共查询到20条相似文献，搜索用时 31 毫秒
1.
Maria Eliophotou Menon Elias Markadjis Nikolaos Theodoropoulos Michalis Socratous 《Journal of Further & Higher Education》2017,41(6):831-843
Research points to several determinants of the private demand for higher education, which include individual, social, economic, and institutional variables. Of these variables, economic factors are considered to be highly relevant, especially in the current financial crisis. The paper investigates the link between expected rates of return to higher education and the intention of secondary education graduates to pursue university studies. The effect of additional variables influencing the choice of higher education (ability, gender, socioeconomic status [SES], type of secondary school, area of residence) is also examined. The findings show a significant link between the perceived rates of return and the intention of secondary school graduates to enter tertiary education. With the exception of residence, all independent variables are strong determinants of the intention to enter higher education. The paper also points to the considerable effect of the financial crisis on students’ expectations in that respondents reported lower perceived rates of return compared to previous estimates in the same country. The implications of the findings for higher education policy are discussed. 相似文献
2.
The paper investigates the economic benefits and costs of higher education as these are perceived by higher education candidates and labour market entrants in Cyprus. It provides further evidence on the topic after a similar study which preceded the present project by 10 years. Perceived rates of return to education are presented for two points in time, namely, 1993 and 2003. The findings point to an increasing awareness of the link between education and earnings on the part of young people, which can be linked to the country's economic development. The main influences on the respondents’ expected lifetime earnings are examined through multiple regression analysis. Gender and ability are found to be significantly related to expected earnings. 相似文献
3.
The paper provides new estimates of the perceived rates of return to higher education in Cyprus and compares them to previous estimates for the year 1994 in the same country. Both the elaborate and the short-cut methods are used in the estimation of rates of return. The estimated rates are entered as independent variables in logistic regression analysis in order to study the effect of economic considerations on the decision of secondary school students to pursue higher education. The findings show an increase in the perceived rate of return for both higher education and labour market entrants. In agreement with human capital theory, the mean rate of return to higher education expected by higher education candidates is considerably higher than that expected by labour market entrants. In two logistic regression models, the perceived rate of return to higher education, as estimated by both the elaborate and the short-cut methods, has a significant effect on the students’ intention to pursue higher studies. 相似文献
4.
The paper studies the relation between different national cost‐sharing models and how students from different socio‐economic backgrounds finance their higher education in six different European countries: the Czech Republic, England, Germany, the Netherlands, Norway, and Spain. The findings reveal considerable differences both between the countries and also between different socio‐economic groups of students within each country. Even though there are only small social differences in the students’ level of income, there are considerable social differences in the students’ sources of income. The findings are discussed related to the country’s specific policy and higher education funding structures. 相似文献
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Costas Soumelis 《Higher Education》1981,10(3):353-361
This article reviews some studies of individual demand for higher education undertaken during the 1970s. It argues that although lifetime earnings are positively related to educational qualifications, rates of return to education do not seem to matter much for either public or private educational decisions. Public educational decisions seem to be affected more by such factors as the inertia of the system, expected externalities of socio-political importance, which are not measurable and, therefore, are excluded from the rate of return calculations and some educational objectives, such as meeting social demand and for ensuring equal opportunities to all individuals, which public authorities adopt at any time period. On the other hand, pupils' educational plans for post-secondary education were found to be greatly influenced by their scholastic achievement, sex and socio-economic status. It was also found that the economic factor which clearly enters into their decisions function, is initial salary differentials. However, a high proportion of pupils do not possess this information. It is also argued that individual demand for post-secondary education could be estimated with a high degree of approximation on the basis of pupils' scholastic achievement at secondary school, sex and socio-economic status. The pupil's ability to finance his further studies, particularly the poor student and in the absence of grant or loan systems is of great importance. 相似文献
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我国普通高等院校学费制定标准探讨 总被引：1，自引：0，他引：1
毛建青 《湖南师范大学教育科学学报》2006,5(2):75-78
对于学费制定标准问题，有很多学者认为是难以量化的，因此学术界对此问题缺乏深入系统的研究。因此应对此问题进行深入探讨和相关的分析研究。根据能力支付原则和利益获得原则，初步构建一个涵盖五个主要经济因素——各方面的承受能力、高等教育个人收益率、高等教育供需状况、生均培养成本以及地区差异的学费标准制定的量化模型，并在此基础上具体提出各专业、各地区的学费制定标准的两个公式模型。 相似文献
9.
In most developing countries, as the young population increase in number and consequently, the demands for higher education rise, the governments cannot respond to all demands. Accordingly, they develop private higher education sectors as an alternative solution. In developed countries, some moving factors are influential in creation and the increase of private institutions but there are scarce evidences and comparative results about developing countries. The current comparative study seeks to investigate and analyze the main factors of privatization in higher education of three developing countries: Indonesia, Malaysia, and Kenya. After a short outline of theoretical foundations, this study provides more in-depth explanations of the principal and common effective factors. 相似文献
10.
Perceived rates of return to higher education in Cyprus 总被引：2，自引：0，他引：2
Maria Eliophotou Menon 《Economics of Education Review》1997,16(4):425-430
The paper estimates perceived rates of return to higher education in Cyprus and uses them in logistic regression analysis in order to study the effect of economic considerations on the decision of secondary school pupils to pursue higher education. Unlike earlier studies, the data used in the computation of these rates are based wholly on the pupils' subjective estimates. The results are supportive of human capital theory: The mean rate of return to higher education estimated by higher education candidates is considerably higher than that perceived by labour market entrants. Logistic regression analysis shows the percieved rate of return to higher education, as estimated by both the elaborate and the short-cut methods, to have a significant effect on the pupils' educational intentions. 相似文献
11.
Josh M. Beach 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):24-38
This article explores the history of human capital in the United States in relation to scholarly study of the private economic returns to higher education. The focus of this study is the private economic returns to subbaccalaureate education in two-year community and technical colleges. This article argues that although there are some beneficial private rates of return to a subbaccalaureate credential in relation to having no higher education, the benefits are small and often insignificant, especially in relation to the rates of return to a baccalaureate degree. Thus, subbaccalaureate credentials are devalued economic commodities that perpetuate the inequality of U.S. society and the labor market and, therefore, subbaccalaureate education should not be seen as a means to democratize higher educational access, but more as an advanced type of secondary schooling. 相似文献
12.
This article examines the relationship between the private share of tertiary enrollments and overall access, measured by the gross tertiary enrollment rate, using a cross-national dataset from 122 countries spanning 1999−2017. In contrast to the dominant assumption in international development that expanding the private sector will necessarily increase access, we find a weak association between the private share of tertiary enrollments and gross tertiary enrollment ratio globally. That said, this association is stronger when there is high demand for higher education, as proxied by secondary gross enrollment ratio and urbanization. We also find regional variation, with private higher education positively associated with access in Central and Eastern Europe and core English-speaking countries and negatively associated with access in sub-Saharan Africa, after accounting for demand factors. We argue that private higher education is only an effective policy solution for expanding access when there is high unmet demand for higher education and a conducive policy context. 相似文献
13.
Vincent Carpentier 《Higher Education Quarterly》2012,66(4):363-390
This paper looks at the current challenge facing higher education by exploring the historical relationship between higher education funding and long economic cycles in the UK, USA and France. It examines the consequence of the transformation of public‐private income in higher education that followed the 1970s downturn, questioning whether the rise of private resources acted as additional or substitutive resources for public spending. The paper suggests that there is a risk that the cost‐sharing strategy could be turned into a policy of public‐private substitution of funding and provision, leading to a transfer rather than an increase of resources with strong implications on quality and equity. However, the Kondratiev cycle suggests an alternative route by designating the impact of the 1970s economic downturn on education as unique. Previous economic crises were contemporary of accelerations of public funding towards education which in fact contributed to economic recovery. The current crisis could represent an opportunity to revive counter‐cyclical policy by looking not only at efficient public spending but also at developing fairer taxation. A revival of public funding complemented by an additional rather than substitutive diversification of income would rebalance the public‐private structure of funding and drive a sustainable higher education system capable of playing a key part in these counter‐cyclical transformations. 相似文献
14.
In Western Europe, especially in Germany, private higher education is generally perceived as an alternative to public higher education for students from relatively affluent families; more broadly, there is a general perception that attending a private higher education institution is correlated to wealth. This perception is influenced by private higher education in the US, which is the world's most visible private system, but also probably the most atypical. In this article, we will analyse the relationship between private higher education attainment and the wealth of nations as reflected by their per capita GDP. We will try to relate the indicators in models that use cross-sectional transnational data as well as time series analysis for four contrasting countries (Chile, Germany, Romania, and the US). We will address two questions: (1) do wealthier nations have a higher percentage of enrolment in private higher education? and (2) does enrolment in private higher education grow with economic growth? Our analysis shows that a simple general relationship between enrolment in private higher education and the wealth of nations does not exist. 相似文献
15.
David Piachaud 《Higher Education》1975,4(2):201-212
The extent to which economic factors can explain private decisions about staying on at school beyond minimum school leaving age and about going on to higher education is considered. The pattern of continuing education by age and by class is described: most terminate their full-time education at the earliest opportunity but a higher proportion of those with middle-class parents stay on. Differences in private rates of return to the student to staying on at school and to university offer an explanation for the lower proportion dropping out of education at the end of school than at minimum school leaving age. Private rates of return do not explain the variation in the pattern of continuing education between social classes. Costs to parents of continuing their child's education are considered for model families at different income levels. These costs, relative to income level, offer a possible explanation for differences in continuing education between socio-economic groups, and may be an important barrier to equal educational opportunity. 相似文献
16.
当前,各地区民办高等教育的发展无论是绝对规模还是相对规模都存在区域差异。其影响因素主要有以下几方面:从需求角度看,我国民办高等教育的发展主要源于过度需求,而非差异化需求;衡量过度需求的变量对相对规模和绝对规模的影响都非常显著,而衡量差异化需求的四个变量的影响是不显著的,表明差异化需求并非是决定一个规模地和区相民对办规高模等影教响育均发呈展显的著主正要相因关素; 从从政供策给角角度度看看,政,人府均对G民D办P对高民等办教高育等的教政育策的显绝著对影响地方民办高等教育的发展。且同等条件下,人口越多的地区民办高等教育的绝对规模越大。故需转变观念,多样化发展;适度强化政府职能,加强政策导向;加大财政扶持力度,民办高等教育也是以公益性为主的社会事业,其资源配置不能完全交由市场来决定。 相似文献
17.
Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed. 相似文献
18.
《Journal of Further & Higher Education》2012,36(2):247-263
Diversity, understood in a multiplicity of ways, has been a focus of attention in education in recent years. As in many other countries, recent post‐school education policies in Aotearoa/New Zealand have emphasised previously under‐represented ethnic groups, such as Māori and Pasifika. The intention has been to widen participation in further and higher education (FHE) as a means to improve the country's economic performance in a global market. However, the same policies imply a deficit discourse – where diversity is perceived as a problem or deficit to be ‘fixed’. As part of a larger study into FHE student retention, 137 teachers were surveyed to identify what they did to cater for the learning of these ‘diverse’ students. The responses varied. For example, some insisted that, to be fair, all students had to be treated the same; others described teaching/learning approaches they used to ensure students succeeded. Five positions were identified in the data: universal, universal/group, group, group/individual, and individual. These positions are discussed and linked to Banks's cultural‐pluralist and assimilationist ideologies. It is argued that FHE teachers could draw on strategies from each of the three main positions to enhance student learning. 相似文献
19.
Private tutoring in Eastern Europe and Central Asia: policy choices and implications 总被引：1，自引：0，他引：1
Iveta Silova 《Compare》2010,40(3):327-344
Private tutoring has become increasingly visible in Eastern Europe and Central Asia since the collapse of the socialist bloc in the early 1990s. Yet, this unprecedented growth of private tutoring, in its varied forms and arrangements, has remained largely unnoticed by policymakers in the region. Based on the data from the cross‐national studies of private tutoring in 12 countries, this explorative study examines factors driving the demand for private tutoring and discusses government responses to private tutoring in Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Lithuania, Mongolia, Poland, Slovakia, and Ukraine (research conducted in 2004–2005) and Kazakhstan, Kyrgyzstan, and Tajikistan (research conducted in 2005–2006). The article analyzes various policy contexts and examines challenges that confront education stakeholders and policymakers as they formulate their responses to the rapidly‐spreading and constantly‐changing phenomenon of private tutoring. Finally, the article discusses whether, and to what extent, the existence of regulatory mechanisms influences the scope, nature, and implications of private tutoring across the countries of Eastern Europe and Central Asia. 相似文献