Analysis Of Differences In Public Spending On Education Between Developed And In Transition Countries

This study examines the differences in public spending on education between developed and transition economies, focusing on how economic, social, and institutional factors shape resource allocation across various educational levels. Using a comparative framework, the research employs the Two-Way ANOVA statistical method to evaluate the impact of economic contexts on education funding, with a specific emphasis on tertiary, primary, and secondary education. The findings reveal a significant disparity in education investments: developed countries allocate substantially higher resources compared to transition economies, where budgetary limitations hinder adequate funding for education systems. The study highlights that developed nations prioritize education as a cornerstone of economic competitiveness, emphasizing higher education and innovation, while transition economies focus more on basic education to address foundational needs. The disparities are further exacerbated by institutional weaknesses and the effects of the COVID-19 pandemic, which have intensified pre-existing inequities in resource distribution. Implications for public policy include the urgent need for institutional reforms and the adoption of sustainable strategies to bridge these gaps. Recommendations include enhancing fiscal capacity, fostering international collaborations, and leveraging technology to support equitable and resilient education systems. By analyzing data from 30 countries, this study contributes to the global discourse on education financing, providing actionable insights for policymakers to reduce disparities and promote inclusive educational development. These findings offer a roadmap for aligning educational priorities with long-term social and economic goals, particularly in diverse economic contexts.