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1.
Three universal demands characterize higher education globally: the demand for higher quality, for increased access, and for greater equity. In East Africa, where resources are highly constrained, no nation has been able to meet these demands on the basis of public expenditures alone. Instead countries have had to increase resources from nonpublic sources, including tuition fees. In countries with strong resistance to tuition fees and where the difficulty of taxation is combined with a daunting queue of competing public sector needs, a dual-track tuition policy is especially popular whereby the most capable applicants are financed from public resources and other qualified students are allowed admission on a fee-paying basis. This article studies dual-track policies in Tanzania, Kenya, and Uganda. We find that although rewarding ability, the dual-track policies did little to offer opportunities for the poor. 相似文献
2.
Manuel S. González Canché 《Research in higher education》2017,58(2):141-183
More than 40 years of research has found a positive relationship between increases in the proportion of non-resident students enrolling in an institution and increases in the tuition prices this institution charges to these same students. Notably, this line of research has consistently treated this non-resident student body as if they constitute a homogeneous group in terms of their socioeconomic well-being, when in reality these students come from states with differing levels of socioeconomic prosperity. Notably, given that tuition and fee charges to non-resident students are market-based, institutions charge what out-of-state students are willing to pay. Under this rationale, it follows that the wealthier the student body of an institution is, the more institutions will be able to charge them in terms of tuition and fees for their education. The purpose of this study is twofold. First, it offers a method to measure the level of wealth of the non-resident student body enrolling at an institution considering the level of wealth of these students’ home states, therefore creating a measure of heterogeneity of the non-resident student body. The second purpose is to evaluate whether this measure of heterogeneity is associated with larger increases in the net tuition and fee prices charged to these students compared to the increases related to the homogeneous structure that ignores these students’ home-state wealth. This twofold purpose was addressed utilizing a dataset built from regional, state, and institutional information of 1743 public and private not-for-profit 4-year institutions across the contiguous United States. Since all the outcome variables were found to be spatially dependent, spatial econometrics techniques were employed for model estimation. Results corroborated that treating non-resident students as a homogeneous structure rendered downwardly biased estimates of institutions’ abilities and/or decisions to set higher or lower tuition and fee prices compared to the estimates obtained using the heterogeneous structure. Considering current general disinvestment of states in higher education, the analysis of factors driving non-resident tuition and fee price-setting has become especially relevant for public policy officials and decision-makers at both the institution- and state-levels. Accordingly, this study examines a critical issue in the finance of higher education—the setting of institutional tuition and fees for non-resident students. 相似文献
3.
教育作为社会事业的组成部分,社会分层现象必然对它产生深远影响。通过对家庭教育支出进行分类别分析,得出三个关键性的结论。首先,学校收取的两类教育费用的阶层差异相对较小,分布均匀,收费治理已经取得明显收效;其次,家庭教育支出的阶层差异主要反映在选择性教育支出项目上,择校和课外辅导支出反映出明显的阶层偏好;第三,交付学校用于购买必要学习用品和住宿的费用在各类家庭中的差别不大,但是,对低收入家庭是较沉重的负担。在数据分析的基础上,还就家庭教育支出的政策意义和社会意义进行了研究,指出改进教育预算制度、对学习用品和住宿进行补贴是提高财政投入效率的有效措施。 相似文献
4.
《International Journal of Educational Development》1987,7(1):59-67
The paper presents evidence on differences between public and private schools in Colombia and Tanzania on a number of indicators like cognitive achievement, unit cost and labor market outcomes. The findings are mixed, in the sense that in both countries, statistically controlling for student ability and socioeconomic background, private school students outperform their public school counterparts on academic achievement, whereas the reverse is true regarding achievement on specialized subject-matter. One possible explanation of this finding is that parental pressure (social demand) on private schools makes them tacitly emphasize academic subjects which are viewed by their customers as leading to a higher level of opportunities after graduation. 相似文献
5.
Maureen Woodhall 《Higher Education in Europe》1992,17(1):141-149
The last decade has seen considerable changes in patterns of financing higher education in both industrialized and developing countries. Financial stringency affecting public budgets, rapid growth in student numbers, and concern for both efficiency and equity have resulted in changes both in systems of financial support for students and mechanisms for funding higher education institutions. This article reviews recent changes in sources and methods of financing higher education in OECD countries, including Australia, France, Germany, Japan, Netherlands, Sweden, the United Kingdom, and the United States. It examines attempts to shift some of the financial burdens, for higher education from public to private sources, through the introduction of tuition fees and student loans, not only in industrialized countries, but also in developing ones in Africa and Asia. 相似文献
6.
Valerie Hey 《教育政策杂志》2013,28(1):67-84
In 2009, the South African Department of Education extended tuition fee abolition to schools serving the poorest 60% of students, increased from 40% in 2007. This policy intends to increase access to and longevity in school for the poorest households by removing fees as a barrier and replacing private revenue with increased state funds. Despite this progressive expansion of fee-free schooling, the reported frequency of non-attendance attributable to school fees increased from 2008 to 2009, particularly among poor females and primary-aged children. This paper attempts to explain this phenomenon by presenting three constraints that hamper the potential benefits of fee abolition: (1) the rationalization of educational expenditures; (2) perverse incentives for schools to exclude non-paying children; and (3) the poor targeting mechanisms of fee abolition and government spending. As a result, we find significant lags in the implementation of fee elimination and that many poor households are still required to pay user fees. Several finance policy options are recommended for the South African schooling system. Data originate from South Africa’s National Treasury and General Household Survey. 相似文献
7.
Ruben Schalk 《History of education》2015,44(2):131-155
Several European countries were unable to match student numbers with labour market demand during the nineteenth century. The causes of this mismatch may be found in the organisation of higher education and the funding of students. Drawing on a variety of sources, this paper compares financial support available to Reformed and Catholic theology students in The Netherlands, to examine how differences in student funding affected enrolment and labour-market patterns. While low tuition fees increased access to the public universities, generous student financing provided by numerous parties caused a structural oversupply of Protestant theology students. The private Catholic colleges instead selected students and applied grants specifically to encourage graduation, consequently balancing students more closely with labour-market demand. This relative success of regional colleges over national universities mirrors the primary education history literature on the benefits of local coordination and resource allocation. 相似文献
8.
The government of Cameroon like that of many sub-Sharan African countries is faced with dwindling public revenues and cannot provide the required finances for the education sector. Since many other developing countries are facing similar financial constraints, policy options have been proposed for the recovery of costs as a way of revitalizing and improving the quality of education in these countries. The introduction of user charges is one of the more prominent options that applies to all levels of education. In light of the educational financing situation in Cameroon, this study sets out to assess the possibility of implementing this option. It, therefore, seeks to analyse how secondary schools are financed and to measure private direct costs of secondary education so as to determine parental willingness to spend on schooling. 相似文献
9.
In recent years, there has been major growth in low-cost or affordable private schooling in South Asia. This has applied in both urban and rural areas. In Pakistan, some 25%–33% of all children now attend private schools. Further, there has been substantial, consistent, developing country evidence that students of affordable private schools outperform academically their counterparts in government schools. This seems to remain true even after account is taken of intellectual ability, home and family characteristics.In this paper we use 2011 data collected by Pakistan's Annual Status of Education Report (ASER, 2012) to address three questions:
- (a)Do Pakistan's rural private school students outperform their public school counterparts?
- (b)Do Pakistan's public–private partnership (PPP) school students outperform their public school counterparts?
- (c)Are higher private school fees associated with higher student achievement?
- •private school students in Pakistan, do outperform their government colleagues. This effect persists even after account is taken of other variables (child, household and school).
- •PPP students also outperform their government counterparts but this effect disappears when account is taken of private tuition.
- •students from the lowest-fee private schools outperform students from government schools and higher fee school students generally outperform the lowest fee schools but this latter difference seems attributable to factors other than solely the higher fee level itself.
10.
W.G. Walker 《教育政策杂志》2013,28(3):261-272
Among the chief characteristics of the post‐industrial society are ambiguity and paradox. In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship. The ‘privatization’ of higher education now includes the imposition on enrolment charges, the re‐introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new ‘self‐contained’ and ‘hybrid’ private higher education institutions. In response to these developments, debate has tended to centre upon a number of mythologies which inter alia assert that private higher education is new to Australia, that it is foreign to the Western academic tradition and that such education avoids the employment of public funds. Moreover, it is claimed that while private higher education is ipso facto elitist, it will, through competition, result in a more effective and efficient public sector. The above mythologies are examined in the light of past, present and proposed developments in Australian higher education, with particular note being taken of the establishment of the Bond University in Queensland. 相似文献
11.
The patterns of government subsidies to higher education in France, Germany, Netherlands, Sweden, and the United Kingdom (UK) are compared and contrasted. The subsidies are subsequently evaluated in the light of stated policy objectives, with particular attention to the objectives of efficiency and equity. Two extreme models of financing are considered; one in which public subsidy covers 100 per cent of the private costs of higher education, including income forgone by students, the other in which public subsidy to students is kept at a minimum. The study concludes that the ideal package from the standpoint of efficiency and equity is (1) a grants system in the last few years of secondary education; (2) a system of fees equal to about 30–50 per cent of institutional incomes and (3) an income contingent loan scheme (or graduate tax) for both undergraduate and postgraduate students.The research for this paper was sponsored by the United States Education Policy Research Center for Higher Education and Society under HEW Contract No. 300-76-0026. The views expressed are not necessarily those of the Center. Our thanks are due to J. Froomkin for valuable comments on an earlier draft. 相似文献
12.
This paper is an attempt to analyse the present pattern of funding higher education in India and to discuss the desirability and feasibility of various alternative methods of funding the same. Higher education in India is basically a state funded sector. But as higher education benefits not only society at large, but also individuals specifically, and as it attracts relatively more privileged sections of the society, there is a rationale for shifting the financial burden to the individual domain from the social domain.It is argued here that given the resource constraints and equity considerations, financing higher education mostly from the general tax revenue may not be a desirable policy in the long run. Accordingly some of the alternative policy choices are discussed, including financing higher education from the public exchequer, student loans, graduate tax, student fees, and the role of the private sector. Among the available alternatives, it is argued that a discriminatory pricing mechanism would be relatively more efficient and equitable. While given the socioeconomic and political realities, the government has to continue to bear a large responsibility for funding higher education, instead of relying on a single form of funding, efforts should be made to evolve a model of funding that provides a mix of the various methods. It is also argued that fee and subsidy policies need to make distinctions across various layers and forms of higher education. 相似文献
13.
Shahrukh R. Khan 《Higher Education》1991,21(2):207-222
A recent shift in the allocation of public expenditure towards higher education prompts several questions: Is this allocation economically justified? Are these resources well utilized? Is there significant cost recovery of these expenditures? If not, who benefits from the subsidy these expenditures represent? Are there alternative means of financing higher education? This paper attempts to provide answers to these questions, which can be briefly summarized as follows: Estimates of social rates of returns do not support the reallocation of public expenditures away from primary towards higher education; low retention rates and high failure rates suggest that the internal efficiency in the utilization of these expenditures is low; currently, almost all public expenditures on higher education represent a subsidy; given the tax burden and enrollment ratios by income group, the lower income groups seem to be gaining most from these subsidies; a start has been made at private sector higher education with the opening of two professional universities, but the prospects of general universities currently opening appears to be dim. Pakistan has a well designed loan program in operation although its quantitative impact is currently limited. 相似文献
14.
The financing of education has emerged as a major topic of discussion among policy makers in recent years. There is evidence that in many developing countries, governments can no longer continue to increase spending on education at the high rates characteristic in the 1960s and 1970s. The macroeconomic environment has worsened, and there is keen intersectoral competition for public funds. Thus unless educational development moves away from its present heavy dependence on public funds, the expansion of education would be frustrated. One policy option is to increase the private financing of education. In this paper, we evaluate the potential effectiveness of loans schemes as a cost recovery instrument in higher education. Essentially, loans permit students to finance the cost of their education from future income. So the effectiveness of loans would depend on the relation between costs and students' future income. It also depends on the incidence of repetition, dropout, and default, as well as on whether or not a grace period is incorporated in the loan scheme. Our simulations show that in Asia and Latin America, the potential rate of cost recovery is substantial under what appears to be bearable terms of repayment. In Francophone Africa and Anglophone Africa, however, loans schemes are unlikely to perform as well, but they would still permit a shift toward greater private financing of higher education. 相似文献
15.
Longer-Term Economic Effects of College Selectivity and Control 总被引：1，自引：0，他引：1
This study uses a nationally representative sample of baccalaureate recipients—4 years after graduation—to assess the effects of college selectivity and control on earnings and indebtedness related to undergraduate education. After controlling for salient background, education, and labor market characteristics there is strong evidence of a substantial earnings return to college selectivity and control, which is consistent with the bulk of earlier work in this area. The impact of these factors on education-related debt is varied, with graduates from more selective private institutions continuing to bear the largest debt burden. Findings also suggest, however, that the enhanced earnings for graduates from selective private colleges are quickly offsetting the associated debt burden. Potentially problematic issues include a mix of high debt loads and sub-par labor market experiences for graduates from low selectivity private institutions—those that also serve a disproportionate number of nontraditional students. 相似文献
16.
公共产品市场化供给发展过程中存在各种不公现象,而作为准公共产品的教育的不公是最大的不公。我国现行教育中,由于存在高额学费或择校费、教师为获取私利而进行各种有偿场外活动、考试加分制度的滥用和暗箱操作、教育资源投入与分配不合理等越轨现象,教育作为准公共产品的基本属性被打破,公平性逐渐丧失。为维护教育作为公共产品应有的公平性,政府应拓宽融资渠道,真正实现为教育埋单,并做到合理分配教育资源,同时完善相关法律法规,并且能够严格执法,以切实保障教育的公平实施。充分认识以及分析这个社会最应该维护的教育公平问题,将有利于国家与社会的长远发展。 相似文献
17.
Ann M. Gansemer-Topf Jillian Downey Katherine Thompson Ulrike Genschel 《Research in higher education》2018,59(2):174-197
Economic recessions impact higher education institutions in complex ways. Several analyses have examined the influence of the 2007–2009 recession on tuition, enrollments, revenues, and expenditures, but the connection of these resource allocation patterns to a student success outcome—namely, retention—is limited. This study examined relationships among institutional expenditures, tuition, and staffing patterns on first-year retention rates at private and public institutions in 2007, 2009 and 2011: before, during, and after the economic recession. Private and public institutions increased tuition during this time period and increased expenditures. Expenditures most directly educating students (i.e. instruction) and institutional selectivity were positively associated with retention. However, public and private institutions differed in how they allocated their expenditures. That the findings correspond with past research investigating relationships between resource allocation and retention illustrate principles of the resource dependency theory (Pfeffer and Salancik 1978): institutions impacted by external economic changes, adjust revenues, staffing, and expenditures during economic changes. 相似文献
18.
我国义务教育贫困学生资助制度分析 总被引：2，自引：0，他引：2
长期以来,我国实施的是收费的义务教育。义务教育收费对贫困家庭,特别是农村贫困家庭造成了很大的经济负担,导致贫困学生因为负担不起入学费用而大量失学。贫困学生资助是收费条件下帮助贫困家庭子女入学的重要措施,但由于义务教育财政责任重心偏低和各级政府责任不明确等原因,义务教育贫困学生资助制度很长时间没有建立起来。本世纪开始,义务教育贫困学生资助制度建设快速推进。2001年《国务院关于基础教育改革与发展的决定》发布,提出对农村义务教育贫困学生减免杂费、书本费,补助寄宿生生活费的"两免一补"政策,奠定了义务教育贫困学生资助制度的基本框架。2005年国务院发布《关于深化农村义务教育经费保障机制改革的通知》,规定到2007年全国农村义务教育学生全部免除学杂费,对贫困家庭学生免费提供教科书,补助贫困寄宿生生活费,标志着义务教育贫困学生资助制度基本建立。但是,义务教育贫困学生资助制度运行中还存在不少问题:资助覆盖面偏小,部分农村儿童和多数进入城市的农村流动儿童没有得到资助;贫困寄宿生生活补助资金没有落实,只有一小部分的贫困学生能得到生活补助。贫困学生甄别困难,资助工作实施难度大,成本高。需要采取教育券等方式给进城的农村流动儿童提供资助,需要对全部学生免除教科书费,地方政府之间需要明确提供贫困寄宿生生活补助资金的责任,以进一步完善义务教育贫困学生资助制度。 相似文献
19.
Gholamreza Arabsheibani 《Higher Education》1988,17(6):637-646
Before 1952 university education in Egypt was generally for the wealthier classes because the universities charged fees and only the richer families could pay those fees. For less wealthy families payment was more difficult, not only because of the direct cost of higher education, but also because of the high opportunity cost of sending children to study. After the 1952 revolution the Egyptian government introduced free education at all levels and encouraged those who wanted to further their education to enter universities. Thus elitism was eradicated from Egyptian higher education. This paper uses data from a sample of Egyptian university students and analyses the determinants of secondary school choice and the factors likely to affect secondary school certificate marks. In particular we are interested in the effect of family background, represented here by father's occupation.The results suggest that individuals with fathers in higher occupational categories tend to go to private schools rather than public schools. They also tend to choose general schools rather than technical or Koranic schools. In turn, high social background as well as attendance at a private school, have a positive and significant effect on examination marks. These findings are alarming because Egypt has a rate of increase in population of over 2% and the supply of university places will therefore have to be rationed. The most likely screening factor would be examination results and as a consequence Egyptian universities may in the future become elitist once more. 相似文献
20.
对许多发展中国家而言 ,政府在扩展高等教育时常常面临很大的财政困难。结果 ,高等教育的入学机会常常规限于较低的水平 ,许多愿意承担一定成本的个体则被排斥在高等学校之外。本文应用局部均衡分析模型证明了成本回收是调动私人资源扩展高等教育进而缓解这种状况的有效方法 相似文献