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To meet its future challenges in financing higher education, Egypt has no option but to search for alternative funding arrangements.
This article considers the question of how to do so, keeping in mind the need to ensure equitable access to good quality education
for those who cannot afford it. To this end, the article begins by assessing public expenditure on higher education in Egypt,
with respect to its adequacy, efficiency, and equity. Next, it analyzes the impacts that demographic changes, the demand for
quality education, and the transition to private provision of education will have on the nature of financing higher education
in the future. It concludes by suggesting alternative strategies to address the problem of financing higher education in Egypt. 相似文献
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Mustafa Sami Topcu 《欧洲师范教育杂志》2011,34(1):99-125
The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs. 相似文献
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Early Childhood Education Journal - This study aimed to explore the digital environments of 3–6-year-old children within the home setting. A total of 537 children aged... 相似文献
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Unidimensionality and local independence are two common assumptions of item response theory. The former implies that all items measure a common latent trait, while the latter implies that responses are independent, conditional on respondents’ location on the latent trait. Yet, few tests are truly unidimensional. Unmodeled dimensions may result in test items displaying dependencies, which can lead to misestimated parameters and inflated reliability estimates. In this article, we investigate the dimensionality of interim mathematics tests and evaluate the extent to which modeling minor dimensions in the data change model parameter estimates. We found evidence of minor dimensions, but parameter estimates across models were similar. Our results indicate that minor dimensions outside the primary trait have negligible consequences on parameter estimates. This finding was observed despite the ratio of multidimensional to unidimensional items being above previously recommended thresholds. 相似文献
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In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and making mathematical meaning. We use our results as a basis to challenge the possible deficit perspective of bilingual students’ mathematical knowledge in current assessment practices. Choosing tasks that afford multiple modes of engagement and recognizing multimodal explanations in assessment practices has the potential to move us towards a better understanding of what bilingual students know and can do mathematically. 相似文献
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Personality was hypothesized to predict college adjustment because of the role of perceived social support. A sample of 111 freshmen completed measures of personality, perceived social support, and college adjustment twice in their 1st semester. Perceived social support mediated the relationships between 3 personality factors (Emotional Stability, Social Boldness, and Abstractedness) and college adjustment, highlighting perceived social support as a point of intervention to improve 1st‐semester students' college adjustment. 相似文献