Suchergebnisse

"In this paper we briefly report some key data on educational expenditure and output in OECD countries and then turn to the motivations for public education. Public education can be important for equal opportunities and has a number of redistributional aspects within and between generations. We further discuss possible externalities of education, the issue of intersectoral investment neutrality and a fundamental time consistency problem of optimal taxation that may make public expenditure on tertiary education desirable from an efficiency point of view. Further we discuss whether and how globalization changes the picture. Mobility changes the analysis of optimal taxation and may make public expenditure less important. We also emphasize insurance aspects and the role of mobility differences." (author's abstract)

Der Bericht gibt zunächst einen Überblick über die Entwicklung des tertiären Sektors in der VR China seit 1952 und verweist auf die gesteigerte Bedeutung, die diesem Sektor im siebten Fünfjahresplan (ab 86) zugemessen wird. Im folgenden werden ideologische Bedenken in bezug auf den Dienstleistungssektor in China formuliert und die auf eine Stärkung des tertiären Sektors zielende Argumentation des Direktors des State Council Research Office referiert. Die noch unzureichende Umsetzung der neuen Politik gegenüber dem Dienstleistungssektor wird im Zusammenhang mit Investitionsbedürfnissen und der Notwendigkeit struktureller Reformen diskutiert. In diesem Zusammenhang spielen auch Auslandsinvestitionen und die Umorganisierung von Unternehmen und Verwaltungen eine Rolle. Abschließend setzt sich der Report kritisch mit Implementationsbarrieren der neuen Politik zur Stärkung des tertiären Sektors auseinander. (BIOst-Wpt)

With special reference to India

The paper discusses the effects of the recent pandemic on the 'Tertiary Education Sector in Bangladesh'. The researcher follows a systematic review of the literature that the other authors provide. Both qualitative and quantitative data are gathered for the study. The research framework has divided these effects into some common categories. These categories are Psychological effect, Institutional effect, Pedagogical effect, Socio-economic effect, Labour market effect, Migratory effect on students participating in international higher education, and Academic effect in terms of time value. The level of the research is inductive; that is, a tentative hypothesis is derived from observing theories and quantitative data provided by different authors based on systematic review, contrast and comparison. Finally, the hypothesis states if these effects of the pandemic can be categorised in the mentioned order or not. All the data which is used in the paper is secondary data. In the final part of the paper, the researchers identify the common effects identified from different reviews and prescribe a set of recommendations to overcome the negative impacts. The researcher intends to continue to work on the current categorisation of the effects by conducting primary research and a meta-analysis of the secondary data soon.