ERIC Number: ED368465
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
The Impact of Salary Bulk Funding on New Zealand Kindergartens: Results of the Second National Survey.
A national survey was conducted in the spring of 1993 as follow-up to a 1992 survey on the impact of bulk funding on New Zealand kindergartens. The policy of bulk funding involves the payment of a flat rate per pupil hour to kindergarten associations, which then distribute the money to individual kindergartens, which in turn set teacher salaries and work loads. The New Zealand government adopted this policy in 1992, despite the opposition of some kindergarten associations, teachers, and parents. It was believed that the policy would lead to better self-management and educational opportunity in early childhood education. Major findings of the survey of teachers and parent committee chairpersons indicate: (1) there has been a considerable increase in staff and volunteer workloads; (2) there is increased pressure for kindergartens to maintain full student participation at all times, since government funding is based on actual attendance; (3) student roll increases and income from investment have allowed kindergarten associations to increase the number of kindergartens meeting the teacher-pupil ratio of 1:15; and (4) many kindergartens feel more reliant on parents' financial contributions than they felt previously. (Three appendixes provide estimates of kindergarten income from parent donations, survey results on the adequacy of kindergarten financial resources, and copies of the 1993 survey questionnaires.) (MDM)
Descriptors: Educational Equity (Finance), Educational Finance, Educational Policy, Federal Aid, Finance Reform, Foreign Countries, Government Role, Kindergarten, National Surveys, Parent Attitudes, Parent Role, Preschool Education, Questionnaires, Self Management, Teacher Attitudes
New Zealand Council for Educational Research, P.O. Box 3237, Wellington, New Zealand.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers: New Zealand