Educational financing is a vital component of the education system that plays a significant role in ensuring equitable access, improving quality, and enhancing the efficiency of educational implementation. This study examines various education financing models implemented in Indonesia, ranging from government and community-based sources to philanthropic and social solidarity alternatives such as ta’awun funds. The purpose of this article is to explore and analyze the models of education financing. The method used is a literature review by collecting information from various sources relevant to the topic. The results indicate that Indonesia applies a mixed financing system, which is a modification of several international models, such as the Power Equalizing model, the Foundation Plan, and direct subsidy schemes like the School Operational Assistance (BOS). Previous studies emphasize the importance of careful planning, strong supervision, and accountability in managing education funds. Furthermore, the decentralization of education requires synergy between the central and local governments to ensure effective budget utilization. In conclusion, no single model is entirely ideal; therefore, a combination of models that are adaptive to the socio-economic conditions of each region, while considering the principles of equity, efficiency, and sustainability, is necessary. With effective financing, education in Indonesia is expected to become a key driver of human resource development and national progress.
Since the last third of the 20th century, schools have been losing their exclusive position of a place of acquiring education. However, education is much more beneficial for current, so called "knowledge society", if we are able to enforce it. Educational system in the Czech Republic (CZ) has undergone essential transformation during last 15 years; a significant decentralization has occurred in regional education. The current aim following the Strategy Europe 2020 is to improve results and motivation of pupils and students at all levels of the educational system; an accent is given also to development of education based on lifelong learning conception. The article is dealing with the problematics of teacher's prestige. The results show that one of possible reasons for lowering teachers' prestige may be their low remuneration. In this respect, could improve the current situation as well in financing schools according to number of students and hours taught since 2020. Another reason is lower respect of teachers by students and their parents. The state should actively solve the situation by implementing rules to protect the school and teachers from the negative behaviour of students. Personality of the teacher will remain an equally important aspect.
The article deals with the state of the Orthodox education in Russia in the context of religious renaissance. The author considers dynamics of establishment of new Orthodox educational institutions of different levels, problems of educational system development (decentralization of management, insufficient financing, lack of the required legal status, deficit of teaching personnel and theological literature, etc.).