Blockchain Papers

Husnul Hatimah, Ridwan Idris, Mardyawati Yunus

This study aims to analyze and compare education financing systems in Finland, Japan, the United States, and Indonesia, with a focus on identifying key characteristics, philosophical differences, and policy implications of each model. The research employs a systematic literature review combined with comparative analysis, using management-oriented indicators including equity, efficiency, governance, and sustainability. Findings indicate that Finland implements a full public funding model emphasizing equity, Japan operates a hybrid model with high transparency, the United States exhibits significant disparities due to property-tax-based decentralization, and Indonesia remains in a transitional phase with challenges in fiscal capacity and governance accountability. The study highlights that successful education financing depends on consistent policy implementation, clear funding distribution formulas, and integrity in governance systems. The results provide actionable policy implications for improving national education financing, including the adoption of needs-based funding formulas, digitalized accountability systems, and diversified funding sources through public–private partnerships. By integrating management and governance dimensions, this study contributes to a better understanding of effective and equitable educational funding practices across diverse contexts.

Danny Yubi Dagogliano

The modern educational prison has no bars. Students attend, comply, pass tests, receive diplomas — and emerge unable to use what those diplomas certify. This paper formalizes that decoupling as CM-001 (Idolatry Failure) in educational governance using the Zero Leap Theory (ZLT) framework. When the Alignment Gate (Φ) closes — through mandatory curricula, high Forced Exposure Ratios (FER), and assessment-driven instruction — the system enters an Idolatry Failure regime: the proxy (standardized scores, compliance metrics) is optimized while the structural target (transferable learning capacity, V_real) drifts. The Structural Delusion Index for Education (SDI_edu) is positive and growing. Internal metrics report success. External audit reveals divergence. This paper is the structural complement of ZLT-P15 (The Credential Standardization Trap). P15 addresses the quadrant where exit is blocked (C → 0): coercion is visible. P16 addresses the orthogonal quadrant: exit is available (C > 0), but Φ has closed. Students remain. Metrics stay green. The structural damage is invisible — precisely because assessment pressure simultaneously suppresses the behavioral signals (dropout, resistance) that would trigger correction. This is the Invisible Prison: a five-criterion observable configuration detectable with existing OECD instruments. Core empirical result: Using PISA 2022 and the OECD Survey of Adult Skills 2023 across 33 OECD countries: ρ(FER, SDI_edu) = 0.795, p < 0.0001. Higher Forced Exposure Ratio is strongly associated with greater proxy/competence decoupling. t-test high-FER vs low-FER countries: t = 4.986, p = 0.0008. Prediction 3 of ZLT-P16 confirmed. The structural triangle: South Korea presents the canonical case of sophisticated proxy/competence decoupling: top-3 PISA globally, 79% school belonging (above OECD average), but 22% life dissatisfaction (above OECD average). In the Survey of Adult Skills 2023, Korean adults (16-65) score below the OECD average in numeracy and adaptive problem-solving. Among Korean youth (16-24), literacy is above OECD average, but adaptive problem-solving falls below — the structural signature of compliance-type learning: succeeds where assessment trains, fails specifically on transfer competence. Finland is the proof-of-concept: comparable proxy outcomes, SDI_edu near zero, adult skills above OECD average across all three domains including youth 16-24. Two core corollaries derived from CM-001/P75 and I-3/P_SYNTH: P16.C1 (Alignment-Divergence): when Φ < Φ_min, SDI_edu grows monotonically — proxy improves while ρ(proxy, V_real) declines. P16.C2 (Invisible Acquiescence): the conditions that close Φ simultaneously suppress the behavioral signals that would alert the system to its own failure. The prison self-conceals. New constructs: SDI_edu three-layer audit family (SDI-1 within-system, SDI-2 young-adult orthogonal, SDI-3 long-run structural); Compliance Cascade Onset Point (CCOP); Invisible Prison as five-criterion observable state; IAS-CUR v2.1 audit standard; Attribution Inversion Principle (P16.AIP). This Zenodo record includes: ZLT_P16_v2_2_zenodo.pdf — full paper (14 pages, DOI embedded) ZLT_P16_v2_2.docx — Word source ZLT_P16_v2_1_with_appendices.docx — version with embedded figures and Appendices D–F zlt_cur_audit.py — IAS-CUR v2.1 executable audit tool (4/4 canonical tests passing; run: python zlt_cur_audit.py --test) zlt_p16_phase_diagram.py — Phase Diagram Suite: FER vs SDI_edu for 33 OECD countries (run: python zlt_p16_phase_diagram.py) zlt_p16_knowledge_decay.py — Knowledge Decay Index (KDI) exploratory tool with honest null result zlt_p16_ias_cur_interactive.html — IAS-CUR v2.1 interactive browser-based audit (open in any browser, no server needed) 9 companion PNG figures (phase diagram suite + KDI suite) All scripts run in Google Colab without API keys or external downloads. No authentication required. Part of the Zero Leap Theory (ZLT) series. Upstream: ZLT-P75 (CM-001 / doi:10.5281/zenodo.18940742), ZLT-P_SYNTH (I-3, OD-1 / doi:10.5281/zenodo.19498184), ZLT-P15 (structural complement / doi:10.5281/zenodo.18344309). Series root: doi:10.5281/zenodo.18264279. v2.2 changelog: Corrects empirical overclaim on Korea 16-24 youth data present in v2.1. Accurate data per OECD Survey of Adult Skills 2023: literacy above OECD average, numeracy near average, adaptive problem-solving below OECD average. Domain-specific decoupling framing (compliance-type learning fails specifically on transfer competence) replaces the v2.1 maximal claim. Theory, structure, and all other empirical claims unchanged. Companion tools added in this version.

Muhammad Haizul Falah

Educational inequality persists across ASEAN despite improvements in enrollment and literacy, reflecting structural rather than merely access-related challenges. This study examines how governance structures, financing mechanisms, institutional capacity, and socio-economic stratification interact to produce disparities in educational access, participation, and progression. Using a qualitative-dominant mixed-methods design with cross-national comparative policy analysis, the research integrates macro-level quantitative indicators with in-depth qualitative evaluation of policy frameworks across ASEAN member states. Findings reveal that while primary enrollment approaches universality, secondary and tertiary education exhibit pronounced attrition, particularly among rural, low-income, and minority populations. Centralized governance, equitable public financing, and targeted support correlate with higher retention and reduced disparities, as evidenced in high-performing systems such as Singapore, whereas decentralized or under-resourced systems exacerbate structural inequities. Moreover, digital access and institutional capacity emerge as critical factors influencing educational trajectories. The study underscores that addressing inequality requires systemic reforms integrating governance coordination, progressive financing, institutional strengthening, and equity-focused interventions. By foregrounding structural determinants and cross-national variation, this research contributes to theoretical and policy debates on educational equity, providing evidence-based guidance for ASEAN strategies aimed at achieving inclusive, high-quality education across diverse socio-economic and geographic contexts.

Chung Thi Kim Nguyen

From July 1, 2025, Vietnam will replace its three-tier local government structure with a two-tier model, raising questions about how far legal decentralization can deliver more inclusive and collaborative governance in key sectors such as education. This article uses doctrinal legal analysis to examine the constitutional, organization- al, and fiscal architecture of the reform, focusing on the education decentralization decrees issued by the government. It asks how the two-tier model reallocates powers across the center, province, and commune, whether finance, performance indicators, and data governance rules are aligned with subsidiarity, fiscal equivalence, and trans- parent multilevel coordination, and which combinations of rules create a real scope for collaboration. The analysis finds that inclusive collaboration is most likely where devolved mandates are matched by predictable, equalized funding, clearly specified Education Management Information System (EMIS)-based information flows, and enforceable participation procedures, while ambiguous oversight clauses and frag- mented data systems risk precautionary recentralization, especially in capacity-con- strained provinces. The article concludes by proposing doctrinal benchmarks and a phased implementation roadmap to help policymakers translate the two-tier reform from formal devolution into operational collaboration in the education sector.

Haoyue Wang, Gita Steiner‐Khamsi

This comparative study investigates China’s policy reform waves alongside global education trends, analyzing 334 central-level policy documents published by the National People’s Congress, State Council, and Ministry of Education between 1979 and 2023. The study identifies three waves: enhancing access (1979–1990), improving quality and accountability (1991–2010), and enforcing equity (2011–2023). Even though the decentralization of finance and administration of education led, a few years later, to equity and quality concerns, several key differences to global reform trends remained: decentralization did not lead to deregulation; outcomes-based regulation complemented but did not replace input-based regulation; equity remained central, especially in the final reform wave.

Tesmamu Mirre, Zerihun Tsegaye, Desalegn Beyene

This comparative policy analysis examines the education systems of South Korea, Taiwan, and Singapore—East Asia’s “Asian Tigers”—focusing on their historical development, philosophies, objectives, structures, financing, administration, and teacher policies. Utilizing Bereday’s (1964) comparative method, the study synthesizes secondary sources, including government reports and academic journals, to explore how these nations leverage education for economic and social progress within distinct political and cultural contexts. South Korea’s system emphasizes fierce competition and STEM excellence, driven by high-stakes exams like the CSAT, yet grapples with equity issues due to private tutoring prevalence. Taiwan prioritizes holistic development, bilingualism, and a 12-year compulsory framework, fostering inclusivity but facing rural-urban disparities. Singapore champions meritocracy, aligning its streamlined 6-4-2 structure with economic needs through early streaming and robust public funding, though it risks rigidity. Commonalities include centralized governance, rigorous academic standards, and public-private partnerships, while differences in financing and decentralization reflect contextual priorities. The findings highlight policy coherence as a driver of educational success, offering lessons for developing nations like Ethiopia, such as investing in teacher quality, early education, and equitable access. This study underscores the transformative potential of education when aligned with national goals, providing actionable insights for global education reform in an interconnected world.

Jere R. Behrman, Anil B. Deolalikar, Lee-Ying Soon

No abstract is available for this record.

Jere R. Behrman, Anil B. Deolalikar, Lee-Ying Soon

No abstract is available for this record.

Alec Ian Gershberg, Deborah Spindelman

The RISE (Research on Improving Systems of Education) Programme political economy team focused on “adoption” (PET-A) examines the political conditions required to put learning at the center of an education system. This work stream has produced 12 historical case studies and three synthesis papers which draw on this rich material. This paper is part of the latter effort and offers a comparative analysis across five of the countries with RISE Country Research Teams (Ethiopia, Indonesia, Pakistan, Tanzania, and Vietnam), as well as additional case studies focusing on Chile and Peru. Building on the RISE systems framework (Pritchett, 2015), our political economy analysis incorporates issues of competing interests, power, and political strategy. We focus on the promoters and blockers of learning-oriented education reform and their respective powers and strategies to parse out the political contestations that are endemic to the reform processes that impact system coherence around learning. In this paper, we present a binding constraints framework to explore what a politics for learning might look like and examine areas of intervention that present critical bottlenecks impeding a country’s ability to deliver learning outcomes which, if addressed, pose the potential for large impact relative to other constraints. We draw upon the PET-A country case studies to include analysis of different factions and reform champions within government, including but not limited to the executive office (president/prime minister), Ministry of Finance, Ministry of Education, competing ministries, decentralized government levels, and local leaders. In doing, we elucidate how politics permeate nearly all accountability relationships in education systems and the likelihood that any given program will positively impact learning.

Muhammad Al-Asmaey Mahrous

The ministries of education in federal governments in the United States of America outline education, such as national standards and distant national plans, and state governments contribute the largest share of spending on education through the tax money that is collected. The federal government also intervenes to support spending on education in the poor American states, the central government also intervenes in Washington to provide the necessary costs necessary to achieve the minimum academic progress, in addition to providing the necessary costs to meet the needs of learners from the accompanying educational activities, in addition to providing the necessary funds for academic programs. And the technological devices needed to operate it. The education financing system in the United States of America stands out as a successful system that was able to build a decentralized model in which the laws governing the structure and content of education programs vary greatly from one state to another, with the diversity of educational funding sources in educational institutions. From a review of America's experiences in financing education, what can be used in providing Egyptian educational financing, such as: Searching for additional sources to provide Egyptian educational financing. Among the additional sources for financing educational institutions in the United States of America are national and private banks and the stock exchange, in addition to the private sector and the business sector. There is also a so-called grant law, whereby educational loans are granted to students, Granting Educational Loans, and supported by student loan programs from federal governments, and state loan programs, in addition to loans provided by educational institutions (colleges) there - in addition to grants and donations from associations Eligibility and endowment institutions in it. The educational vouchers system granted to parents in the United States of America is widely spread in American society, as this system is based on the assumption that these bonds increase competition between schools and rationalize spending in the field of education, and then work to improve the quality of education provided in all From public schools and private schools.

Seulgi Kang

The unification of South Korea and North Korea is a plausible idea yet it requires a comprehensive preparation in advance. As a method to achieve fiscal efficiency in public services, decentralization theory1 is consistently applied. However, the current literature and political reality argue that decentralization does not always hold its efficiency. Therefore, this paper focuses on finding an ideal education finance model for post-unification Korea by studying how one country’s academic/economic status is related to their education finance model. This paper conducts the OLS linear regression analysis with 40 OECD and its partner countries’ information on GDP per capita, Gini Index, PISA mathematics score, and the form of education finance system. The main findings of this research are that the political and fiscal decentralization are different ideas, and fiscal decentralization does not always hold its efficiency as the decentralization theory states. Among the types of decentralization, the optimal education finance model for academic and economic improvement is deconcentration – which is a combination of fiscal centralization and political, or administrative, decentralization to empower regional autonomy.

Mohamed Elasmay Mahrouse

The current article provides general features about the Japanese experience in the educational system and the inputs to its financing and spending, as the Department of Education in Japan is characterized by complementary between centralization and decentralization by providing double budgets for the advancement of education, so that the local authorities contribute almost half of the education expenses. Also, the amount of government spending on Japanese education exceeds about 20 % of the total national income, and these funds are often used well to serve the educational process. The local (municipal) municipal authorities participate in the central government in financing education, and each local authority provides the necessary financial support to educational institutions in it. Donations of individuals and organizations play a greater role in financing education, as do financial donation habits from banks, and those who hold funds contribute to financing Japanese educational programs. These financial donations appear to fund educational activities as the end of life nears the Japanese. This article concluded that Japanese government spending is on educational institutions (both public and private), and financial subsidies are provided to all educational entities, public and private, to students and families, and the private sector there supports educational funding.

Alina Dzhurylo

The article probes into factors that determine processes of decentralization in managing the general education system. The study entails a review of pertinent literature and an analysis of the distribution of powers among entities managing the general education system based on the European countries' experience. The study concludes that the education management system in the most EU-countries is decentralized or gradually being decentralized and de-concentrated on the basis of the subsidiarity principle. The results of our research give the possibility to affirm that the successful implementation of the decentralization reform requires the following two conditions: political support for proposed changes and the ability of those charged with carrying out the reform. An analysis of literature confirms that decentralization as a process is also a function of factors other than political will and capacity. These factors include trust (the extent of decentralization depends on the central government’s trust in the local government, and vice versa), financial troubles, path dances, international developments, etc. An analysis of the distribution of decision making powers in areas of financing and human resources demonstrates that there is a trend towards decentralization, albeit inconsistent due to obstacles on the level of centralized management. The article maintains that there has to be an adequate balance between centralization, which is necessary for the implementation of general national educational objectives, and decentralization, which allows teachers, schoolchildren, parents and the representatives of local communities to participate in education management.

Henry M. Healey, Rafik Hanna, Hany Attalla

Over the period 2007–2013, a series of undertakings were made to introduce fundamental elements of decentralized education finance to Egypt. In 2009, 8.4M Egyptian pounds (EGP) of the Government of Egypt’s (GOE) budget was decentralized to every primary school in three pilot governorates. By 2013, EGP 1.2B of the GOE’s money had been decentralized nationwide. This paper describes what these undertakings strived to achieve, what specifically was done to achieve these objectives, the degree to which these objectives were achieved, the reasons why they were achieved to the degree they were with particular attention paid to the institutional and political context within which these undertakings unfolded. The account of the technical work that was undertaken to decentralize these funds is important, but more important is the account of the interplay between the technical work, the fact that this work supported a GOE-led initiative, and the volatile political environment—pre-revolution, revolution, and post-revolution Egypt—in which the work was done for it is here where important lessons about reform emerge.

Yulya Yevdokymova

This paper explores school finance management in the context of two different organizational models, rather decentralized Norwegian school management and highly centralized school management in Ukraine. Based on the both cases, the paper analyzes the experience of the school leaders in Norway and Ukraine regarding their budget efforts, and challenges they have met within the framework of the national contexts. It is argued that greater budget autonomy in schools in Ukraine might provide resource and time efficiency. It is discussed that formula-based allocation of money might increase accountability and transparency to the Ukrainian customers of educational services. The study involves deliberations on the possibility to apply greater school autonomy on budget matters in socio-economic context of Ukraine, and a series of policies is proposed, aimed at decentralization of the educational sector.

Authors unavailable

Citation (2011), "The Impact and Transformation of Education Policy in China", Huang, T. and Wiseman, A.W. (Ed.) The Impact and Transformation of Education Policy in China (International Perspectives on Education and Society, Vol. 15), Emerald Group Publishing Limited, Bingley, p. i. https://doi.org/10.1108/S1479-3679(2011)0000015019 Publisher: Emerald Group Publishing Limited Copyright © 2011, Emerald Group Publishing Limited Book Chapters The Impact and Transformation of Education Policy in China International Perspectives on Education and Society International Perspectives on Education and Society Copyright Page List of Contributors Preface The Development of Comparative Education Research on Chinese Educational Policy Reform: An Introduction Moving Toward Decentralization? Changing Education Governance in China After 1985 Interprovincial and Regional Inequity in the Financing of Compulsory Education in China Wearing New Shoes to Walk the Old Road: The Negotiation of Opposing Imperatives in High School New Curriculum Classes in China China's New Millennium Curriculum Reform in Mathematics and its Impact on Classroom Teaching and Learning The Landscape of Principal Leadership Development in Mainland China: An Analysis of Chinese and English Research Defining School Effectiveness in the Reform for Quality-Oriented Education The ‘Gap’ Between Policy Intent and Policy Effect: An Exploration of the Interpretations of School Principals in China Reforming the College Entrance Examination: Epicenter of Tension, Change, and Resistance Importance of Home Environment for Children's Schooling: From the Teacher's Perspective Educational Barriers for Migrant Children in China: A Mixed-Method Analysis Focused on Ethnic Minorities Education Technology as a Catalyst for Education Development in China: A Policy Perspective Quality Assurance in Undergraduate Education: Transformation of Higher Education Policy in China The Role of Private Higher Education in the Chinese Higher Education System About the Authors

Yu Zhang, Suguru Mizunoya, You You, Mun C. Tsang

This is a study of financial disparities in primary and secondary education in OECD countries that have a relatively large population and a school finance system with decentralized features. These countries include the United States, Britain, Australia, Spain, Canada, and Japan. There are two major research questions: What are the trends in disparities in per-student education spending during the 1990s and early 2000s period? What government policies or factors may explain these trends? Common statistics such as the coefficient of variation, the restricted range, the federal range ratio, and Gini coefficient are used to measure disparity in per-student spending. Sub-national data for this study are obtained from published government sources. There are three major findings: (1) there was a general trend towards a reduction in inequity in per-student education spending in these countries; (2) this equalization trend was associated with a variety of financing policies implemented in these countries; and (3) a larger share of regional government funding relative to the share of local government funding, intergovernmental transfer, and the design of school funding formulas are crucial factors for enhancing equity in education funding. The policy towards centralization in education finance system also appears to be an important factor in financial equalization.

Jan Herczyński

The present report provides a review of the financing of Macedonian education as the country comes close to completing the first phase of decentralization. Soon all municipalities will find themselves in the second phase of decentralization, so the natural question is, what has been accomplished and what should be the next steps. Is decentralization complete, and if not, what remains to be done. A more specific technical question concerns the financing of decentralized education in Macedonia, and in particular the functioning of per student allocation formulas, in use since 2006. Properly managed and updated, allocation formulas may be a strong policy instrument of the Government.

John C. Weidman, Brian Yoder

This article describes the social, economic, and political processes that have influenced educational reform in two countries of Central Asia since the fall of the Soviet Union in 1991. It compares and contrasts the various educational reform initiatives that have occurred in each country, including legal and policy frameworks, curriculum change, decentralization, privatization, finance, structure, and emphasis of educational systems, and the fit between what is taught in educational institutions and demands of the labor market. A sector-wide framework for education reform is presented to facilitate understanding of the very complex set of processes involved.

Innocent Buberwa Rugambuka

ABSTRACT\nA students’ Loan scheme is one among many alternatives for financing higher education in various countries around the world. Tanzania is one of the countries that have been practicing loan scheme system for financing higher education sub-sector. The purpose of this study is to examine the performance of the students’ loan scheme in Tanzania basing on the views of the stakeholders, mostly higher education students who are the main beneficiaries of the scheme.\n\nSome university students at the University of Dar es Salaam, the policy makers and policy implementers in the Ministry of Higher Education, Science and Technology and the Higher Education Student Loan Board respectively, were identified for the study. The study was guided by two research questions. These are: what is the performance of higher education student loan scheme in terms of the procedures for loan application and money disbursement; and does the student loan scheme contain the structures for loan recovery to the extent of being able to recover the loan?\n\nA qualitative strategy has been used in this study. Multiple methods were used for data collection, namely semi-structured interview, group discussion and documentary analysis. Twelve students of different academic years of study and student leaders at the student organization level, two policy makers and two policy implementers were interviewed. Twenty students were involved in a focused group discussion. And various documents including policy documents, guidelines and website documents were analyzed. Data collected was analyzed by induction process.\n\nThe findings show that the loan scheme in Tanzania is partly not performing well in terms of application procedures, disbursement of funds to students and loan recovery. Therefore to make the loan scheme perform at the convenience of the stakeholders, it is recommended that the government should decentralize the HESLB to district level (establish the district offices). By doing so some services such as distribution and collection of loan application forms and means-testing can be done at the district offices. In addition, it is recommended that the loan application forms can also be stationed at Advanced Secondary Schools to make it easy for the applicants to access them as most of the applicants are students from these schools.

Lanlin Zhang

Since the endorsement of a socialist market economy in 1992 in the 14th National Congress of the Chinese Communist Party, self-financing and fee-charging principles have been widely adopted, and finally legitimized in China's higher education system. However, refonns in China's post secondary education, mainly privatization and tuition fee hikes, have produced some serious controversies and concerns among students, parents, and international education researchers. This article delves into the issues of post secondary education refonn in China and brings into attention problems that occur when policies are institutionalized in a centralized decentralization setting. Depuis l'adhesion a une economie de marche socialiste au 14e Congres national du Parti communiste chinois, les principes d'autofmance et de privatisation ont ete adoptes partout, et finalement legitime dans le systeme d'education tertiaire en Chine. Neanmoins, les refonnes dans le systeme d'etude post-secondaire chinois, surtout dans la privatisation et dans la hausse des frais de scolarite, ont provoque de serieuses controverses et des soucis chez les etudiants, parents, et chercheurs intemationaux sur l'enseignement. Cet article etudie les problemes de reforme au niveau post-secondaire en Chine et attire l'attention sur les problemes qui surviennent lorsque les politiques se font institutionnalisees dans un milieu de decentralisation centralisee.

Jan Herczyński

We analyze the governance structure and the financing of Kyrgyz education, with special emphasis on the general secondary education system. General secondary schools are under the authority of oblasts and rayons. Our main findings are as follows: 1. The oblast and rayon authorities in Kyrgyzstan are in fact delegated offices of the central administration, with highly non-transparent reporting lines, very little budgetary independence, diffused political responsibility and politicized control over financial flows to lower levels of government. 2. The principle that funds from the central budget for specific functions should be transferred directly (without any intermediaries) to the level of government responsible for those functions is not observed in Kyrgyzstan. In particular, the categorical grants for education are determined and negotiated in a very non-transparent way. 3. The Kyrgyz education sector is fragmented, and the divided responsibilities for management and for finances make rationalization and reform very difficult to accomplish. Moreover, the situation is compounded by the fact that education decentralization has a formal character, and is not accompanied by real delegation of authority and responsibility. 4. The general secondary education system in Kyrgyzstan, although managed according to the rules and procedures common to other post Soviet republics, displays a remarkable degree of regional and ethnic differentiation. The financing levels also vary significantly among oblasts. 5. Parental contributions make up at least 30% of the school budgets in Bishkek. Their collection and use vary greatly among schools, but in all cases are beyond the effective control of either parents or the central and local authorities. Moreover, the emerging system of entrance fees for first grade students is unconstitutional and violates human rights and pedagogical principles. In order to deal with these issues, the Kyrgyz Republic needs to correct the present non-transparent and dysfunctional governance structure of Kyrgyz education, because otherwise any efforts to improve the delivery of educational services or their financing may remain ineffective. The Kyrgyz Republic also needs to define education standards that it will be able to enforce and finance in all schools. Finally, it needs to implement a regulatory system governing parental contributions, which would serve the schools and at the same time allow for transparent and well-monitored use of private funds in public schools.

Monica Dall’Asta, Alessandra Chiarini

Women's interest in found footage and compilation has been extraordinarily intense from the very beginning.1 Even the origins of this peculiar mode of film production are tied to a woman's name, that of Esfir Shub, the great director of Soviet cinema who was the first to create an essayistic feature by putting together pieces of archival footage.2 Her seminal film of 1927, Padenie Dinastii Romanovykh (The Fall of the Romanov Dynasty), depicts the collapse of the Tsarist empire from the February Revolution to the October Revolution of 1917 purely by means of a montage of preexisting footage. Followed by a handful of other films she made with the same method in subsequent years, this first experimentation in compilation film was an opportunity for Shub to demonstrate the creative power of montage, showing how even the most resistant, unyielding materials can generate an entirely new meaning from the way they are combined—as for example in the case of the numerous shots taken by the camerapeople of the Tsarist film industry, which were transformed through her editing into incontrovertible proof of the necessity of the Revolution. In a way, then, Shub's work can be considered the most advanced result of all the philosophy of the Soviet avant-garde, for her films test Lev Kuleshov's intuition about the signifying power of montage by reworking preconstituted materials that had been originally produced to respond to a completely different, and sometimes even opposite, ideological project.3Many more women after Shub have adopted compilation as their privileged approach to film production and experimentation. Once a marginal form even in the documentary field, found footage cinema is now enjoying an extremely vital phase, fostered by both the exponential growth of the audiovisual archive and the improvement of digital editing technologies that have made film images all the more usable. Up to the 1950s and through the appearance of new avant-garde movements at the end of that decade, the history of found footage cinema consists of very few names and a similarly small number of film titles. And yet, even in the first half of the twentieth century women are a notable presence in the field, not only for their sheer numbers, but also by virtue of the quality and originality of their work. In this context we need to cite at least the name of Germaine Dulac, whose archival film of 1935 anticipates many typical concerns of the contemporary debate about the historicity of the film image. Le cinéma au service de l'histoire (Cinema at the Service of History) was assembled by Dulac during a period of intensive archival research at Gaumont, where she had been employed until the previous year as coeditor of the company's newsreel, France Actualités. Her monumental film is constructed from fragments taken from Gaumont newsreels from 1905 to 1935, and presents itself as a recollection, as well as a critical assessment, of the historical experiences made by a generation, her own, that was equal in age with the cinema: the generation born during the Belle Epoque, educated in the myth of progress, and doomed to witness its ruinous dissolution in the disaster of World War I, only to find itself confronted with the advent of dictatorships and totalitarianism. Made in the political-cultural context of the Popular Front (the film was made to be screened on the occasion of the opening of an independent “all-newsreel” film venue), Cinema at the Service of History reveals a thorough confidence in the testimonial power of cinema.4 It is at once a requiem about the atrocities of war and its moral, social, political, and economic consequences, and a warning to the present about repeating the mistakes of the past.Alongside Shub and Dulac, the third female master of found footage cinema before the 1960s is no doubt Nicole Vedrès. Her innovative work on Paris 1900 (1947) combined a “classical” approach to compilation film, based on exclusive use of documentary sources, and a more definitely modern approach, which regards the products of narrative cinema as no less legitimate sources of historical knowledge than documentary materials. Vedrès's work anticipates by several decades the awareness, typical of the debate on film and history of the early 1980s, that every film, whether narrative or documentary, bears a number of specifically historical traits—or, rather, what Vedrès characterizes as a specific form of historical truth that expresses itself in a visual quality on the order of photogénie.5This early phase of the history of found footage cinema, where three women play a primary role, draws to a close at the end of the 1950s. A more critical, irreverent, and playful attitude toward archival images, and a tendency to employ the past to produce an allegory of the present, and often quite a complex one, appears in the work of diverse experimental filmmakers, including Isidore Isou, Stan VanDerBeek, Bruce Conner, and Guy Debord. Again, several women participate as well in this new moment that marks the evolution of found footage film as a major form of experimental cinema, often referred to as collage film. Though the women's names are more obscure today than the filmmakers we have just cited, their position in this shift is far from secondary in terms of their critical awareness and their innovations.Already in 1959, Jane Conger Belson Shimané's Odds and Ends offered a precocious example of a collage film that mixes outtakes of travelogues with abstract animation, both painted on the filmstrip and created with paper cutouts. Since then, the ranks of women involved in the deconstruction of the codes of contemporary culture—and often particularly of its sexist stereotypes—through the reworking of preexisting footage has not stopped growing. Filmmakers such as Anita Thacher, Chick Strand, Dara Birnbaum, Peggy Ahwesh, Michelle Citron, Abigail Child, Hito Steyerl, Angela Ricci Lucchi, Leslie Thornton, Su Friedrich, Eve Heller, Vivian Ostrovsky, Nina Fonoroff, Sabine Hiebler, and Frédérique Devaux, or, among the younger ones, Lana Lin, Naomi Uman, Deborah Stratman, Caroline Avery, Cheryl Dunye, Cathy Joritz, Barbara Meter, Louise Bourque, Magda Matwiejew, Akosua Adoma Owusu, Rebecca Baron, Meike Fehre, Meryll Hardt, and Lisa Reboulleau—and those whose work is analyzed in this issue of Feminist Media Histories: Myriam Borsoutsky, Cecilia Mangini, Cécile Fontaine, Barbara Hammer, Valentina Monti, and Alina Marazzi—make us tempted to describe found footage cinema as a field where gender parity is close to being finally attained.Yet we want to resist explaining away such a proliferation of female auteurs who choose a most difficult manner of expressing their own imagination and thought—through images created by others in different places and times—with some sort of specific or “essential” female inclination toward montage, maybe even by invoking its similarity to the tailoring operations of cutting and sewing. Such essentialist comparisons can certainly be suggestive, but they hardly help us understand the reality of women's experience in the sphere of filmmaking. Even less could we endorse a thesis that would interpret women's bent for compilation films as an ability to excel exclusively in contexts characterized by a minimum creative coefficient. On the contrary, the innovative content of cases such as those we briefly recall above should demonstrate the opposite—that is, women's extraordinary creative capacity, evidenced by their ability to extract the maximum coefficient of originality from seemingly inert materials.But this would be a simplification, too, a sterile generalization based on a purely reactive attitude. A more interesting approach begins when one considers the apparent affinity between women and the practice of found footage, on the one hand, and on the other the material conditions of film production—more precisely, the difference that exists between the labor involved in editing and researching and that involved in shooting, especially in commercial cinema. All available data show that commercial cinema, which, as everyone knows, is basically a narrative and fictional type of cinema, is a field where only a few women succeed in reaching and holding directorial roles. We are then prompted to ask whether the specific difference that is responsible for found footage cinema being such a favorable field for women's initiative should not be sought at the level of what we mean by “film directing” in the first place.Cameraless cinema does not imply “directing” in the common sense of the word. Women working in found footage do not direct actors and technicians on a film set; they do not preside over complex organizational machines from the apex of the film set's hierarchical system. If they work in a group, they do so by choosing a few close collaborators, often other women. Their work more closely resembles conducting a research project, including immersive sessions in archives and philological interrogations about the materials, than directing a film set. This amounts to saying that women, in the absence of directorial opportunities within the frame of institutional cinema, may have elected the practice of found footage as a way to build an autonomous space of creativity that allows them to transform limitations into a stylistic peculiarity.6The subtitle of this issue, “Women Without a Movie Camera,” alludes in a clearly provocative way to the objective condition of limitation that women experience in their attempts to access professional opportunities for directing in the mainstream film industry, a situation that, in our interpretive hypothesis, can explain better than any tailoring metaphor the remarkable intensity of female creativity in found footage cinema.7 More than a yen for reusing archives, the breadth of female presence in the history of films derived from found footage proves women's tenacious will to make cinema at all costs, even if it means inventing their own modes of independent production under conditions of limitation and lack of means. Clear evidence of this is that even when they leave the particular sphere of found footage and take up the camera, these filmmakers usually keep working beyond the borders of mainstream narrative cinema, that is, in the fields of documentary, experimental, or animated cinema.Put another way, if an affinity between women and found footage cinema exists, most likely it is not because the process resembles “cutting and sewing,” but because cameraless cinema appears as a utopian mode of production that can be practiced in perfect autonomy, or together with a small group of trusted collaborators, in which a lack of means can be countervailed with patience and flair. It is a cinema that, as in the case of Cécile Fontaine, can even be executed at home at the kitchen sink.The remarkable number of women filmmakers who are or were active in found footage cinema could then be taken as confirmation of the famous hypothesis advanced by Virginia Woolf in A Room of One's Own (1929), that we would now have many more female names in the history books if women had had their own rooms where they could work in peace, away from the stereotypes and performative codes of patriarchal culture. The separateness and seclusion of the editing room are more than just metaphors for Woolf's idea of the room of one's own as a space of autonomy and expressive freedom.The field at stake is obviously much larger than is possible to analyze within the limits of the present publication. Unable to cover the entire, rich spectrum of women's contributions to the history of found footage cinema, we chose a series of studies on a few individual figures who represent various different approaches.8The issue opens with a selection of articles by Esfir Shub, as yet unpublished in English, introduced and edited by Liubov Dyshlyuk. The publication of these materials drawn from Shub's autobiographical book Zhizn' moya – kinematograf (Cinema Is My Life, 1972) is a deserved homage to a figure who is regularly presented as the most influential pioneer of compilation film, but whose poetic reflections are almost completely unknown in the Western world. Dating back to the time of the making of The Fall of the Romanov Dynasty (1927), Shub's writings in this issue document her extraordinary awareness in tackling the task of assembling in a coherent montage a host of such heterogeneous materials as old newsreels, home movies, and institutional documentaries. In their rigorous as well as impassioned tone, which continuously emphasizes the political valences of filmmaking, these articles confirm the fundamental position that Shub occupies not only in the practice of, but also in reflections about, the practice of compilation cinema.Monica Dall'Asta's essay on Myriam Borsoutsky and Nicole Vedrès focuses on two French figures who are almost completely forgotten today. In the virtually perfect obscurity of Borsoutsky (better known as Myriam)—who was Sacha Guitry's editor during the 1930s, before collaborating with Vedrès on Paris 1900 and codirecting La Course de taureaux (Bullfight, 1951) alongside Pierre Braunberger—Dall'Asta finds a clue to retracing a possible female genealogy of French found footage cinema. The rediscovery, or rather the discovery, of Myriam, whose skills in editing were so outstanding as to be called “diabolical” by André Bazin, discloses a whole cultural scene that includes as many different figures as Braunberger, Henri Langlois, Alain Resnais, Chris Marker, Jacques Brunius, Denise Tual, Victoria Mercanton, and Yannick Bellon. Paradoxically, Myriam's obscurity becomes the crucial element that illuminates a gray area in film history, beginning with Vedrès's groundbreaking work.Better known for the documentaries she shot—which register, with the precision of an anthropologist's eye, the transformations of Italian society between the 1960s and the 1970s—Cecilia Mangini also belongs to the crowd of forgotten women filmmakers. Her films based on the technique of assemblage are examined in deep detail in Dalila Missero's essay. Mangini's work in the archives began with the making of All'armi siam fascisti! (To Arms! We're Fascists!, 1961–62), the film she made with her husband, Lino Del Fra, and the socialist film critic Lino Micciché, and continued with Stalin (1962–63), codirected with Lino Del Fra and the great Marxist poet Franco Fortini. As with Dulac's and Vedrès's earlier works, To Arms! We're Fascists! offers a critical reading of the historical experience of the authors' generation, born under the Fascist regime and subjected to the destructive fascinations of its ideology. To find the documentary materials for both this film and Stalin (issued in 1963 in a version reedited by the producer and disavowed by the authors), Mangini conducted research in several archives around the world, facing huge difficulties. Her interest in the meaning effects attainable through the recombination of stock footage is further documented by an intense sequence in her film of women's emancipation, Essere donne (Being Women, 1963–65), of which Missero proposes an extremely accurate analysis.Barbara Hammer's first feature, Nitrate Kisses (1992), is examined by Alessandra Chiarini as an example of a film based on the construction of a complex relationship between stock footage and original shots. In conceiving of her cinema as a means for the expression of “feeling-images,” that is, “inseparable unity of emotion and thought/idea/image and internal bodily states of excitement,” Hammer is in search of an alternative style to the linear narration of mainstream cinema.9 In the movement of thoughts and emotions that spring from the flow of images in the film, Chiarini sees a method of assemblage that is reminiscent of Maya Deren's theorizations about “vertical cinema.” In Nitrate Kisses this method is adopted to a history of the twentieth century by and footage and original shots are combined in to a critical about history that into the and of between past and present, individual and very different case is presented in essay on Cécile A French who is very of what Nicole has called a approach to found footage, the of preexisting images by way of on the film a of that in and of or of the film her on the relationship between the stylistic and and that the mode of La to the construction of The are where a with the of the film is with an to the content of the the most original of the the of footage to the that her to her from when she was a In these materials a complex whose and quite result is the of the of of film archives to create new films is the of essay. 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