In 2021, about 174.9 billion U.S. dollars were funded by the government for postsecondary education programs in the United States. A further 92.07 billion U.S. dollars were funded by the government for elementary and secondary education in that year.

Graph and download economic data for Government current expenditures: Education: Higher (G160311A027NBEA) from 1959 to 2023 about education, expenditures, government, GDP, and USA.

In most countries basic education is nowadays perceived not only as a right, but also as a duty – governments are typically expected to ensure access to basic education, while citizens are often required by law to attain education up to a certain basic level.1

This was not always the case: the advancement of these ideas began in the mid-19th century, when most of today’s industrialized countries started expanding primary education, mainly through public finances and government intervention. Data from this early period shows that government funds to finance the expansion of education came from a number of different sources, but taxes at the local level played a crucial role. The historical role of local funding for public schools is important to help us understand changes – or persistence – in regional inequalities.

The second half of the 20th century marked the beginning of education expansion as a global phenomenon. Available data shows that by 1990 government spending on education as a share of national income in many developing countries was already close to the average observed in developed countries.2

This global education expansion in the 20th century resulted in a historical reduction in education inequality across the globe: in the period 1960-2010 education inequality went down every year, for all age groups and in all world regions. Recent estimates of education inequality across age groups suggest that further reductions in schooling inequality are still to be expected within developing countries.3

Recent cross-country data from UNESCO tells us that the world is expanding government funding for education today, and these additional public funds for education are not necessarily at the expense of other government sectors. Yet behind these broad global trends, there is substantial cross-country – and cross-regional – heterogeneity. In high-income countries, for instance, households shoulder a larger share of education expenditures at higher education levels than at lower levels – but in low-income countries, this is not the case.

Following the agreement of the Millennium Development Goals, the first decade of the 21st century saw an important increase in international financial flows under the umbrella of development assistance. Recent estimates show that development assistance for education has stopped growing since 2010, with notable aggregate reductions in flows going to primary education. These changes in the prioritization of development assistance for education across levels and regions can have potentially large distributional effects, particularly within low-income countries that depend substantially on this source of funding for basic education.4

When analyzing correlates, determinants and consequences of education consumption, the macro data indicates that national expenditure on education does not explain well cross-country differences in learning outcomes. This suggests that for any given level of expenditure, the output achieved depends crucially on the mix of many inputs.

This table gives an overview of government expenditure on regular education in the Netherlands since 1900. All figures presented have been calculated according to the standardised definitions of the OECD.

Government expenditure on education consists of expenditure by central and local government on education institutions and education. The government finances schools, colleges and universities. It pays for research and development conducted by universities. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances to households as well as subsidies to companies and non-profit organisations.

Total government expenditure is broken down into expenditure on education institutions and education on the one hand and government expenditure on student grants and loans and allowances for school costs to households on the other. If applicable these subjects are broken down into pre-primary and primary education, special needs primary education, secondary education, senior secondary vocational and adult education, higher professional education and university education. Data are available from 1900. Figures for the Second World War period are based on estimations due to a lack of source material.

The table also includes the indicator government expenditure on education as a percentage of gross domestic product (GDP). This indicator is used to compare government expenditure on education internationally. The indicator is compounded on the basis of definitions of the OECD (Organisation for Economic Cooperation and Development). The indicator is also presented in the StatLine table Education; Education expenditure and CBS /OECD indicators. Figures for the First World War and Second World War period are not available for this indicator due to a lack of reliable data on GDP for these periods.

The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.

Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP has been adjusted upwards as a result of the revision. The revision has not been extended to the years before 1995. In the indicator 'Total government expenditure as % of GDP', a break occurs between 1994 and 1995 as a result of the revision.

Data available from: 1900

Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional.

Changes on 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP has been adjusted upwards. The indicator ‘Total government expenditure as % of GDP’ in this table has been updated on the basis of the revised figures for the entire time series since 1995. A break occurs in the indicator between 1994 and 1995.

When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.

This report analyses government funding for primary and secondary school education. This includes funding from federal, state and local governments for both private and public schools. The data for this report is sourced from the Australian Bureau of Statistics and is measured in billions of current dollars over financial years.

Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed as a share of GDP per capita. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

Graph and download economic data for Federal grants-in-aid to state and local governments: Education (G170691A027NBEA) from 1959 to 2024 about grants, state & local, education, federal, government, GDP, and USA.

The Education Stabilization Fund (ESF), established under the Coronavirus Aid, Relief, and Economic Security (CARES) Act, allotted $30.75 billion to the U.S. Department of Education to award grants to State Educational Agencies (SEAs), Local Educational Agencies (LEAs), and Institutions of Higher Education (IHEs) in response to COVID-19. The ESF Public Transparency Portal aggregates data on the grants and the associated grant recipients to help clarify where the funds were sent and how they were spent.

As of 2022, the vast majority of Hungarians agreed that the education system needed increased government support for its development. Only **** percent of respondents disagreed with the statement.

This statistic shows the distribution of K-12 public education infrastructure funding in the United States between 1994 and 2013, by source and budget type. Between 1994 and 2013, the federal government contributed about ** percent to the annual operating budget for school construction in the United States.

The United States Department of Education had outlays of about 639.37 U.S. dollars in 2022. This was a significant increase from the previous year. By 2029, the outlays of the Department of Education are expected to decrease to 173.5 billion U.S. dollars.

this graphs was retired this OurdataWorld :

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In contemporary society, basic education is not merely a right but also a duty, with governments tasked to ensure access while citizens are obligated to attain a basic level of education. However, this concept was not always pervasive. The mid-19th century marked the inception of public education as a policy priority, primarily witnessed in industrialized nations expanding primary education through public finances and government intervention. An analysis of historical data unveils the pivotal role of local funding, particularly through taxes, in facilitating this educational expansion.

During the latter half of the 20th century, education expansion transcended national borders, evolving into a global phenomenon. By 1990, government spending on education in many developing nations approximated levels observed in developed countries, reflecting a concerted effort towards educational parity on a global scale. This expansive drive bore fruit, as evidenced by a sustained reduction in education inequality worldwide from 1960 to 2010, across all age groups and regions.

Contemporary data from UNESCO underscores ongoing global efforts to bolster government funding for education, indicating a shift towards prioritizing educational investment without necessarily compromising other sectors. Nonetheless, significant heterogeneity persists across countries and regions, with variations in the allocation of educational expenditures and reliance on household contributions.

The turn of the 21st century witnessed a surge in international financial aid for education following the Millennium Development Goals. However, recent trends indicate a plateau in development assistance since 2010, with primary education experiencing notable reductions in funding allocation. Such shifts in priorities could have profound distributional implications, particularly for low-income countries heavily reliant on external aid for basic education.

Macro-level analyses reveal that national expenditure on education alone inadequately explains cross-country disparities in learning outcomes, underscoring the multifaceted nature of educational inputs. While increased investment is crucial, the efficacy of spending hinges on optimizing various inputs, with emerging evidence suggesting a nuanced emphasis on quality teachers and demand-side interventions.

Moreover, policy experiments underscore the significance of early childhood education, with investments yielding substantial long-term benefits encompassing not only educational attainment but also broader developmental outcomes. The formative years lay the groundwork for future success, emphasizing the critical role of early-life environments in shaping individual capabilities and potentials.

Reflecting on the historical trajectory of education financing, it becomes evident that the provision of accessible quality education has progressively become a public policy imperative. From its nascent stages in the 19th century driven by local funding initiatives, education has evolved into a global priority supported by diverse funding mechanisms and international cooperation.

As nations navigate contemporary challenges in education, ranging from resource allocation to quality enhancement, a holistic approach is imperative. Beyond monetary investment, attention must be directed towards optimizing educational inputs, fostering conducive learning environments, and prioritizing early childhood development. By embracing these principles, societies can realize the transformative power of education, empowering individuals and fostering inclusive socio-economic progress on a global scale.

Financial information of public and private elementary and secondary education expenditures, by direct source of funds and geography.

Time series data for the statistic Initial government funding per pre-primary student, constant PPP$ and country Finland. Indicator Definition:Total general (local, regional and central, current and capital) initial government funding of education per student, which includes transfers paid (such as scholarships to students), but excludes transfers received, in this case international transfers to government for education (when foreign donors provide education sector budget support or other support integrated in the government budget). Calculation Method: Total general (local, regional and central) government expenditure (current and capital) on a given level of education (primary, secondary, etc) minus international transfers to government for education, divided by the number of student enrolled at that level of education. This is then expressed at constant purchasing power parity (constant PPP$). Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. There are also cases where it may not be possible to separate international transfers to government from general government expenditure on education, in which cases they have not been subtracted in the formula. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/The indicator "Initial government funding per pre-primary student, constant PPP$" stands at 10.05 Thousand usd as of 12/31/2017. Regarding the One-Year-Change of the series, the current value constitutes a decrease of -1.70 percent compared to the value the year prior.The 1 year change in percent is -1.70.The 3 year change in percent is -0.3421.The 5 year change in percent is -0.1836.The 10 year change in percent is 73.24.

As of 2024, the government budget for education in Indonesia amounted to around *** trillion Indonesian rupiah. This indicated an increase of approximately **** trillion Indonesian rupiah compared to the previous year. In Indonesia, it is mandatory for every citizen to complete 12 years of compulsory education. This stipulates the completion of six years of elementary school, three years of middle school, and three years of high school.

New Zealand schools are funded primarily by the government. The three main components of government funding are school operations, teacher salaries, and property funding. In addition schools receive various forms of ‘in-kind’ resourcing from the government, including software licensing, laptops for principals, other ICT support and professional development. State and state-integrated schools get funding from all three sources, while private schools only receive School Operations funding.