Paper Title
The Experiences of School Principals Implementing Per Capita Funding Model in Urban Schools in Kazakhstan

Abstract
This presentation focuses on the implementation of per-capita funding (PCF) at Kazakhstani urban schools. It examines whether this funding approach adequately meets the needs of schools, promotes educational equity, shapes school accountability for the funding received, and provides school principals with more autonomy in decision-making. Evidence that informs this presentation comes from a mixed methods case study: 15 face-to-face interviews with school principals and an online survey of about 500 urban schools principals. The findings indicate that despite the variation in funding under PCF model from school to school and year to year most of the participants reported receiving greater funding under this model than before, which is mostly adequate and provides opportunities for schools to focus on their development. This increased funding also provides school principals with more decision-making and financial autonomy. However, its extent depends on the amount of money the school receives under PCF. Data shows that principals mostly focus on improving material-technical base, believing that physical environment and conditions are essential to creating comfortable and equitable conditions for student learning. Since PCF is directly linked to students’ number, principals focus on enhancing the school environment and quality of education they offer to attract more students. Even though there is a shift towards inclusive education it is not linked with the money aspect of PCF where more funds are allocated per SEN student. Furthermore, there are funding disparities between old and new schools in their ability to prosper under the PCF model. Old schools face greater challenges due to the need for significant infrastructure repairs and maintenance, coupled with a higher demand for enrollment from students due to their reputation for providing quality education. In contrast, new schools have modern buildings and facilities, allowing them to allocate more funds to areas beyond renovation works.In conclusion, the PCF provides increased funding and decision making autonomy, but it depends on the amount of funding received by each school. Further consideration is needed on the impact of PCF on inclusive education and funding disparities between old and new schools. Keywords - Per-Capita School Funding, School Principals, School Improvement, School Autonomy.