تمويل التعليم في فرنسا وألمانيا وإمكانية الافادة منها في اصلاح تمويل التعليم في مصر
The research analyzed the models of school funding applied in France and Germany and the efforts exerted by the two governments in reducing disparities of students’ academic achievement. Analyzing the models of school funding in these two European countries aimed at formulating a proposal for resolving the problems of educational finance in Egypt. The research sought to answer the following questions: 1) what are the percentages of current expenditure and capital expenditure in France and Germany? 2) What are the per-student expenditures in every educational level in France and Germany? 3) How comparable are per-student expenditures in these two countries in relation to other European countries? 4) What are the sources of school funding in France and Germany? 5) Do the models of school funding in France and Germany achieve equity of educational opportunities? 6) What is the recommended proposal for reforming school funding in Egypt in the light of French and German school funding models? 7) What are the mechanisms of reforming school funding in Egypt in the light of French and German school funding models? The researcher ended with the following recommendations: 1) Increasing the pre-university education budget in Egypt to become 6% of GDP. 2) Increasing the per-student expenditure in Egypt to become 20 thousands LE per year and modifying it according to the ratio of inflation and currency devaluation. 3) Diversifying the sources of school funding in Egypt. 4) Encouraging individual contributions to build and maintain schools. 5) Organizing a national crowdfunding to build 12 thousands school in a one year to solve the problem of high-density in classrooms. 6) Increasing the public budget allocated for educational capital expenditure. 7) Increasing the public budget allocated for buying materials, equipping workshops and science laboratories, and upgrading schools. 8) Increasing the public budget allocated for funding Egyptian primary and preparatory schools. 9) Building more schools in poor districts, slums and Upper Egypt. (Published abstract)