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1.
We examine the distribution of student loan balances and repayment rates in the United States using administrative student loan data. We show that increases in credit limits and expansions in credit availability resulted in rising borrowing amounts, and that the share of borrowers holding very large balances has surged. For instance, the share of borrowers leaving school with more than $50,000 of federal student debt increased from 2% in 1992 to 17% in 2014. Consequently, a small share of borrowers now owes the majority of loan dollars in the United States. Although these large-balance borrowers have historically had strong labor market outcomes and low rates of default, repayment rates have slowed significantly between 1990 and 2014 reflecting, in part, changes in the characteristics of students, the schools they attended, and the rising amounts borrowed. 相似文献
2.
Student loans repayment and recovery: international comparisons 总被引：3，自引：0，他引：3
Student loans schemes are in operation in more than seventy countries around the world. Most loans schemes benefit from sizeable built-in government subsidies and, in addition, are subject to repayment default and administrative costs that are not passed on to student borrowers. We probe two issues in this paper, for 44 loans schemes in 39 countries: how much of the original loan is an individual student required to repay (the “repayment ratio”) and what percentage of the total costs of loans schemes can the lending body expect to receive back in repayments (the “recovery ratio”)? The analysis shows considerable variation in the size of the repayment and recovery ratios across schemes. Moreover, many loans schemes exhibit sizeable built-in subsidies accruing to student borrowers—in over 40% of the schemes examined, the repayment ratio is 40% or less. Overall loans recovery is considerably lower. Policy implications of these findings are discussed together with a consideration of steps that may be taken to improve the financial outcome of loans schemes. 相似文献
3.
This paper simulates student loan schemes for Brazil. A copula approach is applied to simulate dynamic earnings paths for graduates. Repayment patterns are then simulated for time-based and income-contingent loan designs. The results show that the Brazilian time-based scheme involved unsustainable repayment burdens for many graduates and contributed to the scheme's high default rates. We also show that the new income-contingent scheme is also likely to involve high taxpayer subsidies. We consider alternative designs with different strengths and weaknesses but favour an income-contingent scheme with a loan fee, repayment rates at 50% of current income tax rates and an interest rate at the government's cost of borrowing upon graduation and above initial tax threshold. We conclude by emphasising that full involvement of the federal revenue system is more desirable than the present approach of employer withholding. This would increase the earnings base and reduce costs, which is important for Brazil's current precarious fiscal situation. 相似文献
4.
There is wide agreement that the US student loan system faces significant problems. Seven million borrowers are in default and many more are not repaying for reasons such as returning to school, or economic hardship. The stress of repayments faced by many students results at least in part from the design of US student loans. Specifically, loans are organised like a mortgage, with fixed monthly repayments over a fixed period of time, creating a high repayment burden on borrowers with low income. This paper draws on the experience of the income-contingent loan (ICL) systems operating in England and Australia, in which monthly or two-weekly repayments are related to the borrower's income in that period, thus building in automatic insurance against inability to repay during periods of low income. We discuss the design of this type of loan in detail since such an exercise seems to be largely absent in the US literature. Drawing on data from the US Current Population Survey (CPS) we provide two main empirical contributions: a stylised illustration of the revenue and distributional implications of different hypothetical ICL arrangements for the USA; and an illustration of repayment problems faced by low-earning borrowers in the US loan system, including a plausible example of adverse outcomes with respect to Stafford loans. Importantly, we compare repayment burdens under the existing and alternative systems. Our illustrations show how US mortgage-type loans can create financial difficulties for a significant minority of US borrowers, difficulties which an ICL is designed to address. We note also that the current small and ineffective income-based repayment system in the US has few of the characteristics of an ideal ICL. 相似文献
5.
结合国际上关于按收入比例还款型学生贷款的实施现状,本文归纳了两种可供选择的政策取向.同时,结合国际上正在实施的按收入比例还款的国家的还款条件,测算了中国毕业生的还款情况,并与加拿大、新西兰和澳大利亚等发达国家的结果进行比较.结果表明,在我国若采用按收入比例还款,居于平均收入的毕业生的还款年限为毕业后15年,大大高于目前国家助学贷款规定的毕业后6年.基于测算,若我国实行按收入比例还款型学生贷款,并要缩短还款年限,其主要措施在于提高毕业生的收入和控制学费增长. 相似文献
6.
闫汉东 《河北工业大学成人教育学院学报》2006,21(1):32-34
作为引进外资的一种重要形式,政府举借外债对缓解经济建设资金的不足,促进经济建设的发展将起到积极作用。但由于重借轻管、淡漠还贷、借贷无序,形成较大财政债务风险。为此,本文着重从建立健全管理机构、加强外债贷款项目的全过程管理、建立健全还贷准备金机制、宏观监控、纳入任期审计等七个方面提出了防范和化解财政债务风险具体举措。 相似文献
7.
Andy Roberts 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):203-222
Abstract This empirical study focuses upon mentoring behaviour in the context of schools and colleges and is a continuation of an earlier empirical study which posited the theory that mentors will display androgyny—high levels of instrumental and expressive behaviour—whilst in their mentoring role. Sixteen mentors were invited to partake in a study that was designed to deploy both qualitative and quantitative methods in a complementary manner. Mentors reported the complementary nature of the mentoring role and other roles they performed and noted the positive, reciprocal nature of mentoring: such resulted in the mentors not seeing their role as a particularly demanding one. Evidence of mentors displaying expressive—or stereotypically feminine—behaviour within their role was apparent. The levels of instrumentality that the mentors felt others expected them to display were waived in favour of expressiveness when actual mentoring behaviour was reported: this was not mitigated by the gender of the mentor. Further, evidence emerged that the mentors would not alter their behaviour whether in a same or cross‐gender mentoring situation. The study concludes that mentors in education do not display androgynous behaviour whilst mentoring; rather they display high levels of expressive behaviour. Such would place mentoring as a stereotypically feminine role. The study further questions those who perceive cross‐gender mentoring as problematic, with mentor‐mentee age difference of possibly more concern. In order to allow full consideration of claims made, details of the previous study are given. 相似文献
8.
This research addresses the question of whether student loan repayment and default behaviors are more highly related to the characteristics of the college attended or to the characteristics of the individual student aid recipient. Our model development and variable selection is guided by theories of human capital and public subsidy, ability to pay perspectives, organizational structural/functional approaches, and student-institution fit models. To conduct the study, three national databases were merged: the NPSAS study of individual recipients of federal financial aid, IPEDS data containing campus financial and enrollment characteristics, and a third containing College Board Survey data. Our findings erode the basis for current national policies and proposed SPRE legislation that hold institutions accountable for the loan defaults of former students. Loan repayment and default behavior can be substantially predicted by the precollege, college, and postcollege characteristics of individual borrowers. Majoring in a scientific or technological discipline, earning good grades, persisting to degree completion, getting and staying married, and not having dependent children are all actions that substantially increase the likelihood of repayment and lower the likelihood of default. In both populations (all borrowers and nonproprietary), we find virtually no evidence of a direct link between default behavior and type of institution or highest degree offered.An earlier version of this paper was presented at the annual Forum of the Association for Institutional Research, New Orleans, Louisiana. May 1994. 相似文献
9.
日本国家大学生贷款回收保障体系研究 总被引：2，自引：0，他引：2
国家大学生贷款是日本大学生资助的主要形式。回收保障体系是国家大学生贷款制度能否顺利继续下去的根本保证,日本在这方面采取了很多有效的措施。本文主要从大学生贷款的经营主体、回收制度设计和追回拖欠贷款措施三个方面论述了日本国家大学生贷款保障体系的基本特征。 相似文献
10.
Andy Roberts 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):145-162
abstract As part of an ongoing research design, we wished to examine how mentors behave whilst in the mentoring role. The starting point for this was a study to examine how mentors felt they were expected to behave in context; that is, an organised educational mentoring situation, as we recognised the importance of situation‐specificity. Prior to empirical study, we theorised that the mentor may be androgynous; or more precisely are able to display high levels of expressive and instrumental behaviour. Seven suppositions were examined. Our findings were that whilst in the role, mentors do indeed feel expected to blend and display high levels of both instrumentality and expressiveness. Further, the levels of expressive behaviour they perceived they were expected to display were significantly higher. The higher levels of expected expressive behaviour is not congruent with the androgyny literature: our samples proved an exception to the ‘masculine supremacy effect’. Also, that mentoring may require high levels of stereotypically feminine behaviour is something that the mass of mentoring literature has not discussed and may warrant further attention. We concluded that the diverse, complex and complicated nature of mentoring is met with expectations to display flexibility and versatility across situations — to take a proactive approach to coping with mentoring situational demands — such is not mitigated by gender. Their reported high expected levels of both expressive and instrumental behaviour are congruent with our theory of the androgynous mentor. 相似文献
11.
William B. Simpson 《Higher Education》1987,16(6):699-721
Government reliance on student borrowing in financing postsecondary education varies greatly among countries. Nevertheless, some of the problems encountered, such as competing demands on public funds that undercut grant support or an excessive burden of debt on students, make consideration of the potential and limits inherent in the use of student loans a matter of common concern. The present article examines the role of undergraduate student loans within the context of an overall program for financial assistance. The emphasis is on placing realistic limits on individual debt burden while broadening the use of loans, consistent with encouraging access to postsecondary education and providing opportunity for choice of institution. To reduce risk and make borrowing in moderate amounts acceptable, loan programs are developed that combine income-paced repayment with provision, through ex post facto grants, for earlier discharge of repayment obligations than in alternative proposals. A model is developed for simulating borrowing and cumulative debt limits given the parameter values relevant to a country's situation. Results from using alternative parameter values are compared to authorized loan limits and to average amounts borrowed and cost of attendance for low-cost and higher-cost educational options, using U.S. data by way of illustration. 相似文献
12.
赖敏锋 《十堰职业技术学院学报》2013,26(4):19-22
高校助学贷款作为国家帮助贫困大学生完成学业的政策性优惠贷款,受到广大贫困生的欢迎。但随着高校助学贷款的发展,学生的还贷违约问题成为困扰银行和高校的一个重要问题。因此,如何解决贷款违约问题改善违约情况,一直是公众关注的焦点。本文从受贷学生、法律制度、管理方式等方面解析违约问题的诱因,对银行、高校、国家方面提出相应的建议,以降低助学贷款违约率。 相似文献
13.
System competence modelling: Theoretical foundation and empirical validation of a model involving natural,social and human‐environment systems 
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下载免费PDF全文 Rainer Mehren Armin Rempfler Janine Buchholz Johannes Hartig Eva M. Ulrich‐Riedhammer 《科学教学研究杂志》2018,55(5):685-711
Constituting a metacognitive strategy, system competence or systems thinking can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measurement instrument is required which is suitable both for supporting students and for the evaluation of methodical‐didactic measures. Such a tool is theoretically anchored in an empirically validated geography‐didactic and cognition‐psychological competence model, providing a differentiated representation of both the internal structure of a competency and the proficiency levels. The starting point of this foundation was the development of a normative‐theoretically derived model of geographic system competence. Its empirical validation was performed in different phases aimed at operationalising the competence model by means of test problems. In order to analyse the factor structure of the theoretical model, various item response models were estimated. The item levels of difficulty expected in the competence model were related to the empirical levels of difficulty and predicted by means of ordinary least squares regression to verify the model for proficiency levels. The two‐dimensional competence model – with the two dimensions ‘system organisation and behaviour’ and ‘system‐adequate intention to act’ – exhibits a better fit in reference to the model fit criteria than the one‐dimensional and three‐dimensional models. The correlations between the expected and empirical item difficulties are positive. Items that should be more difficult according to the competence model are actually shown to be more difficult. These findings suggest the reliability and validity of this new measurement instrument for diagnosing and promoting geographical system competence. It has to be implemented in practice as the next step. 相似文献
14.
In the recent debate over education reform, Japanese conservative politicians and intellectuals have selectively appropriated a particular crisis‐and‐success narrative of British education reform to de‐territorialize contentious policy changes. They assert that Britain achieved successful education reform by transforming the very same teaching practices and legal framework that currently afflict Japanese education. In so doing, the Japanese conservatives have legitimized the fundamental ‘reform’ of post‐war Japanese education through the combination of nationalistic and quasi‐market interventions in education. Drawing on a wide range of literature (literature on educational borrowing, postcolonial studies, and cultural studies), this article illuminates how the Japanese conservatives have appropriated external references to ‘British education reform’ to reconstitute the people’s common sense about the current state and the future course of Japanese education. In addition, we use this Japanese case study to advance the re‐conceptualization of the politics of educational borrowing from the perspective of non‐western ‘others.’ 相似文献
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邢志勤 《唐山师范学院学报》2013,(5):154-157
在全面借鉴其他国家和地区工业旅游开发的经验基础上,采用文献查阅和典型调查方式收集有关资料,通过访谈、实地考察等对唐山工业旅游发展现状进行分析;运用描述性分析法进行了实证检验,对唐山工业旅游发展提出具体的建议,使各工业企业有针对性地根据工业旅游市场特点,挖掘本企业所具有的工业旅游资源,结合各种支撑辅助条件,建立适合本企业的开发模式。 相似文献
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Brendan Bartram 《Higher Education Quarterly》2016,70(3):281-300
This paper explores students’ non‐economic motives for attending university. Drawing on the results of a tri‐national survey involving online questionnaires and email interviews with education students at English, German and Portuguese universities, it compares and discusses the extent to which the participants are motivated by a number of extrinsic and intrinsic factors. In contrast to certain other studies, the findings reveal a strong consensus across all three settings in relation to certain motivational elements—strong intrinsic desires for self‐improvement and low motivations driven by social pressures or seeing university as a default option. More pronounced national differences emerge, however, regarding motives to contribute to society and the appeal of the social dimension of university life. The paper interprets the similarities and differences revealed and considers a number of conclusions. 相似文献
19.
To understand and design student loan systems, realistic earnings and/or income projections for current and future graduates are crucial. In this paper, Current Population Survey (CPS) data from the US is used to demonstrate empirical approaches that can be exploited to simulate lifetime income and earnings profiles for graduates which are needed to understand and design effective and sustainable student loan systems. The crucial element in getting this analysis correct is having reliable simulations of the whole distribution of future graduate earnings and income. Typically, in this literature, the repayment burdens (RBs) of student loans are calculated at different quantiles of the graduate income or earnings distribution. Often, unconditional quantile regression (UQR) is used to calculate age–earnings profiles for different quantiles of the income or earnings distribution. The paper shows that this approach has limitations when evaluating student loans and that simple raw quantile estimation by age with some age smoothing is preferable. This approach can also be used when income is censored and recorded in income bands as occurs with relevant data in some countries. The paper shows a simple way of incorporating dynamics utilizing these age–earnings profiles by quantile even when only very short panel data is available. This involves using copula functions. Having reliable dynamic estimates turns out to be important in assessing not only the taxpayer costs of designing an income-contingent loan (ICL) but also for correctly assessing the extent of loan repayment hardship for individuals. 相似文献
20.
Each year colleges and universities market criminology and criminal justice programs to potential applicants by suggesting these programs offer a uniquely tailored path for those seeking entry into a policing career. Despite such claims, little empirical research exists to suggest that degree content is a factor in influencing recruitment outcomes. In this paper, we present results from an ongoing, exploratory study into pre-recruitment education to show that program content—in this case, a criminology or criminal justice diploma or degree—has generally little influence on how police agencies evaluate a potential applicant. Drawing on interviews with thirty-two (n = 32) police recruiters and senior officers from police services across the province of Ontario in Canada, we show that, while many agencies prefer candidates with degrees, criminology and criminal justice degree holders are not privileged in the recruiting process over those applicants from other disciplines. 相似文献