Suchergebnisse

Empirical evidence that access to higher education is constrained by credit availability is limited and usually indirect. This paper provides direct evidence by comparing university enrollment rates of South African potential students, depending on whether they get a loan or not to cover their registration fees, in a context where such fees are high. We use matched individual data from both a credit institution (Eduloan) and the Department of Education. Based on a regression discontinuity design using the fact that loans are granted according to a credit score threshold, we can estimate the causal impact of loan obtainment. We find that the credit constraint is substantial, as it decreases the enrollment rate into higher education by more than 20 percentage points in a population of student loan applicants. ; Il est difficile de démontrer que les contraintes de crédit sont un frein à l'accès à l'enseignement supérieur : les preuves sont rares et toujours indirectes. Cet article propose une mesure directe de la contrainte de crédit en comparant l'accès à l'université d'étudiants potentiels en Afrique du Sud, selon qu'ils ont accès ou non à un prêt pour couvrir leur frais d'inscription, dans un contexte où ces frais sont élevés. Nous utilisons des données individuelles qui apparient des fichiers d'une institution de crédit aux étudiants (Eduloan) et les fichiers du ministère de l'éducation. L'identification de l'effet d'un prêt sur l'inscription à l'université repose sur la méthode de régression de la discontinuité : on utilise le fait que les prêts sont accordés sur la base d'une valeur seuil d'un score d'historique de crédit. Nous trouvons que les contraintes de crédit sont importantes, puisqu'elles réduisent le taux d'entrée à l'université dans plus de 20 points, dans notre population de candidats à un prêt.

This paper provides an overview of public expenditures on education and healthcare in Belarus, Georgia, Kyrgyzstan, Moldova, Russia, Ukraine and some other countries of the former Soviet Union before and during the global financial crisis. Before the crisis, the governments of these countries were substantially increasing spending on education and health. The crisis adversely affected the FSU countries and worsened their fiscal situation. The analysis indicates that during the crisis, despite the fiscal constraints, public education and health expenditures have mostly been maintained or increased in almost all of these countries. However, the crisis situation was not taken as an opportunity to address these countries' key education and healthcare problems related to demographic changes, insufficient per capita expenditure levels, the low efficiency of public spending and the insufficient quality of services. These issues form an ambitious reform agenda for these countries in the medium- and long-term.

Abstract. The paper utilises unique conflict data set from literature to capture different aspects of India and Pakistan conflict and analyses the role of education in peace building between the two countries. Education not only directly eases hostilities but it also puts a positive effect on economic growth rates and democratic values in both countries that in return further reduce tensions in dyadic conflict proxies.Keywords. Education, Conflict transformation, Peace, South Asia.JEL. A20, H52, H75.

Es muy arriesgado suponer que la distribución sectorial del gasto público social corriente en los países en desarrollo es socialmente óptima. No obstante, sería también insensato pretender alterar completamente -y en el corto plazo- su distribución intersectorial con base en un análisis normativo. A partir de un statu quo subóptimo y siguiendo la idea básica de la teoría de la reforma impositiva,se puede preguntar por los cambios que en el margen rinden los 05res retornos en términos de bienestar social. Esto es, en seleccionar el sector o los sectores donde se pueden lograr 05res incrementos de utilidad para cambios marginales del gasto. El presente artículo busca contestar esta pregunta con base en un modelo estático de dos sectores sociales -salud y educación- donde existe provisión tanto pública como privada y una población diferenciada por clases de ingreso. Se pretende u tilizar la asignación intersectorial del consumo de servicios sociales por parte de los individuos de ingresos medios y altos como señales de eficiencia para la asignación del gasto público marginal. El análisis permite derivar la asignación intersectorial óptima del gasto social adicional y, además, el sector prioritario para incrementar el servicio debe contar inicialmente con la 05r diferencia relativa de probabilidad de acceso entre los grupos de altos y bajos ingresos. Aplicando estos criterios al caso colombiano se encuentra que -si se controlan los costos u nitarios de los servicios- se pueden lograr metas ambiciosasde cobertura con expansiones marginales del gasto que requeririan esfuerzos fiscales moderados y traerían consigo reducciones de la desigualdad con un 05r impacto marginal al observado para el gasto socialcorriente en 1992. Además, los sectores donde se requieren acciones mas urgentes son en su orden cuidado al menor, salud, secundaria y primaria. No obstante -en el mediano plazo- una vez resueltos el grueso de los problemas en la educación primaria, el sector prioritario sería secundaria.

Abctract. Since independence, oil imports in Kenya have been rising mainly to sustain the nascent transport, manufacturing, energy, agriculture and maritime sectors among other uses in the country. The growth in the country's oil import bill has however been closely related to public spending in the health and education sectors which experienced shocks owing to the growth in expenditures apportioned to the rising volume of oil imports. Given the significance of the social pillar of the Kenya Vision 2030 and the inconsistency in the progress towards achieving the Sustainable Development Goals, which is inherent in the Kenya Vision 2030, understanding the linkages between the aforementioned trends in expenditures can help in explaining the progress towards attaining the education and health facets of the social pillar. The purpose of this study was to analyze the relationship between aggregate expenditure on oil imports and public spending on health and education. The data used was time series data sourced from Kenya National Bureau of Statistics, Central Bank of Kenya and World Bank. The study employed granger causality and correlation analysis. Based on standard Chi-square tests and F-tests, the findings of the study revealed that there exists bi-directional causality between government expenditure on health and aggregate expenditure on oil imports on one hand; and a unidirectional causality running from government spending on education to aggregate expenditure on oil imports on the other hand, both in the long-run and short-run. It is therefore recommended that the government should define what is deemed economically sustainable in regard to government expenditure on health as a proportion of the exchequer budget. It should also put in place policies that will institute reasonable margins for government expenditures on health and education to adjust as a measure to keep the rising oil import bill in check.Keywords. Public spending, Causality, Oil price shock.JEL. D61, H12, H51, H52, Q48.

Private higher education institutions (PrHEIs) are utilized to complement public provision due to financial constraints faced in public provision. However, increasing private provision has raised interesting questions as to who gets educated in these PrHEIs. Is increasing private supply enlarging the circle of opportunity to reach those who might otherwise have been unable to enter university or college? In other words, has the explosion in private supply translated into greater inclusion or increased exclusion? This paper explores the access and equity issues in Malaysia's private higher education system. Malaysia is an interesting case study due to the significant presence of PrHEIs in the country and their contribution toward student enrolment. The findings show that the Malaysian government has provided considerable financial support for the development of PrHEIs, through the provision of incentives, subsidized loans, and scholarships. Quality assurance efforts further enhance the development of private provision, as student loans and scholarships are only provided for students on accredited programs. Therefore, PrHEIs have widened access and equity, with the help of government support. Despite this, Malaysia's model of providing access and equity through private provision may be unsustainable, due to the poor repayment record of student loans and the economic need to reduce the fiscal deficit of the government.

We present in this paper the main characteristics and motivations for reforming higher education systems, first in England (a successful process from the point of view of the policy-makers) since the early 80s and then at the European level since the mid-90s. We stress the shift from a Humboldtian model with relatively autonomous universities (with a protective state funding them and allowing them to pursue their own agenda) to a new model where universities increasingly become tools of wider economic (and social) policies. We stress the role of English reforms as models for European-wide reforms in order to maximize the contribution of higher education to competitiveness, innovation and employability objectives. We make a link with the various theories of justice at our disposal, and we stress the dominance of the utilitarian views. We should nevertheless stress that some elements of the "new model" (as principles of fairness concerning a right level of accountability, the introduction of top-up fees, the stress on equality of opportunity) also involve other philosophical perspectives (Rawlsian, for example). ; info:eu-repo/semantics/published

This author analyzes the effects of primary, secondary, and higher education on per capita growth for flow measures of education: enrollment rates, public expenditures, and expenditures per student. Worldwide panels since 1960 and developing and developed country subsamples are examined. Secondary and higher education enrollment rates and expenditures per student in lower education stages and primary overall demonstrate significance. Public higher education expenditures overall and per student are disadvantageous. This study recommends raising enrollment rates and prioritizing public expenditures toward lower education stages, while ensuring that expenditures per student keep up with increases in student cohorts. Indirect effects of education are explored. (JELO11,H52,I28)

This paper asks: What is the effect of government policy on output and inequality in an environment with education and labor-supply decisions? The answer is given in a general equilibrium model, consistent with the post 1960s facts on male wage inequality and labor supply in the U.S. In the model, education and labor-supply decisions depend on progressive income taxation, the education system, the social security system, and technology-driven wage differentials. Government policies affect output and inequality through two channels. First, a policy change leads to an asymmetric adjustment of working hours and savings of schooled and unschooled individuals. Second, there is a redistribution of the workforce between schooled and unschooled workers. Using a battery of proposed government policies, we demonstrate that skill redistribution dampens the response of wage inequality to a policy change and amplifies the response of output by an additional 1 to 2 percent.

Much of the problems of unemployment in the past has been placed on the inadequacy of the country's schooling system to be able to impact needed skills. Empirical and theoretical evidences are overwhelmingly in support of the significant role of public expenditure in education having multiplier effect on employment. Empirical evidence shows that this is not consistent in a macroeconomic framework. Government has been indicted of not doing enough to support education with its budgetary shortcomings to the sector. This study investigates the impact of government spending on unemployment in Nigeria. OLS estimates adopted for secondary data regressed over 27-year period for unemployment, federal government recurrent expenditure on education and economic growth indicated that while growth is significant and indeed influence unemployment negatively in line with our a-priori expectation, it is not the same for the impact of public expenditure on education. Our findings from this was that while Nigeria's educational capacity has increased, its impact is shallow as the economy is unable to absorb the graduates. In order to address this anomaly, government will need to enhance its effectiveness through creating adequate channels for enterprise growth and sustainability which will increase the latter's capacity to employ more labour. Nigeria, unemployment, public expenditure, education, human capitalJEL Classification: E62, H52, I22, I28

Pakistan's education system faces long-standing problems in access, quality, and equal opportunity at every level: primary and secondary schools, higher education and vocational education. In spite of recent encouraging trends, such as the rapid spread of private schooling and an expansion of higher education opportunities, systemic reform remains stubbornly elusive. The inability of successive governments to reform the system has created severe constraints for Pakistan's economic and societal development. An inability to act now will increase the problems manifold in the future, due to a burgeoning youth population and increasing competitive pressures from other developing countries that are devoting more attention to education. We discuss in this paper the imperative for education system reform in Pakistan, and articulate why a window of opportunity exists at this time for all stakeholders – government, civil society and donors – to initiate reform. We emphasize, however, some key messages. One, that reform must tackle all sectors of the education system – primary/secondary, higher education and vocational education – as Pakistan does not have the luxury to delay reform in one sector until the other sectors improve. Two, reform in every sector must be systemic – i.e. with well-defined goals, focus on a minimal set of areas such as governance, financing, human resources, and curriculum and address them all together, rather than piecemeal. Three, implementation is the all-important Achilles' heel, where Pakistan has limited resources and has often foundered on the rocks. But as we discuss, there are important examples demonstrating that success is achievable, if government and civil society have the will to initiate and sustain reform.

In this paper we ask whether policies targeting a reduction in crime rates through changes in education outcomes can be considered an effective and cost-viable alternative to interventions based on harsher punishment alone. In particular we study the effect of subsidizing high school completion. Most econometric studies of the impact of crime policies ignore equilibrium effects and are often reduced-form. This paper provides a framework within which to study the equilibrium impact of alternative policies. We develop an overlapping generation, life-cycle model with endogenous education and crime choices. Education and crime depend on different dimensions of heterogeneity, which takes the form of differences in innate ability and wealth at birth as well as employment shocks. PSID, NIPA and CPS data are used to estimate the parameters of a production function with different types of human capital and to approximate a distribution of permanent heterogeneity. These estimates are used to pin down some of the model's parameters. The model is calibrated to match education enrolments, aggregate (property) crime rate and some features of the wealth distribution. In our numerical experiments we find that policies targeting crime reduction through increases in high school graduation rates are more cost-effective than simple incapacitation policies. Furthermore, the cost-effectiveness of high school subsidies increases significantly if they are targeted at the wealth poor. We also find that financial incentives to high school graduation have radically different implications in general and partial equilibrium (i.e. the scale of the programmes can substantially change its outcomes).

Public schooling systems are an essential feature of modern states. These systems often developed at the expense of religious schools, which undertook the bulk of education historically and still cater to large student populations worldwide. This paper examines how Indonesia's longstanding Islamic school system responded to the construction of 61,000 public elementary schools in the mid-1970s. The policy was designed in part to foster nation building and to curb religious influence in society. We are the first to study the market response to these ideological objectives. Using novel data on Islamic school construction and curriculum, we identify both short-run effects on exposed cohorts as well as dynamic, long-run effects on education markets. While primary enrollment shifted towards state schools, religious education increased on net as Islamic secondary schools absorbed the increased demand for continued education. The Islamic sector not only entered new markets to compete with the state but also increased religious curriculum at newly created schools. Our results suggest that the Islamic sector response increased religiosity at the expense of a secular national identity. Overall, this ideological competition in education undermined the nation-building impacts of mass schooling.

Public schooling systems are an essential feature of modern states. These systems often developed at the expense of religious schools, which undertook the bulk of education historically and still cater to large student populations worldwide. This paper examines how Indonesia's longstanding Islamic school system responded to the construction of 61,000 public elementary schools in the mid-1970s. The policy was designed in part to foster nation building and to curb religious influence in society. We are the first to study the market response to these ideological objectives. Using novel data on Islamic school construction and curriculum, we identify both short-run effects on exposed cohorts as well as dynamic, long-run effects on education markets. While primary enrollment shifted towards state schools, religious education increased on net as Islamic secondary schools absorbed the increased demand for continued education. The Islamic sector not only entered new markets to compete with the state but also increased religious curriculum at newly created schools. Our results suggest that the Islamic sector response increased religiosity at the expense of a secular national identity. Overall, this ideological competition in education undermined the nation-building impacts of mass schooling.

This paper attempts to contrast the traditional view of there being a fundamental trade-off between productive efficiency (and/or growth) and social equality against the current knowledge on these matters as mediated by theoretical and empirical analyses reported in the more recent literature of this particular field. An overall conclusion from the subsequent, yet far from comprehensive, overview is that the relationship between inequality and economic growth, as well as the underlying mechanisms, is still far from being well understood. One thing is certain, though: recent empirical evidence has challenged the traditional views that increasing inequality has a positive impact on economic growth, and that redistribution through education subsidies has a negative effect on growth. – education ; inequality ; macroeconomic perspective ; Useiden taloustieteilijöiden sekä politiikan tekijöiden esittämän väitteen mukaan tehokkuutta ja tasa-arvoa ei voida sovittaa yhteen. Taloudellista tehokuutta on katsottu voitavan edistää eriarvoisuutta kasvattamalla. Tämän perinteisen näkemyksen keskeisin perustelu on ajatus, että eriarvoisuuden lisäys kasvattaa koulutuksen yksityisiä sekä yhteiskunnallisia tuottoja, ja lisäksi parantaa yksilöiden halua ponnistella elintasonsa hyväksi. Markkinamekanismiin tukeutumalla voidaan saavuttaa koulutusinvestointien tehokas taso. Tämän näkemyksen mukaan koulutuksen tukeminen tulonjakotarkoituksessa aiheuttaa vääristymiä ja näin ollen haittaa taloudellista tehokkuutta ja kasvua. Tämä kirjoitus tarkastelee tätä perinteistä näkemystä sen tietämyksen valossa, jota viimeaikainen teoreettinen ja empiirinen tutkimus on aiheesta sanonut. Suppean katsauksen yleisjohtopäätös on, että eriarvoisuuden ja talouskasvun välinen yhteys ei ole suinkaan selvä. Epäselvyyttä on myös taustalla olevista mekanismeista. Yksi asia on kuitenkin kiistaton. Tuore empiirinen todistusaineisto on kyseenalaistanut perinteisen näkemyksen, jonka mukaan eriarvoisuuden lisäyksellä on myönteinen vaikutus talouskasvuun ja että koulutuksen julkisen tuen muodossa tapahtuvat tulonsiirrot haittaavat kasvua.