The Journal of Education Insights （Print:2972-4856 Online:2972-4864）is an international academic journal aimed at promoting research and knowledge exchange in the field of education. This journal is committed to promoting innovation and development in the field of education, providing an open platform for education practitioners, scholars, and decision-makers to share their insights, experiences, and research results. We welcome original and high-quality research papers, comments, and practical cases covering various educational stages and fields.
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Scholarship Spending in Slovenia: Aligning Purpose and Needs
Vesna Skrbinjek, Diana Pivc
This study investigates the purposes of scholarship spending in Slovenia, with a particular focus on state (public) scholarships and Zois (talent development) scholarships. It examines the fundamental objectives of scholarship provision, the structure of higher education indirect financing, and the characteristics of the Slovenian scholarship system, including eligibility criteria and scholarship types. A total of 87 higher education students participated in a survey designed to explore their scholarship spending patterns and assess whether these expenditures align with the intended purpose of the financial support as intended. The survey also examines students’ attitudes toward scholarships, perceived fairness of the system, and differences in how scholarships are used—particularly regarding support for academic success and talent development. Findings indicate that scholarships are not always utilized as intended, many students perceive the system as unfair, and the current scholarship amounts are insufficient to meet students' needs in the context of the current socio-economic challengest. Based on these findings, the study proposes several recommendations for the improvement and more equitable development of the scholarship system in Slovenia.
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Integrating Localization into Educational Policy Implementation in Humanitarian Settings: A Case Study of South Sudan
Suleiman Ibrahim Roba
This article examines how localization can be integrated into the implementation of educational policy in humanitarian settings. The article asks three key questions: i) How is localization currently practiced in the implementation of educational policy in South Sudan’s humanitarian settings? ii) What mechanisms enable or constrain the systematic integration of localization into formal educational policy implementation in South Sudan? and iii) what opportunities exist for integrating localization in educational policy implementation in South Sudan’s humanitarian settings? It draws on 104 completed questionnaires and 18 key informant interviews (KIIs), and secondary data. The article identifies three mechanisms that successfully link policy to localized practice: (1) flexible funding streams that prioritize multi-year local grants; (2) institutionalized local representation in coordination and planning bodies; and (3) community-driven monitoring systems that align local priorities with national targets. However, financial dependency, political centralization, capacity gaps, and trust deficits hinder systematic integration. In addition, the article identifies three opportunities for integrating localization in educational policy implementation in South Sudan’s humanitarian settings. These included partnership and coalition-building, recognition of the role of local actors, and international policy frameworks. The study concludes that advancing localization requires structural reforms that redistribute power toward local actors. Doing so would move localization in South Sudan’s education sector from aspiration to transformative practice. The study concludes with recommendations for donors, ministries, and NGOs to rebalance power in decision-making and to invest in long-term systems strengthening that centers local ownership.
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