Evaluating the impact of funding models, curriculum mandates and inclusive Education legislation on school policy reform and management

Abstract

Financial systems, curriculum guidelines, and inclusive education laws are increasingly shaping educational policy change and management in schools. This paper will explore the relationship between these three factors and creating and implementing school policies. With the help of a mixed-method design the study will examine whether the funding models promote equitable way of distribution of resources, the impact of curriculum needs on the capacity of teachers to change their instructions and the role of the inclusion legislation in providing equal access to all students. The surveys, interviews, as well as the analysis of policy-making documents of various secondary schools allowed collecting the data and conducting both quantitative and qualitative analysis. The results show that the funding models have significant impact on the capacity and the sustainability of the schools. Simultaneously, curriculum requirements tend to pit uniformity and local flexibility desires against each other. There seems to be a tendency towards more inclusive education laws which may positively influence schools to implement practices that are more equitable, but the issue of infrastructure constraints and the deficiency of teacher training are still the same. The paper concludes that to have a successful policy reform, there must be a balance in terms of financial equity, curriculum malleability, and uniformity in the execution of inclusive laws. It has been suggested that better allocation of resources, continued development of teachers, joint decision-making is part of changes needed to enhance sustainable and inclusive school management.