2000 ideas have recently secured funding to build and distribute educational robotics tools through Kickstarter-type platforms. However, what is educational robotics, and how is it expected to transform how the next generation is educated?
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Lock, Janske, Esther W. de Bekker-Grob, Gamze Urhan, Saskia Middeldorp, Marjolein Peters, Karina Meijer, Rienk Y. J. Tamminga, et al. "Towards Successful Implementation of Pharmacokinetic-Guided Prophylactic Dosing of Clotting Factor Concentrate in Hemophilia; The Do’s and Don’ts after Discrete Choice Experiment Analysis." Blood 124, no. 21 (December 6, 2014): 5038. http://dx.doi.org/10.1182/blood.v124.21.5038.5038.
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Abstract Background: Patients’, parents’ and providers’ preferences with regard to medical interventions may have a major impact on the implementation of innovations, often delaying initiation significantly. Illustratively, as early as 1997, Carlsson et al. suggested that a 30% reduction of consumption of clotting factor concentrate in prophylactic treatment could be attained by dosing based on an individual pharmacokinetic (PK) profile, with a concomitant cost reduction. Therefore, we aim to evaluate do’s and don’ts in hemophilia patients, parents and professionals with regard to individualized dosing according to PK-profile of prophylaxis with clotting factor concentrate. This in order to successfully implement this intervention when imperative. Methods: In this study we included patientswith hemophilia currently or previously on prophylactic treatment with clotting factor concentrate (n=114) and parents of patients aged 12-18 years (n=19) from five Dutch Academic Hemophilia Treatment Centers, and hemophilia professionals attending the World Federation of Haemophia congress 2012 from throughout the world (n=91). Data were analysed using a Discrete Choice Experiment. Patients’, parents’ and professionals’ preferences with regard to the intervention, are measured by specific attributes with varying levels: ‘number of blood samples necessary to construct individual PK-profile’, ‘advised frequency of prophylactic infusions’, ‘frequency of repetitive PK-profiling’, ‘risk of bleeding’, ‘estimated cost reduction of treatment with benefit for society’. Results: For patients and parents (response rate 64%), a higher dosing frequency e.g. daily dosing was an important barrier. They were however willing to infuse more frequently, if bleeding was consequently reduced. ‘Reduction of costs for society’ by implementation of individualized dosing according to PK profile was found relevant and motivating to implement PK-guided dosing. For professionals the most important attributes driving implementation were an acceptable ‘advised frequency of prophylactic infusions’ and reduction of ‘risk of bleeding’. Conclusions: When anticipating implementation of a medical intervention, defining of preferences of those involved is of importance. In case of PK-guided prophylactic dosing in hemophilia conclusions are: realise the impact of daily dosing of clotting factor concentrate, use frequent bleeding as a motivator to initiate PK-guided dosing and actively discuss costs of treatment with those undergoing treatment and the cost reduction that may result from PK-guided dosing. Identification of these preferences will secure successful implementation in the near future. Disclosures Lock: ZonMW: Research Funding; Baxter: Research Funding. Laros-van Gorkum:Sanquin: speakers fee Other; Baxter: Unrestricted educational grant was provided to the Hemophilia Treatment Center of the Radboud university medical center, Unrestricted educational grant was provided to the Hemophilia Treatment Center of the Radboud university medical center Other; CSL Behring: Unrestricted educational grant was provided to the Hemophilia Treatment Center of the Radboud university medical center, Unrestricted educational grant was provided to the Hemophilia Treatment Center of the Radboud university medical center Other. Driessens:Baxter: unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work Other; Bayer Schering Pharma: unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work, unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work Other; CSL Behring: unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work, unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work Other; Eurocept: unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work, unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work Other; Novo Nordisk: unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work Other; Pfizer: unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work Other; Sanquin: unrestricted grant for meetings and educational courses with hemophilia patients and members of the Netherlands Hemophilia Patient Society, outside the submitted work Other. Fijnvandraat:Baxter: Member of the European Hemophilia Treatment and Standardisation Board sponsored by Baxter Other; CSL Behring: Research Funding; Pfizer: Has given lectures at educational symposiums organised by Pfizer, Has given lectures at educational symposiums organised by Pfizer Other, Research Funding; Bayer Schering Pharma: Has given lectures at educational symposiums organised by Bayer Schering Pharma, Has given lectures at educational symposiums organised by Bayer Schering Pharma Other, Research Funding. Leebeek:CSL Behring: has served on advisory boards of CSL Behring, outside the submitted work Other, Research Funding; Baxter: has served on advisory boards of Baxter, outside the submitted work, has served on advisory boards of Baxter, outside the submitted work Other. Cnossen:Pfizer: Educational funding Other, Research Funding; Bayer Schering Pharma: Educational funding and travel support, Educational funding and travel support Other, Research Funding; Baxter: Educational funding and travel support, Educational funding and travel support Other, Research Funding; Novo Nordisk: Educational funding, Educational funding Other, Research Funding; Novartis: Educational funding and travel support Other, Research Funding.
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Pasquini, Marcelo C., Frederick L. Locke, Alex F. Herrera, Tanya Siddiqi, Armin Ghobadi, Krishna V. Komanduri, Zhen-Huan Hu, et al. "Post-Marketing Use Outcomes of an Anti-CD19 Chimeric Antigen Receptor (CAR) T Cell Therapy, Axicabtagene Ciloleucel (Axi-Cel), for the Treatment of Large B Cell Lymphoma (LBCL) in the United States (US)." Blood 134, Supplement_1 (November 13, 2019): 764. http://dx.doi.org/10.1182/blood-2019-124750.
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Introduction Axi-cel is approved in the US for the treatment of adult patients with relapsed or refractory large B cell lymphoma after 2 or more lines of systemic therapy. A post-marketing study is ongoing in the US utilizing the infrastructure created by the Center for International Blood and Marrow Transplant (CIBMTR) for post-approval safety and efficacy assessment and to follow these patients for 15 years through the established cellular therapy registry. This is the first year analysis of this study. Methods From October 18, 2017 to May 1, 2019, 453 axi-cel recipients were voluntarily reported to the CIBMTR. Of these, 295 patients from 43 US centers that have at least the first follow-up assessment submitted at 3 months were included in this analysis. Median follow-up was 6 months (range, 1-14 months). Results The median age overall was 61 years, 101 (34%) patients were ≥ 65 years, and 197 (67%) patients were male (Table 1). Baseline clinical characteristics included Eastern Cooperative Oncology Group (ECOG) performance score 0-1 (77%), transformed lymphoma (27%), double-hit lymphoma (36%), prior autologous transplant (34%), and chemotherapy-resistant disease (66%) prior to axi-cel. The median time from diagnosis to axi-cel infusion was 18 months (range 2-274 months). Overall response rate (ORR) was 70% (complete response [CR] 52% and partial response [PR] 18%). Patients ≥ 65 years were generally comparable vs younger patients with a slightly better CR rate (62% vs 46%, p=0.03) but similar overall response rate (CR+PR, 75% vs 67%, p=0.26). Cytokine release syndrome (CRS) of any grade was reported in 83% of patients. Incidence of Grades ≥ 3 CRS according to Lee et al 2014 was 11%, and was 14% according to American Society for Transplantation and Cellular Therapy (ASTCT) Consensus Grading (Table 2). Two patients died due to CRS. Median time to any grade CRS was 3 days (range, 1-17 days), and 94% of CRS cases resolved with a median duration of 7 days (range, 1-121 days). Among patients with CRS, tocilizumab, corticosteroids and siltuximab were used in 70%, 26% and 1% of cases, respectively. Neurologic adverse events (AEs) of any grade occurring after axi-cel infusion were reported in 181 (61%) patients. One patient was reported to die from cerebral edema. Additional information on neurologic AE severity will be presented. The median time to onset of any grade neurologic AEs was 6 days (range, 1-82 days), and 88% resolved by time of data submission with a median duration of 8 days (range, 1 to 105 days). Corticosteroids were used in 56% of patients for treatment. Patients ≥ 65 years had comparable CRS (85% vs 82%, p=0.62), grades ≥ 3 CRS (13% vs 9%, p=0.62), and neurologic AEs (68% vs 58%, p=0.13) vs patients < 65 years of age. Prolonged cytopenias (thrombocytopenia and neutropenia), as defined by an inability to recover within 30 days after the administration of axi-cel, occurred in 7% of patients. Preliminary data reveals 6 patients (2%) reported subsequent neoplasms: myelodysplasia (n=3), lung cancer (n=1), neuroendocrine tumor (n=1), and cutaneous squamous cell carcinoma (n=1); additional details, including pre-existing risk factors, will be addressed when the updated analysis is presented. Conclusion Post-approval axi-cel use reported in this registry study in the US, when compared to the registrational ZUMA-1 trial, includes a larger proportion of older patients, patients with transformed or double-hit lymphoma, and patients with a worse performance status. Despite these differences, best responses and toxicities are comparable to those reported for the ZUMA-1 trial. CRS severity assessment varied based on the grading method utilized, with a slightly higher rate of grade 3 CRS based on ASTCT Consensus Grading compared with Lee et al 2014. The safety and efficacy outcomes of patients ≥ 65 years at this early stage are comparable to those of younger patients, although further analysis with more follow-up is warranted. Disclosures Pasquini: Novartis: Research Funding; Kit Pharma: Research Funding; BMS: Research Funding; Pfizer: Other: Advisory Board; Amgen: Consultancy; Medigene: Consultancy. Locke:Cellular BioMedicine Group Inc.: Consultancy; Kite: Other: Scientific Advisor; Novartis: Other: Scientific Advisor. Herrera:Pharmacyclics: Research Funding; Kite Pharma: Consultancy, Research Funding; Immune Design: Research Funding; Merck: Consultancy, Research Funding; Genentech, Inc.: Consultancy, Research Funding; Seattle Genetics: Consultancy, Research Funding; AstraZeneca: Research Funding; Adaptive Biotechnologies: Consultancy; Bristol-Myers Squibb: Consultancy, Research Funding; Gilead Sciences: Consultancy, Research Funding. Siddiqi:Seattle Genetics: Speakers Bureau; BeiGene: Research Funding; Celgene: Research Funding; TG Therapeutics: Research Funding; Kite: Research Funding; Astra Zeneca: Consultancy, Other: Travel, Accommodations, Expenses, Research Funding, Speakers Bureau; Pharmacyclics LLC, an AbbVie company: Consultancy, Research Funding, Speakers Bureau; Juno: Consultancy, Research Funding; Janssen: Speakers Bureau. Ghobadi:Celgene: Consultancy; Wugen: Consultancy; Kite Pharma a Gilead Company: Consultancy, Research Funding, Speakers Bureau; EUSA: Consultancy. Dong:Gilead Inc: Other: Own Stock; Kite Pharma: Employment. Nikiforow:Kite/Gilead: Honoraria; Novartis: Honoraria; NKarta: Honoraria. Purdum:Kite Pharma: Employment. Horowitz:Sanofi: Other: Unrestricted educational and research grant, Research Funding; Chimerix: Other: Unrestricted educational and research grant; CSL Behring: Other: Unrestricted educational and research grant, Research Funding; Regeneron: Other: Unrestricted educational and research grant; Kite Pharma/Gilead: Other: Unrestricted educational and research grant, Research Funding; Daiichi Sankyo: Other: Unrestricted educational and research grant; GlaxoSmithKline: Other: Unrestricted educational and research grant; Janssen: Other: Unrestricted educational and research grant, Research Funding; Gamida Cell: Other: Unrestricted educational and research grant, Research Funding; Actinium: Other: Unrestricted educational and research grant; Amgen: Other: Unrestricted educational and research grant; Bristol-Myers Squibb: Other: Unrestricted educational and research grant, Research Funding; Magenta: Consultancy, Other: Unrestricted educational and research grant; Mesoblast: Other: Unrestricted educational and research grant, Research Funding; Miltenyi Biotech: Other: Unrestricted educational and research grant, Research Funding; Oncoimmune: Other: Unrestricted educational and research grant; Pharmacyclics: Other: Unrestricted educational and research grant; Seattle Genetics: Other: Unrestricted educational and research grant; Shire: Other: Unrestricted educational and research grant. Hooper:Kite Pharma Inc: Employment, Other: Owner Stock. Kawashima:Kite: Employment. Jacobson:Bayer: Consultancy, Other: Travel Expenses; Novartis: Consultancy, Honoraria, Other: Travel Expenses; Kite, a Gilead Company: Consultancy, Honoraria, Other: Travel Expenses, Research Funding; Precision Biosciences: Consultancy, Other: Travel Expenses; Pfizer: Consultancy, Research Funding; Humanigen: Consultancy, Other: Travel Expenses; Celgene: Consultancy, Other: Travel Expenses.
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Jones, Matthew. "Funding a ‘Company of Identity’." New Theatre Quarterly 13, no. 52 (November 1997): 370. http://dx.doi.org/10.1017/s0266464x00011519.
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In one sense Tara belongs to a loose grouping which could be described as ‘companies of identity’, which might include the Black Theatre Co-operative, Sphinx (formerly the Women's Theatre Group), Graeae, and Gay Sweatshop. The classic funding pattern here is that the company is initially founded by individuals with shared educational, cultural and political backgrounds: then, after a number of projects or productions, the group receives funding for a specific proposal, either from a special-interest organization, a trust, or local government.
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Genge, Olivia, and Martin V. Day. "Explaining support for post-secondary educational funding for indigenous students." Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement 53, no. 3 (July 2021): 304–14. http://dx.doi.org/10.1037/cbs0000253.
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N. V. Koftanyuk. "ENDOWMENT FUNDS AS A SOURCE OF FUNDING FOR EDUCATIONAL INSTITUTIONS." Bulletin of Toraighyrov University. Economics series, no. 2.2022 (June 30, 2022): 85–90. http://dx.doi.org/10.48081/adzf3031.
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"In today’s economic realities, the higher education system is one of the most important parts of national economic development. Accordingly, it becomes clear that it is necessary to improve the methods of investment in education in general and higher education in particular. New methods of modernizing the financing of education provide a foundation for innovation in the national economy. But in this process of improving higher education systems, there are quite a few problems associated with the analysis and financing of higher education. Currently, the introduction of new tools of financing higher education institutions is necessary to comply with the programs of education development. One of the main factors in the development of innovative activity, as well as important strategic directions of economic development of the Republic of Kazakhstan is the scientific and technological progress, due to new methods of providing educational achievements, namely the sources of funding and their effectiveness. New sources of funding are emerging, the study and implementation of which can improve the existing system of higher education funding and ensure the stable existence and improvement of the financial position of educational institutions. The practical significance of the article consists in the use of the results of the study in determining the mechanisms of higher education institution financing. "
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Jones-Berry, Stephanie. "Issues of Staffing, Salary, and Educational Funding Challenge UK Nurses." AJN, American Journal of Nursing 117, no. 10 (October 2017): 14. http://dx.doi.org/10.1097/01.naj.0000525857.75439.03.
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Jones, Maggie E. C. "Post-secondary funding and the educational attainment of indigenous students." Economics of Education Review 97 (December 2023): 102475. http://dx.doi.org/10.1016/j.econedurev.2023.102475.
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Yogiantoro, Mukhammad, Diah Komariah, and Irawan Irawan. "Effects Of Education Funding In Increasing Human Development Index." JEJAK 12, no. 2 (December 27, 2019): 482–97. http://dx.doi.org/10.15294/jejak.v12i2.23391.
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Every citizen has the right to get education with the aim of educating the nation's life as mandated in the opening of the 1945 Constitution. This study aims to determine the efficiency of education funding both from the APBN and the APBD purely in relation to increasing HDI and educational performance. The study uses influence analysis with multiple regression and descriptive quantitative research, with 3 variables, namely the large variable education funding from APBD and APBN, Education Performance and Human Development Index. The sample selection method used was purposive sampling, namely in Regencys / Cities in Central Kalimantan in the Period of 2015 - 2017. Research resulted in a relationship between education funding and HDI, Education and Performance Funds for Education and HDI and Educational Performance. Educational performance in this case is measured by teacher qualifications, teacher certification, educational ratios (Teachers: Students and Classes: Students), facilities and infrastructures physical condition, Gross Participation Rate (APK), Pure Participation Rate (APM), and Dropout Numbers. In the multiple regression, the effect of education funding both from the APBD and the APBN does not affect more dominantly in increasing Human Development Index.
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Jackson, Louise. "Helping parents navigate the funding changes coming in 2024." Early Years Educator 24, no. 5 (December 2, 2023): 18–19. http://dx.doi.org/10.12968/eyed.2023.24.5.18.
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The Government's announcement earlier this year of changes to the funding for early years education and care has been widely reported. However, with more complexity coming into the system next year, supporting parents to navigate the new funding entitlements can be challenging. To help settings understand the changes, Louise Jackson, Educational Content writer for Blossom Educational, outlines what funding will be available in 2024 and how to support parents from their initial application through to the reconfirmation of their eligibility.
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Dewi, Fatma. "Implementation Of the Paser District Government's Education Assistance Funding Program." Asian Journal of Engineering, Social and Health 3, no. 6 (June 15, 2024): 1254–72. http://dx.doi.org/10.46799/ajesh.v3i6.344.
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This research aims to describe the implementation of the education assistance program in three regional apparatus organizations and the BAZNAS Paser Regency. To describe the impact of this assistance on the distribution of basic education in Paser Regency. To describe the impact of this assistance on the quality of basic education in Paser. The research method is qualitative, while the object used is the Regional Apparatus Organization which has the authority to distribute aid to poor communities which is included in the Integrated Social Welfare Data or SIKS-NG (Next Generation Social Welfare Information System) and the Family Hope Program Companion. The results of data analysis show that Management of the implementation of the education assistance program in the regional apparatus organizations of Paser Regency and BAZNAS of Paser Regency is under applicable laws and government regulations and ministerial regulations, implementation instructions, and following Standard Operating Procedures. The impact of educational assistance on educational equality in Paser Regency has been evenly distributed thanks to educational funding assistance. Very few children drop out of school in Paser Regency. The impact of educational assistance on the quality of basic education is that with educational financial assistance from regional apparatus organizations in the Paser Regency, the quality of education can increase. Recipients of educational financial assistance are greatly helped and their children can continue to study at a higher level.
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Shetty, Snehal, and Ranjany Sundaram. "Funding acquisition drivers for new venture firms: Diminishing value of human capital signals in early rounds of funding." Problems and Perspectives in Management 17, no. 1 (February 15, 2019): 78–94. http://dx.doi.org/10.21511/ppm.17(1).2019.08.
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Multiple factors such as human capital, amount raised in the first round, innovation etc. have an impact on the funding prospect of new ventures. This paper explored the influencing factors that drive multiple rounds of funding for new venture firms and provided a much broader perspective of funding drivers during the early stages of the new venture firm. Using signalling theory and human capital theory, this paper analyzed signals that influence the acquisition of funds in the first round and whether those signals persisted for the second and third rounds of funding when information asymmetries between the investors and new venture firms reduce. This study disentangled the signalling effects of the human capital factors across three funding rounds and proved the diminishing value of signals across each subsequent round of funding. Finding showed that the signal effect from premier institution education was the only human capital signal that persisted across each round of funding, while other signals did not persist beyond the first round of funding. In addition, new venture firms with founders educated from premier educational institutions were able to attract more investors and close more funding rounds. This study also proved that the amount raised in the first round of funding positively impacted the amounts raised in the second and third rounds stressing its importance for new venture firms. Empirical demonstration of the propositions was done with 156 new venture firms in India, the fastest growing and third largest startup ecosystem in the world.
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Gustafson, Elliot. "British Columbia’s Autism Funding Policies." Canadian Journal of Autism Equity 4, no. 1 (May 1, 2024): 40–50. http://dx.doi.org/10.15173/cjae.v4i1.5669.
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Autism Spectrum Disorder (ASD) affects one out of 100 children worldwide (World Health Organization, 2023). In Canada, public debates about policies related to autism funding have been ongoing. This research paper provides an analysis of the autism funding policies in British Columbia from inception to present day. Using an economic, social, and educational lens, this paper will examine the progress that has been made to support children living with ASD over two decades and the issues that exist within current autism funding policies that require addressing to improve access and quality of care, support services, and education for those with ASD.
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Glass, Chris R., and Jenny J. Lee. "When Internationalization Funding Feels Tight: Satisfaction With Funding and Campus Internationalization Strategies." Journal of Studies in International Education 22, no. 4 (May 10, 2018): 302–16. http://dx.doi.org/10.1177/1028315318773146.
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This study investigated predictors of satisfaction with an institution’s strategy for campus internationalization among international affairs staff ( N = 1,520) and compared the varying perceptions of their institution’s funding to fulfill this mandate. This study identified factors that influenced these individuals’ sense of their institution’s internationalization strategy. Among international affairs staff who were most dissatisfied with their institution’s funding, satisfaction with how their institution managed the outsourcing of university functions, and perceived competition with other universities most influenced their perceptions of strategy. For those moderately satisfied with funding, retention of senior university leadership most influenced their perceptions of strategy. Support from senior administration, communication with faculty, and capacity to support increased student enrollment influenced perceptions of strategy for all respondents. The results of this study suggest the negotiation of the educational and entrepreneurial rationales for internationalization are far more complex—and dependent on far more factors—at institutions where international affairs staff perceive fewer human and financial resources to be available.
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Hafenstein, Norma L., Vicki Boley, and Joi Lin. "State Policy and Funding in Gifted Education." Gifted Child Today 45, no. 4 (September 9, 2022): 226–34. http://dx.doi.org/10.1177/10762175221110938.
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Policy and funding influence equitable education for students who are gifted. The concept of equity is examined through variations in policy and in funding at the state, district, and local levels. Challenges and barriers to equity in policy and funding include policy structures, where policy provides guidance without accountability measures, or where policy does include systemic evaluation for improvement. Examples have been drawn from four different states in different areas of the United States and multiple examples from various districts are presented. State level mandates for identification of and service to gifted learners are presented, including those following the Exceptional Children’s Education Act and those not. Variations in definitions of gifted are articulated. District level policies, demonstrating local control, illustrate ranges of service and guidance. Examples of the broad range of funding available for gifted programming are articulated and include base funding as well as formulaic metrics. Adequate resources for equitable gifted education are explored by considering expenditures and allocations of funding, frequently dependent on locale, school size, and economic resources. A call for action suggests practices to improve equity in gifted education include building and implementing strong advocacy skills, pursuing fiscal support for services for gifted learners, and committing to a professional developed workforce through formal and informal professional learning for educators and policymakers. Educator attitudes and beliefs and public perceptions that may perpetuate myths are examined in relation to equitable services for gifted students.
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Baker, Bruce D., and Jay McIntire. "Evaluating state funding for gifted education programs." Roeper Review 25, no. 4 (June 2003): 173–79. http://dx.doi.org/10.1080/02783190309554225.
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Birman, Beatrice F., and Andrew C. Porter. "Evaluating the Effectiveness of Education Funding Streams." Peabody Journal of Education 77, no. 4 (October 1, 2002): 59–85. http://dx.doi.org/10.1207/s15327930pje7704_4.
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Purcal, Christiane, and Karen Fisher. "Affordability Funding Models for Early Childhood Services." Australasian Journal of Early Childhood 31, no. 4 (December 2006): 49–58. http://dx.doi.org/10.1177/183693910603100408.
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Levis, Mark J., Mehdi Hamadani, Brent R. Logan, Matt Rosales, David Delgado, Erkut Bahceci, Steven Devine, Mary M. Horowitz, and Yi-Bin Chen. "BMT CTN Protocol 1506: A Phase 3 Trial of Gilteritinib As Maintenance Therapy after Allogeneic Hematopoietic Stem Cell Transplantation in Patients with FLT3-ITD+ AML." Blood 134, Supplement_1 (November 13, 2019): 4602. http://dx.doi.org/10.1182/blood-2019-124322.
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Background: Fms-like tyrosine kinase 3 internal tandem duplication (FLT3-ITD) mutations in acute myeloid leukemia (AML) are a common indication for allogeneic hematopoietic stem cell transplant (HCT) in first complete remission (CR1). Despite HCT, relapses are common and cure rates are limited thereafter. The use of FLT3 inhibitors as post-HSCT maintenance therapy has not been prospectively evaluated in the phase 3 setting. Gilteritinib is a selective, potent FLT3 inhibitor with robust activity and favorable tolerability in relapsed/refractory AML. This trial will compare the safety and efficacy of 2-year maintenance therapy with gilteritinib versus placebo in patients with FLT3-ITD+ AML in CR1 after allogeneic HSCT. The broad goal of this study is to determine if there is a benefit to FLT3 inhibition as maintenance therapy post-HCT and to identify which patients, if any, benefit. We will use a novel NGS-based assay for FLT3-ITD mutations to detect minimal residual disease (MRD) in order to stratify patients pre-HSCT and correlate with relapse post-HCT. Study Design and Methods: This Phase 3, randomized, double-blind, placebo-controlled multicenter trial (NCT02997202; Blood and Marrow Transplant Clinical Trials Network Protocol 1506), is being conducted at 149 sites worldwide. The target enrollment is 532 adult subjects (aged ≥18 years) with FLT3-ITD+ AML in CR1 who are ≥30 days and ≤90 days from scheduled allogeneic HSCT. Of these 532 subjects, 346 subjects who have achieved successful engraftment without uncontrolled graft-versus-host disease (GVHD) or other serious toxicity will be randomized (1:1; stratified by conditioning regimen intensity, time from HSCT [Day 0] to randomization [30-60 days vs 61-90 days], and presence of minimal residual disease [MRD] in the pre-transplant bone marrow sample) to receive oral gilteritinib (120 mg) or matching placebo as maintenance therapy for 2 years. The primary endpoint is relapse-free survival (RFS) in the two treatment arms; RFS will be assessed from the time of randomization to the time of death or morphologic leukemia relapse (as defined by Revised IWG criteria). MRD status will continue to be monitored over the duration of the maintenance therapy, although investigators will be blinded to the MRD assay results. Overall survival is a key secondary endpoint. Other endpoints include safety/tolerability, non-relapse mortality, event-free survival, incidences of acute/chronic GVHD, and MRD. As of July 31, 2019, 341 patients have been registered and 236 have been randomized. To achieve a target number of 346 subjects for randomization (n=173 per treatment arm), we estimated that enrollment of 532 subjects would be required given an expected dropout rate of 35% between the time of registration to the time of randomization. The RFS rate in the placebo arm (control) is assumed to be 67% at 1 year, 59% at 2 years, and 55% at 3 years (according to the Center for International Blood & Marrow Transplant Research data for FLT3-ITD+ patients transplanted in CR1 who were alive and were progression free at 60 days). A total of 122 events will provide 85% power to detect a hazard ratio (HR) of 0.57 (corresponding to a 15% difference in 2-year RFS) with two-sided significance level of 0.05. With a 2-year accrual period and a 5% annual dropout rate, enrollment of 346 subjects will ensure a high probability of obtaining 122 events. The primary efficacy analysis will be performed using the intention-to-treat (ITT) population, which is defined as all subjects who are randomized. RFS will be compared across the treatment groups using the stratified Log-rank test. A stratified Cox model with treatment as covariate will be used to determine HR and confidence intervals at 1, 2, and 3 years. Kaplan-Meier estimates of RFS will be reported at 1, 2, and 3 years. No interim efficacy or futility analyses are planned. Figure Disclosures Levis: Daiichi Sankyo Inc: Consultancy, Honoraria; Menarini: Consultancy, Honoraria; Novartis: Consultancy, Research Funding; Agios: Consultancy, Honoraria; Amgen: Consultancy, Honoraria; Astellas: Consultancy, Research Funding; FUJIFILM: Consultancy, Research Funding. Hamadani:Otsuka: Research Funding; ADC Therapeutics: Consultancy, Research Funding; Medimmune: Consultancy, Research Funding; Pharmacyclics: Consultancy; Takeda: Research Funding; Sanofi Genzyme: Research Funding, Speakers Bureau; Celgene: Consultancy; Merck: Research Funding; Janssen: Consultancy. Rosales:Astellas: Employment. Delgado:Astellas: Employment. Bahceci:Astellas: Employment, Patents & Royalties. Devine:Kiadis Pharma: Other: Protocol development (via institution); Bristol Myers: Other: Grant for monitoring support & travel support; Magenta Therapeutics: Other: Travel support for advisory board; My employer (National Marrow Donor Program) has equity interest in Magenta. Horowitz:Actinium: Other: Unrestricted educational and research grant; Gamida Cell: Other: Unrestricted educational and research grant, Research Funding; Oncoimmune: Other: Unrestricted educational and research grant; Miltenyi Biotech: Other: Unrestricted educational and research grant, Research Funding; Janssen: Other: Unrestricted educational and research grant, Research Funding; Kite Pharma/Gilead: Other: Unrestricted educational and research grant, Research Funding; Magenta: Consultancy, Other: Unrestricted educational and research grant; GlaxoSmithKline: Other: Unrestricted educational and research grant; Shire: Other: Unrestricted educational and research grant; CSL Behring: Other: Unrestricted educational and research grant, Research Funding; Seattle Genetics: Other: Unrestricted educational and research grant; Mesoblast: Other: Unrestricted educational and research grant, Research Funding; Bristol-Myers Squibb: Other: Unrestricted educational and research grant, Research Funding; Daiichi Sankyo: Other: Unrestricted educational and research grant; Sanofi: Other: Unrestricted educational and research grant, Research Funding; Pharmacyclics: Other: Unrestricted educational and research grant; Amgen: Other: Unrestricted educational and research grant; Chimerix: Other: Unrestricted educational and research grant; Regeneron: Other: Unrestricted educational and research grant. Chen:Incyte: Consultancy; Kiadis: Consultancy; Magenta: Consultancy; Abbvie: Consultancy; Takeda: Consultancy.
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Benovska, L. "Optimization tools of education network." Galic'kij ekonomičnij visnik 70, no. 3 (2021): 7–15. http://dx.doi.org/10.33108/galicianvisnyk_tntu2021.03.007.
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It is determined that school as a center of human capital formation, and as an institution requiring effective funding and management is the asset of the territorial community development. The main problems of the development of educational network of territorial communities in Lviv region related to the inconsistency of the educational network development to the demographic situation in the region, as well as the inefficient management system of educational institutions are identified in this paper. Non-optimized educational network is a burden on the development of the local community, as the community is forced to spend its own funds to finance educational needs, which in turn limits the funding of other activities, including infrastructure expenditures, development expenditures which are important for community life. The implementation of administrative and territorial decentralization reform faciliated the strengthening of local authorities role in educational infrastructure management, the increase of educational institutions autonomy and active public involvement in solving the problems of their management. The main tools for optimizing the educational network of local communities in the context of decentralization reform are identified and analyzed in this paper. The author considers them as: change of the principles of funding and transition to «funding per student», use of educational subvention and quantitative criteria for funding schools from the state budget, formation of educational districts and support institutions. Compared to other regions, Lviv region has dynamically reformed its educational network. However, the united territorial communities of Lviv region are less active founders of basic educational institutions than districts, and the students who study there, demonstrate lower level of knowledge in the assessment of the state final attestation and externally independent assessment. The influence of the educational subvention on the changes of the educational network in Lviv region is determined. It is determined that the use of buffers in the calculation of the index of financial capacity of the school network in 2021, significantly affected the level of differentiation of the index of financial capacity. This approach can be an obstacle to the optimization of the school network.
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Ashimem Angya, Charity. "Transforming communities: an analysis of the Nigerian educational landscape." Arts & Humanities Open Access Journal 4, no. 6 (December 29, 2020): 236–39. http://dx.doi.org/10.15406/ahoaj.2020.04.00175.
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The paper addresses the disparities in the educational landscape of Nigeria through contrasting the current realities of funding against the needs of education from pre-primary, primary, secondary and tertiary needs of the educational sector in Nigeria. Building on existing studies, the paper contends that there are gaps that have led to the sad decline of quality in education. Issues such as adequate educational facilities, truncated policy implementation, funding, inadequate infrastructure, quality of teaching and research, pedagogy and current demands for up to date curriculum to meet the demands of the market, student attitudes and motivation, digitalization and other factors have affected the educational system in Nigeria. The paper concludes that there is a need for sustained funding, quality policy design and implementation and commitment to challenging the status quo in order to effectively deliver quality education.
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Lonska, Jeļena. "HIGHER EDUCATION: FUNDING TENDENCIES, OPPORTUNITIES AND SOURCES." Latgale National Economy Research 1, no. 3 (June 23, 2011): 168. http://dx.doi.org/10.17770/lner2011vol1.3.1812.
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The issues regarding the funding mechanisms of higher education, their application and efficiency have recently become topical in many countries worldwide. Mobilization and efficient use of resources in higher education policy are the priority patterns all over the world. Society is trying to find answers to the questions considering the state participation in higher education funding. How to determine the impact of the state participation and levels of state regarding higher education funding? Is centralized planning necessary for higher education: does the state or consumers of educational services allocate financial resources at universities? There is an opinion that a consumer group has an effective financial tool for resource allocation. Another significant question is whether a person is able to choose the educational ‘product’, which corresponds to the needs of economics. What should an effective student loan system be like? Should the future students’ loan repayments depend on students' future incomes? This study provides information on the global higher education funding trends and opportunities, looking for the answers to the issues mentioned above.