Resistivity Imaging of Geothermal Resources Using 1D and 3D MT Inversion A Case Study of Suswa Volcano In Kenya

Abstract

This review paper investigates the effects of funding on educational outcomes through a comparative study of public schools in Nigeria, Canada, and Indonesia, reflecting both emerging and developed economies. The study examines the disparities in funding allocation, governance structures, and their corresponding impact on student performance, teacher quality, and educational equity. By leveraging theoretical frameworks such as Human Capital Theory and comparative education models, the paper explores global trends in educational financing and their local applications within the case study countries. Findings reveal significant variability in funding efficiency, highlighting the influence of economic contexts, policy frameworks, and sociocultural dynamics. Canada demonstrates the benefits of sustained investments and robust educational infrastructure, while Indonesia and Nigeria grapple with resource constraints and systemic inefficiencies. The paper identifies critical gaps in existing research, particularly in cross-national and longitudinal analyses, and emphasizes the importance of context-specific strategies for equitable resource distribution. This review contributes to the broader discourse on educational policy and reform by offering insights into the interplay between funding and outcomes. It provides recommendations for designing adaptive funding mechanisms that promote both equity and quality across diverse economic landscapes. These findings are intended to inform policymakers, educators, and stakeholders aiming to optimize educational investments and achieve global educational development goals.