The benefiting lessons from Britain's public education system and its sources of funding.

The Britain's public education system is subject to the supervision of the Ministry of Education and the Ministry of Business, Innovation and Skills. The local authorities (LA) are responsible for implementing public education policies, with supervision public schools at the local level. Britain has achieved - in its public education - the principles of free education for all, education that achieves equal educational opportunities, and is linked to work most closely, education that provides general culture in accordance with the English concept of general culture, education that removes barriers between public education and vocational education, education that strikes a balance between desires Individuals and community needs. The Britain's public education spending is second only to health within public spending in the UK, at around £ 90 billion in (2017-2018), or about 4.3% of national income. From a review of Britain's experiences in financing public education we draw the following results: - There is a partnership between colleges of education in Britain to support public education schools through teachers 'communication with professors of colleges of education through the site that links schools and colleges with work to establish camps within colleges of education in which school teachers and other college students from various disciplines participate in developing the cooperative work. - Professional and labor unions in Britain participate in continuous awareness among their members in the field of educational expenditures in order to support educational funding. [ABSTRACT FROM AUTHOR]

Copyright of Sohag University International Journal of Educational Research (SUIJER) is the property of Journal of Education - Sohag University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)