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1
Neri, Frank. „Schooling quality and economic growth“. Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phn445.pdf.
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Bibliography: leaves 148-155. This thesis investigates whether cross-country variations in schooling quality (the productivity of the time spent studying) affect the empirical results in studies of economic growth based on an augmented method of Solow. It was found that schooling quality is positively and statistically significantly associated with mean economic growth rates in regressions which control for physical capital investment rates, population growth rates and secondary school enrolment rates. Education levels of parents, hours of homework and the non-teaching duties of teachers were also significant determinants.
2
Kang, Wan-Goo. „Focusing on the effect of educational attainment and technology adoption on economic growth /“. free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060110.
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3
Husamoglu, Muserref. „Effect Of Different Levels Of Education On Economic Development In Turkey: A Panel Analysis“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610316/index.pdf.
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In this study, I aimed to examine the impact of different levels of education on real GDP (and real GDP per workforce) in Turkey, and hence the relationship between different levels of education and the standard of living is estimated by panel data techniques. The panel data set in the study is constructed by pooling 67 provinces of Turkey over the period of 1975-2000. Furthermore, in the empirical work, two models are employed: the model introduced by Knowles (1997) and the augmented Solow model with different levels of education. The panel data estimation of the Knowles&rsquos model implies that the secondary level of schooling has the greatest contribution to real GDP, while the augmented Solow model implies that the higher level of schooling has the largest impact on real GDP per workforce.
4
Njongi-Ndleleni, Nomthandazo. „An analysis of challenges facing basic education in South Africa“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/4598.
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The study seeks to analyse challenges facing Basic Education in South Africa. There is a major emphasis on the education of the South African people to become responsible, participatory and reflective citizens that contribute to an emerging democracy. However, the government of SA is faced with many challenges that hinder the South African people from becoming an educated nation. This is based on the assumption that education plays a major role in improving the economic status of the nation. The education in South Africa is categorized into sectors, primary, secondary and tertiary which are interlinked through a fine thread that determines the success of individuals. It has been established that a number of factors or problems hinder learners from receiving a good standard of education. These include: parents’ lack of participation in their children’s education and the weak functioning of School Governing Bodies (SGBs) especially in the area of finance and general administration of the school, poor infrastructure and shortage or non-delivery of textbooks. Good leadership in schools is also needed to make sure that teachers attend to their classes diligently and learners take the importance of education seriously. Government needs to ensure that teachers are trained accordingly and schools have adequate basic resources. The qualitative research method was used and no interviews and survey were made during this study. This research will discuss these factors that have been identified as causing the drop in the standard of education in South Africa. The research concludes with an attempt to make some recommendations to improve this situation.
5
Nkohla, Tumi Vuyolwethu. „The impact of education on economic growth in South Africa : econometric analysis“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97173.
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Thesis (MDF)--Stellenbosch University, 2014.This paper investigates the impact of education on economic growth in South Africa using annual panel data from 1990 to 2011, controlling for regional differences. Education is believed to be an important factor in developing an economy. The theoretical basis of education on economic growth comes from the endogenous growth theory. The endogenous growth theorists believed that investing in education is linked to an increase in efficiency and productivity of labour. It can be argued that by boosting cognitive and other skills, education makes labour more productive and accelerates innovation and technological progress, bringing higher economic growth. The nature of the data allowed for panel estimation techniques to be employed and the fixed effects and random effects models were considered in a Generalised Least Squares estimation framework, with the final estimation model informed objectively by the Hausman test. Education was found to be positively related to GDP, with variations across provinces observed. The results have implications for both policy and further research, which are outlined in the final chapter.
6
Gisanabagabo, Sebuhuzu. „Investment in secondary and tertiary education for economic growth: lessons for Rwanda from selected less developed countries“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6591_1190370240.
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This research explored two interrelated issues in development economics. FIrstly, it investigated the importance of secondary and tertiary education for long-run growth of low-income economics. Secondly, it examined possible ways to invest in these higher levels of education. It draws on insights on these two issues to highlight lessons for Rwanda where policy makers have set out plans to build a knowledge economy in which science and technology would form the basis of the modern enterprise.
7
Kaler, Amy. „Basic education and the World Bank : crisis and response in the 1980s“. Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59869.
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Basic education is a crucial, often underfunded component of national development. Theories based on basic needs both illustrate the links between education and other goals associated with the elimination of poverty and define the types of education needed to maximise these links and advance these goals. Third World progress towards basic educational goals, as measured by first level enrollment, literacy and resources available to education, has been slowed particularly as a result of economic pressures. Measures taken by international organisations to relieve these pressures have not adequately protected the poor; and in some cases have adversely affected the maintenance of systems of basic education.The World Bank, as the world's largest development organisation and as one concerned with economic adjustment, is changing its policies to adapt to this situation. (These changes are taking place in an institution noted for being more oriented to economic growth than to human needs.) There is, however, room for cautious optimism that trends within and without the Bank may converge to bring basic education to a higher place on the development agenda.
8
Jalilian, Pegah. „The Effect of Female Education on Human Development and Economic Growth : A Study of Human Capital Formation in developing countries“. Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17466.
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According to the different studies, there is a strong correlation between (GDP) per capita as the index of economic growth and indicators of human development such as life expectancy, infant mortality, adult literacy, political and civil rights. Based on Millennium Development Goals, which is a program made by UN to reduce extreme poverty and improve human development in developing countries, we can find the indicator of which has key role and affect the other goals of human development directly and clearly. Considering the concept of education accurately we also would be faced with subject of literacy for both genders in a society. Recent empirical research reveals the benefit of women's education and describes the importance of this subject for the economic development.Therefore the main object of this paper is the relation between human development and economic growth and the effect of education on human capital accumulation and thereby on the economic growth, especially the case of female literacy rate and its consequences for human development. This paper will analyze the effect of the human development on the economic growth and well being with special attention to the female education concept related to the MDG in developing countries generally. It will consider mainly the sub Saharan countries as developing countries. For this purpose we will verify the theoretical literature via comparing statistic and charts for the region under consideration.
9
Liang, Yental C. T. „The effects of economic transformation upon selected high school vocational education programs in Southern California“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1165.
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10
Cai, Zeng Zheng Ram Rati. „Internal and external effects of education on the growth of national product“. Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9721394.
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Thesis (D.A.)--Illinois State University, 1996.Title from title page screen, viewed May 26, 2006. Dissertation Committee: Rati Ram (chair), David Ramsey, Michael Nelson. Includes bibliographical references (leaves 54-56) and abstract. Also available in print.
11
Waghid, Zayd. „Investigating intersections between the further education and training economics curriculum and growth and development frameworks – implications for teaching and learning“. Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71877.
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Thesis (MEd)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: In this thesis I investigate whether the South African government’s Growth and Development Frameworks (GDFs) are aligned with the learning outcomes of the Further Education and Training (FET) Economics curriculum as presented through the National Curriculum Statement (NCS). Central to the GDFs is the cultivation of social justice, more specifically the eradication of inequalities and the establishment of employment opportunities for all the country’s citizens. Also, the government hopes to achieve social justice through the cultivation of democratic relations amongst people that will hopefully contribute towards economic development in society, more specifically local economic development (LED). Similarly, the four learning outcomes, namely macroeconomics, microeconomics, economic pursuit and contemporary economic issues, emphasise the importance of people contributing towards social justice in their communities. The learning outcomes hope to achieve this by inculcating in learners an affinity for democratic action and the acquisition of economics skills, values, knowledge and attitudes that can engender LED. Consequently, the learning outcomes can be said to be aligned with the GDFs on the basis that the common theme that seems to drive both aspects is social justice through democratic action and economic development. Finally, the alignment between the GDFs and learning outcomes has the effect that teaching and learning will and should be more deliberative, engaging and ‘free’ – a matter of people exercising their capabilities towards the attainment of human freedoms such as equality, solidarity and the exercise of their rights.
AFRIKAANSE OPSOMMING: In hierdie tesis ondersoek ek of daar ‘n verbintenis is tussen die Suid-Afrikaanse regering se Groei en Ontwikkelingsraamwerke (GOR’e) en die leeruitkomste van die Verdere Onderwys en Opleiding (VOO) Ekonomie-kurrikulum soos wat dit in die Nationale Kurrikulumverklaring (NKV) voorgestel word. Sentraal tot die GOR’e is die kultivering van sosiale geregtigheid, meer spesifiek die verwydering van ongelykhede en die skepping van werksgeleenthede vir alle landsburgers. Die regering beoog juis om sosiale geregtigheid te verwesenlik deur die kultivering van demokratiese verhoudinge tussen mense wat hopelik ‘n bydrae kan lewer tot ekonomiese onwikkeling in die samelewing, veral plaaslike ekonomiese onwikkeling (PEO). Terselfdertyd word daar deur die vier leeruitkomstes, naamlik makroekonomie, mikroekonomie, ekonomiese vooruitgang en huidige ekonomiese aangeleenthede, die belangrikheid van mense se bydraes tot sosiale geregtigheid in hulle gemeenskappe beklemtoon. Die leeruitkomstes hoop om laasgenoemde te bereik deurdat in leerders ‘n aangetrokkenheid tot demokratiese aksie en Ekonomie-vaardighede, -waardes, -kennis en -houdings gekweek word wat PEO kan bevorder. Gevolglik kan voorgehou word dat die leeruitkomste met die GOR’e vereenselwig kan word op grond van die gemeenskaplike tema van sosiale geregtigheid deur demokratiese aksie en ekonomiese ontwikkeling wat blykbaar beide aspekte dryf. Laastens, die verwantskap tussen die GOR’e en leeruitkomste het die effek dat onderrig en leer meer beraadslagend, interkatief en ‘vry’ behoort te wees – ‘n geval van mense wat hulle vaardighede uitoefen om menslike vryhede soos gelykheid, solidariteit en die uitoefening van hulle regte te bekom.
12
Reams, Guy Mitchell. „Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.
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The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.
13
Jain, Rahul. „Community colleges as labor market intermediaries: a comparative case study of departmental activities in reducing labor market gaps“. Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37240.
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Labor market intermediaries (LMIs) have taken on a greater role in regional labor markets as flexibility of work has increased over the past thirty years. These shifting roles necessitate a greater look at institutions that act as LMIs and the services they perform for workers and employers. Community colleges have recently been highlighted as one of the institutions serving workers that offer market molding activities, going beyond more traditional LMI market matching activities. This study compared four LMI placement and career activities - project based learning, internships and cooperative education, specialized accreditation, and industry advisement through councils - for five similar programs of study at community colleges in the City University of New York (CUNY) system to analyze the effects of these activities on employment placement. Greater utilization of these activities by community college departments was found in most cases to be beneficial for students as it regards employment placement in career fields related to the field of study. Activities that were successful in encouraging students to take part in forms of assessment of job-readiness, either through existing standardized testing of job skills or actual work experience, were found to be particularly valuable. These outcomes suggest that mature industries and occupations with established forms of assessment are more likely to provide a smooth transition from degree attainment to employment. Implications for community college administrators and funders are discussed.
14
Ridington, Morgan Thomas Jr. „A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4010.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: While nongovernmental organizations (NGOs) have existed for several hundred years, their recent surge was largely fueled by several key factors. Firstly, government corruption caused donor agencies to see NGOs as safer investments for their aid portfolios. Secondly, the end of the Cold War fostered growth in development in former Soviet satellite nations. Thirdly, the United Nation‘s (UN) establishment of the Millennium Development Goals galvanized the globe to address indicators critical to combating extreme poverty. Vast amounts of charitable capital combined with donors‘ increasing expectations of performance to spark serious interest in the topics of NGO efficiency, accountability and effectiveness. These topics are foundational to NGO mission accomplishment and have contributed to a global expansion of academic programs in NGO management. The examination of a forerunner of NGO management education helped address the void of scholarship concerning NGO-related academic program effectiveness. The economic development program at Eastern University (US) was created in 1984 as one of the world‘s first MBA programs designed to train entrepreneurs for service to distressed communities. The program quickly grew to over one hundred students and then foundered due to frequent personnel transition, curricular change, mission drift and a lack of investment in relational marketing and outreach. This prompted an administrative intervention in 2002. In 2007, five years into the economic development program‘s reinvention process, a qualitative evaluation determined whether all the essential elements of the program were in place and operating in accordance with the plans put forth in 2002. The knowledge generated by this research will strengthen institutions that serve NGOs and extend the abilities of NGO leaders to fulfill their missions. The following specific aims were established and achieved. Firstly, an analysis of the factors contributing to the management challenges facing the leaders of international NGOs was presented. Secondly, a qualitative evaluation of an international graduate economic development program for NGO leaders using archival analysis verified through iv interviews and focus groups assessed the effectiveness of the 2002 intervention in achieving planned objectives. Thirdly, the research also generated conclusions and recommendations on theoretical, practical and policy-related issues, particularly regarding matters of academic program leadership, curricular development, planning, evaluation, marketing and the distinctive requirements of international programs containing distance delivery components. Fourthly, the research enriched the scholarly conversation in the NGO and academic communities in substantive ways, including two presentations at international conferences and publication in a peer-reviewed journal. Theoretical, practical and policy conclusions were generated as research outcomes and included a theoretical framework for the implementation and evaluation of an international graduate economic development MBA for NGO leaders. The conclusions generated four recommendations for the host institution and others with similar missions and aspirations. The recommendations stated that these kinds of programs should: commit to the discipline of multi-year planning and evaluation, appoint well-qualified faculty to lead them, implement and resource relationship-based marketing plans that engage program alumni, and excel at delivering cross-cultural, highly accessible learning
AFRIKAANSE OPSOMMING: Nieregeringsorganisasies (NRO‘s) bestaan al vir baie honderde jare. In die onlangse verlede is die belangrikheid en groei daarvan deur verskeie faktore aangevuur. Ten eerste het skenkerorganisasies nieregeringsorganisasies toenemend begin beskou as veiliger beleggers vir hulle hulpfondse as die toenemende korrupsie van regerings. Tweedens het die einde van die Koue Oorlog die groei en ontwikkeling van vorige Sowjet- satellietstate gestimuleer. Derdens het die Verenigde Volkeorganisasie (VVO) met die daarstelling van die milleniumontwikkelingsdoelstellings die wêreld saamgesnoer in hulle pogings om armoede te beveg. Groot bedrae welsynskapitaal en die daarmee gepaardgaande hoër prestasieverwagtinge van skenkers het daartoe bygedra dat daar groter belangstelling was in die effektiwiteit, doeltreffendheid en toerekenbaarheid van nieregeringsorganisasies. Laasgenoemde drie temas is fundamenteel tot die uitlewing van nieregeringsorganisasies se missies en dit het daartoe bygedra dat daar ‘n wêreldwye toename in akademiese programme oor die leierskap en bestuur van nieregeringsorganisasies was. Navorsing oor een van die pioniers op die gebied van leierskap en bestuursopleiding vir nie-regeringsorganisasies het daartoe bygedra om hierdie leemte in die akademieskap van nie-regeringsorganisasies se programeffektiwiteit te oorbrug. Die ekonomiese ontwikkelings-program aan die Eastern University in die VSA is in 1984 as een van die wêreld se eerste MBA-programme wat ontwerp is om entrepreneurs vir dienslewering aan benadeelde gemeenskappe op te lei, in die lewe geroep. Die program was baie gewild en het vinnig gegroei en gou was daar meer as ‘n honderd ingeskrewe studente. As gevolg van verskeie faktore, waaronder gereelde personeel- en leierskapwisseling, kurrikulumwysigings, missieverskuiwing (mission drift) en onvoldoende investering in bemarking en uitreikprogramme, het die program se gewildheid afgeneem. Hierdie afname in die gewildheid van die program het inmenging/intervensie deur die universiteitsbestuur in 2002 genoodsaak. In 2007,vyf jaar nadat die universiteitsbestuur die intervensie geïnisieer het, is deur middel van ‘n kwalitatiewe evaluering vasgestel of al die noodsaaklike elemente van die program toegepas is volgens die intervensieprogram wat in 2002 geïnisieer is. Die kennis wat deur hierdie navorsing gegenereer is, sal vi universiteite en instellings wat nieregeringsorganisasies ondersteun, versterk en die leiers van nieregeringsorganisasies in staat stel om hulle missies uit te leef. Verskeie doelstellings is met die navorsing nagestreef en bereik. Eerstens is die faktore wat bydra tot die uitdagings vir die leierskap van internasionale nieregeringsorganisasies geanaliseer en aangebied. Tweedens is ‘n kwalitatiewe evaluering van ‘n internasionale nagraadse ekonomiese ontwikkelingsprogram uitgevoer. Argivale materiaal is geanaliseer en, gerugsteun deur inligting wat verkry is uit onderhoude en fokusgroepe, is die effektiwiteit van die 2002-intervensie bepaal. Derdens is teoretiese, praktiese en beleidsgevolgtrekkings en aanbevelings gegenereer. Hierdie gevolgtrekkings en aanbevelings is veral toegespits op leierskap vir akademiese programme, kurrikulumontwikkeling, beplanning, evaluering, bemarking en die eiesoortige eise wat afstandsonderrigprogramme stel. Vierdens het die navorsing die akademiese gesprek en die akademiese en nieregeringsorganisasies op verskeie betekenisvolle maniere verryk. Onder andere is twee aanbiedinge by internasionale konferensies gedoen en is ‘n artikel in ‘n eweknie-beoordeelde tydskrif gepubliseer. Teoretiese, praktiese en beleidsgevolgtrekkings is daargestel en dit sluit onder andere ‘n teoretiese raamwerk vir die implementering en evaluering van ‘n internasionale MBA- nagraadse ekonomiese ontwikkelingsprogram vir leiers van nieregeringsorganisasies in. Die gevolgtrekkings het gelei tot vier aanbevelings vir die gasheerinstelling en ander instellings met soortgelyke missies en aspirasies. Die aanbevelings sluit onder andere in dat instellings wat soortgelyke programme aanbied, hulle moet verbind tot multijaarbeplanning en -evaluering, dat hulle bekwame akademici as leiers moet aanstel, dat hulle brongebaseerde bemarkingsplanne moet implementeer en dat hulle akademiese personeel moet aanstel wat besonder goed toegerus is in die aanbieding van kruiskulturele toeganklike leerprogramme.
15
Tšiame, Cyprian Mafata. „The investigation of the impact of technical and vocational education on the socio-economic development of Lesotho with special reference to Maseru district“. Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/95.
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Thesis (M. Tech.) - Central University of Technology, Free State, 2006The demand for continuing reform to technical and vocational education system and its products and services had been inevitable. The challenge for both the Lesotho Ministry of Education and Training Department of Technical and Vocational Education and Training and the Lerotholi Polytechnic had been to develop strategies, which would enable both economic and social goals to be realized. However, it had been a major concern that the present training system had been having some limitations and the Government’s investments in technical and vocational education produced un-healthy results and returns. The private sector had a poor few of the quality and relevance of the training offered by the public technical institutions; more specifically the Lerotholi Polytechnic, and majority of the labour market had been reluctant to employ the graduates from the institution. If quality assurance and relevance prevailed the private sector would send their employees, supervisors and managers for skills upgrading to the Lerotholi Polytechnic. The Government of Lesotho could promote its economic growth and poverty alleviation objectives if the existing tailored training substantiated to impact on the socio-economic development. The study was intended to investigate the impact of the Lerotholi Polytechnic programmes on the socio-economic development on Lesotho with special reference to Maseru district. The premises lied upon access to the Lerotholi Polytechnic technical and vocational education programmes, relevance of these programmes towards socioeconomic development, their quality assurance for the contribution towards the socioeconomic development and the training and learning strategies employed in the Lerotholi Polytechnic. Management issues such as planning, control and coordination also had to be envisaged with respect to the legal framework of technical and vocational education. Both the Lesotho Ministry of Education and Training Department of Technical and Vocational Education and Training and the Lerotholi Polytechnic formed the sample population whose responses had been triangulated in the quest for the imperative epistemic of the impact of technical and vocational education on the socio-economic development of Lesotho with special reference to Maseru district. Results had been presented and findings acknowledged. Recommendations had been advocated for the better functioning of the Lerotholi Polytechnic programmes in the contribution towards socio-economic development of Lesotho with special reference to Maseru district.
16
Shealey, Wanda Marie. „THE EFFECT OF GENDER AND RACIAL STEREOTYPES AND EDUCATION-RELATED BELIEFS ON THE ACADEMIC AND SOCIAL IDENTITY DEVELOPMENT OF URBAN AFRICAN AMERICAN GIRLS“. Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544108101147846.
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17
Chen, Christina Melonie. „The effects of prevention and public health expenditure on measles immunization rates in Organisation for Economic Co-Operation and Development (OECD) countries“. Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1527.
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18
Ocal, Kubilay. „The Effects Of Interscholastic Sports Participation On Academic Achievement And Behavioral Development Of Junior High Grades Students“. Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607180/index.pdf.
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The purpose of this study was to determine the effects of interscholastic sports participation on academic achievement and behavioural development of junior high grades students of basic education schools in Turkey. The subjects of this study were 651 eight grade students from fifteen basic education schools which are randomly selected during 2004-2005 academic year in NevSehir. Required data were collected by student’
s data record folders (SPDRF), athletics participation licenses, high school entrance exam result sheets, provided by the schools administrations. First of all descriptive statistics were used to define demographic variables of this study. Second, one-way analysis of variance (Tukey HSD) and t-test (Pearson correlation) were used to asses the relationship between demographic variables and interscholastic sports participation on grade point average, high school entrance exam scores, attendance rate and behavioural development of students. Third correlation coefficients were applied to indicate the relation between independent variables and interscholastic sports participation. Finally regression analysis was conducted to understand how well the independent variables predict the academic achievement and behavioural development levels. Results indicate that interscholastic sports participations have positive effects on grade point average, attendance rate, individual development and high school entrance exam scores. Moreover demographic variables of students such as family income, family size, parents education level, family configuration and interscholastic sports participation are the determinants of academic success, behavioral development level, attendance rate, and high school attendance exam scores.
19
Chambers, Tracy Laura. „The value of a Rhodes University degree and securing employment“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003890.
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In South Africa, reform policies and frameworks introduced since the 1994 democratic election have sought to bring about change to a highly ineffective and unfair system. In spite of all the changes which have occurred, however, there is evidence to suggest that the system is still not functioning as effectively as it might, given that a relatively large number of graduates remain unemployed in a country with a high skills shortage. This thesis aims to explore the experiences of graduates from one university, Rhodes University in the Eastern Cape, as they enter the job market. It does this through the administration of a first job destination survey administered at the 2009 Graduation Ceremonies held in Grahamstown. Analysis of the survey takes into account the idea that it is not a degree per se, or even a degree from a prestigious university which brings employment, but also the social, cultural and human capital that graduates can bring to their job search.
20
Conteh, Abdulai Abubakarr. „A critical evaluation of the effects of neo-liberal (market-driven) reforms in achieving the goal of human security in Sierra Leone“. Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/13236.
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This case-study provides a critical evaluation of the effects of neo-liberal (market-driven) reforms in achieving the goal of human security in Sierra Leone after the civil conflict in 2002. In the context of Sierra Leone, there are fundamental questions about the basic security of the population. This mean the ability to live without fear of conflict and the security to do with the ordinary lives of Sierra Leoneans. This is absolutely central to the post-war reconstruction of that country. It represents a major concern for the international community, the Sierra Leone Government, foreign government donors as well as the NGO communities. Underlying these issues is the subject of which development paragon is best suitable in addressing these questions, and what impact will it have on the people. To understand this, the study has framed the issues of education and health, the two aspects which this thesis focuses upon, as a commitment to human security. Human security has become a dominant theme for many development organisations around the world because of it connection with security and development. Education and health are important because they are crucial social and basic human right that should be provided without any form of unfairness by the state. Because of their multiplier effect, they assist in eradicating poverty and further the attainment of human security. The reforms, which includes privatisation and decentralisation, has been imposed primarily by the World Bank and the IMF to transform the education and health system in order to improve the human security of the Sierra Leonean people. Proponents of these reforms argued that it would provide equal access, make the system more efficient, provide more choices for the population, and enhances accountability and citizens’ participation in governance. As a result of these, the study is important for three reasons: first, it assesses the success of these reforms; second, it offers a better understanding of socio-economic development related to education and health as they are now viewed as a commodity; and third, it suggests ways of enhancing the performance of its delivery intended to assist the population. The evaluation is informed by critical theory, the theoretical framework because: of its usefulness in understanding the concept of power/knowledge, ideology and governance, as neo-liberalism has become a discourse of global common sense that frames policy options as though they were natural or not to be questioned, and yet serve to reinforce the interests of dominant groups. Critical theory enable us to make sense of the hidden power relations in the way knowledge/policy is constituted. Second, critical theory is also a qualitative approach and hence comes as a way of critiquing quantitative methodology. The study argues that it is very problematic to imagine that this strategy (neo-liberal reforms) is actually for the great masses of people living in poor conditions, while it does not address their needs and does nothing to deal with the security of their lives. The study found that the reforms were considered undemocratic, and has led to unequal access thus augmenting fears of stratification on the basis of an individual being rich or poor. Therefore, the study recommends that if the goal of human security is to be achieved, it is important to strengthen citizens’ and other local actors’ voices in governance to develop effective local policies; and government intervention and commitment is also needed to improve the performance of public schools and health care institutions in order to make them more competitive so that they can co-exist with their private counterparts. Key Words: Neo-liberalism, critical theory, education policy, health policy, human security, privatisation, decentralisation, social justice, socio-economic development.
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Gorgosz, Jon Edward. „A Consequence of Crisis: A Historical Policy Analysis Examining the Relationship between Economic and Military Crises and the Development and Effects of Early Federal Policy in Higher Education during the Twentieth century, 1934 to 1963“. OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1540.
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This study explores the effect of economic and military crises on federal policy growth in higher education from 1932 to 1963. By analyzing federal records, campus materials, newspapers and educational association journals, the papers demonstrates that economic crises led the federal government to institute decentralized state building efforts to resolve the emergency, while military crises resulted in more centralized growth. In addition, the paper also examines the effects of federal growth during the period on different institution types within higher education. The study explores how individual structures at each institutional type—such as missions, financial stability and history—influenced reactions to federal assistance. By examining institutional structures and their interaction with federal policy during the period, the paper provides a more complex analysis of the outcomes of federal growth for land-grant institutions, religious colleges and women’s colleges and universities that enriches the current historical understanding.
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Xie, Yuan Yuan. „Migration, education & economic development“. Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7116/.
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Migration and education have long been issues of major interest in regional science, economics and geography. The interest is quite understandable because they can have substantial consequences for society, individuals, regions and families. Exactly how migration and education affect economic development and inequality (positively and negatively) is not fully resolved. Recognising this, we look at the positive and normative roles that migration and education can play in determining economic prosperity. To serve this purpose, the thesis builds frameworks using dynamic general equilibrium theory to provide some analytical solutions and applies these empirically with panel data to determine the impacts of migration in a market economy. Overall, empirically we find that disparities among individuals and regions still exist despite the migration process. However, migration and education are both susceptible to market failure due to fixed costs and liquidity constraints. The thesis moves on to examine the role and incentives for facilitating education and migration in non-market environments. In particular, we examine these processes within intergenerational family settings. Intra-family intergenerational transfers motivated by altruism are studied but we show that public intervention is also generally necessary to achieve Pareto optimality. Finally we consider the empirical evidence on intergenerational mobility in education and occupation for migrants.
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Yin, Xiaopeng 1963. „The effect of economic integration on endogenous economic growth“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23435.
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This thesis presents a survey of the development of economic growth theory, including the latest developments in the relationship between international economic integration through international flows of goods and/or knowledge and endogenous economic growth. Based on the following literature review, a new and more reasonable model for the research and development (i.e., the R&D) sector--a sector which is considered the source of long-run growth--is offered in order to develop and improve the framework built by Rivera-Batiz and Rome (1991), i.e. the RBR model. This new model will make the RBR framework more complete and rational. In this new model, it is proved that any form of economic integration will increase the long-run rate of growth, and these results are compared with those of the RBR. Moreover, Devereux and Lapham's efforts to find some dynamic analysis along the transitional path under two different situations: knowledge flows only, and both goods and knowledge flows, are continued in the same model. It is found that when only knowledge is allowed to flow across borders, economic integration generates corner solutions for the production of the R&D sector, while this does not happen when complete goods and knowledge flows exist. However, the real balanced growth rates in these diverse situations are higher than they are in autarky.
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Zysman, Paul. „Community economic development and adult education“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28317.
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This study examines community economic development (CED) and its educational elements. CED is a process of community residents' learning and developing appropriate responses to their collective and individual socio-economic needs. In this process, learning and development are interactive and evolve into further stages.
While a guiding CED organization, resources and collaboration with public and private sectors are necessary elements of CED, the heart of CED is the direct participation, ownership and management of the CED organization and businesses by local residents. The educational significance of CED is that it can motivate people, especially low income people who are often alienated from education, to participate in CED and its education programs. What motivates poor people are: their need to satisfy their basic wants, the encouragement from fellow members of CED groups, and the empowerment that arises from a more egalitarian structuring of ownership and management of economic enterprises. Both the accomplishment of these ends and the learning experienced in the process provide satisfaction. This is likely to encourage further learning.
Four CED case studies — the American, Canadian, Tanzanian and Sri Lankan — are compared according to two models of CED stage development. Analysis of these case studies indicates that community exploitation, "crises," visionary ideas and popular education spawn CED movements. To develop organizations and implement businesses, these movements then need to develop a managerial and professional expertise. While none of the four CED situations has been able to integrate effectively this expertise with their CED movements, Sri Lanka has been the most successful in this regard, and Tanzania the least. The problem has been that professionals, such as managers, educators and bureaucrats, have tended to impose their view of CED and their own interests rather than work with and support the people's views and interests. Canadian and American CED organizations, in their desire for social and governmental support, have professionalized at the expense of their movements. Thus, the people most in need of socio-economic interventions are often not the recipients.
This study therefore recommends that CED movements be nurtured, while being effectively combined with a professional approach that serves the movement. This can be done through popular education (on CED philosophy and practice) and ongoing dialogue by all sectors of society; and by creating and strengthening member groups concerned with a more egalitarian structuring of their organizations and economic enterprises. This would require education practitioners and theoreticians to play a key role in helping to implement CED. Finally, research would need to be undertaken to evaluate whether CED and its education programs do motivate community residents to participate in their own educational and socio-economic development.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Feigenberg, Benjamin. „Essays in economic development and education“. Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90120.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Economics, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 143-150).
The first chapter of this dissertation examines the market for private school. Private school market shares are rising steadily in many developing countries, but we have a limited understanding of how private schools set prices, how parents respond, and how this affects enrollment and performance in equilibrium. To shed shed light on demand behavior and supply response, I present a model of school pricing that incorporates an unusual feature of schooling compared to other goods - a potential preference by parents for small classes, and hence low school enrollment - that interacts with schools having market power. I show that, for a relatively broad range of parameter values, these two features can lead to the surprising result that an increase in aggregate household income, and hence an increase in willingness to pay for private schooling, can actually cause equilibrium private school enrollment to decrease. To investigate how private school enrollment responds to rising household income in practice, I exploit aggregate community-level income shocks in Chile, which has had a nationwide school voucher system since 1981. These shocks are caused by different responses to the price of copper in different municipalities. I show that private school prices rise by 0.9% in response to a shock that causes a 1% rise in income while private school enrollment falls by 2.0%. I find that falling private school enrollment is primarily caused by the middle-income students at the top schools. Those middle-income students induced to downgrade by rising prices do not experience the test score gains from the income shock experienced by students in the rest of the income distribution. I structurally estimate an extended version of the model and find that both market power and parental preferences for reduced class size are contributing to the observed declines in enrollment. The second chapter studies the responsiveness of United States-Mexico migration to U.S. border enforcement policy. Spending on border enforcement has risen by 240% in the U. S. in the last decade, and the construction of a fence on the U.S.-Mexico border has become a focal point in the debate over the costs and benefits of increased border security. However, whether and by how much the fence actually reduces migration from Mexico to the U. S. remains an open question. This paper estimates the impact of the fence on migration flows between Mexico and the U.S. and investigates the mechanisms driving observed impacts. To conduct this analysis, I exploit variation in the timing of U.S. government tactical infrastructure investment in fence construction in the period after the passage of the 2006 Secure Fence Act. Using Mexican household survey data and data I collected on border fence construction, I find that construction in a given municipality reduces migration by 39% from that municipality and by 26% from adjacent municipalities. I also find evidence that fence construction reduces migration rates for residents of non-border states with historically low access to smugglers by 38%. Based on these estimates, I calculate that the implied cost of the fence per migrant deterred is $4,800 USD. My findings suggest that fence construction deters migration because the migration costs faced by prospective migrants are sensitive to the particular set of available crossing locations. I derive a simple migration selection model to test this hypothesis and find that a left-censoring of the migration cost distribution, consistent with the disproportionate elimination of low-cost crossing options, best rationalizes evidence on changing migration patterns. The third chapter of this dissertation (coauthored with Erica Field and Rohini Pande) examines the economic returns to social interaction. For this research, microfinance clients were randomly assigned to repayment groups that met either weekly or monthly during their first loan cycle and then graduated to identical meeting frequency for their second loan. Long-run survey data and a follow-up public goods experiment reveal that clients initially assigned to weekly groups interact more often and exhibit a higher willingness to pool risk with group members from their first loan cycle nearly two years after the experiment. They were also three times less likely to default on their second loan. Evidence from an additional treatment arm shows that, holding meeting frequency fixed, the pattern is insensitive to repayment frequency during the first loan cycle. Taken together, these findings constitute the first experimental evidence on the economic returns to social interaction, and provide an alternative explanation for the success of the group lending model in reducing default risk.
by Benjamin Feigenberg.
Ph. D.
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Iwahashi, Roki. „Education and economic development under uncertainty“. Kyoto University, 2006. http://hdl.handle.net/2433/143935.
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Delalibera, Bruno Ricardo. „Essays on economic development and education“. reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/22984.
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This thesis is a collection of three essays in economic development mainly focused on education. In the first two chapters, we study the effects that educational policies may have on a macroeconomic environment where individuals can invest in different stages of human capital formation. The last chapter introduces endogenous quality of teachers in human capital formation and measures the impact that the reallocation of talented workers toward this occupation may have on aggregate and regional GDP
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Zagler, Martin, und Petra Sauer. „(In)equality in Education and Economic Development“. WU Vienna University of Economics and Business, 2014. http://epub.wu.ac.at/4078/1/wp163.pdf.
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This paper investigates the relationship between economic development and the average Level of education as well as the degree of inequality in the distribution of education, respectively. Approaching this question in a dynamic panel over 60 years and 143 countries with a system GMM estimator reveals strong support for the inclusion of an interaction term between the education Gini coeffcient and average years of schooling, indicating the existence of nonlinear effects. We contribute to the literature in providing strong evidence that more schooling is good for economic
growth - irrespective of its distribution - but that the coeffcient is variable and substantially declining in inequality. On the other hand, inequality is positively related to economic growth for low average levels of education, whereas highly educated countries exhibit a statistically insignificant negative relationship between inequality and economic growth. From this it follows that at
least a slight increase in the degree of inequality is necessary in order to haul initially poor and low educated economies out of the poverty trap. However, as economies become educated, the effect of educational inequality mainly works indirectly. Accordingly, countries that show greater educational inequality experience lower macro economic returns to education than more equal economies, on average. (authors' abstract)Series: Department of Economics Working Paper Series
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Sauer, Petra, und Martin Zagler. „(In)equality in Education and Economic Development“. Wiley, 2014. http://dx.doi.org/10.1111/roiw.12142.
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This paper investigates the relationship between the level and the distribution of education
and economic development. We contribute to the literature by introducing an interaction term
between the education Gini coefficient and average years of schooling. In a dynamic panel over 55
years and 134 countries we provide, on the one hand, strong evidence that more schooling is good
for growth, but the coefficient is variable and substantially declining in the degree of inequality.
The aggregate benefit to education thus depends on a country's position in the education distribution. On the other hand, we find a slight transitional increase in education inequality to be beneficial at a very low average level of schooling, but detrimental for growth at a relatively high average level. Allowing for the macroeconomic return to education to be heterogeneous with respect to the degree of inequality is therefore paramount in understanding the relationship between
education and development. (authors' abstract)
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Schaffland, Elke [Verfasser], Marcela [Akademischer Betreuer] Ibáñez, Stephan [Akademischer Betreuer] Klasen und Sebastian [Akademischer Betreuer] Vollmer. „Essays on Development and Behavior Economics: An Impact Evaluation of the “Bolsa Família” - Conditional Cash Transfer on Education and the Effect of Leadership Identity on Group Cooperation and Elite Capture / Elke Schaffland. Gutachter: Stephan Klasen ; Sebastian Vollmer. Betreuer: Marcela Ibáñez“. Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2014. http://d-nb.info/1052337937/34.
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Trotter, Francine Bly. „Community colleges and economic development“. Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186427.
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During the last decade the term "economic development" has been widely used in community college policy statements and literature, but the meaning of the term has lacked clarity and consistency in interpretation. Additionally, there is little empirical information regarding the design of community college economic development programs. The purpose of this study was twofold. First, to determine community college faculty and administrator perceptions of the term "economic development". Second, to analyze the actors, processes, organizational structures, role of faculty and external forces affecting economic development programs at community colleges. A political/pluralistic framework and qualitative research methods were selected to capture the dynamics of a complex, multi-college community college district. The study found that college constituents hold varying interpretations of the term "economic development". Full-time faculty define economic developments in terms of employable skills and job training for students. Administrators, almost without exception, perceive economic development as serving the needs of business, primarily large, corporate businesses. The organizational structure for economic development programs includes a centralized district economic development department and some college-level business and industry institutes. These structures are primarily "stand alone" entities, largely administratively run, operating parallel to but separate from the traditional, main educational functions of the college. The purpose of the district economic development department is to help recruit large, corporate businesses and to hire and train a work force for relocating or expanding companies. The economic development role of the community colleges is primarily industrial training. Few full-time faculty participate in the development and implementation of economic development courses or programs which are primarily designed and taught by independent contractors, many times employees of the company receiving the training. The study raises the question of whether community college economic development programs are driven by state or local interests because of the emphasis on serving primarily large, corporate companies in lieu of small to middle size local companies. Also, in light of diminishing state and local resources and additional demands placed on community colleges, policymakers must reevaluate their role in economic development and existing methods of funding such programs.
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Rice, Derek. „Three Essays in Development Economics: First Nation Economic Development“. Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37633.
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This dissertation contains three essays in the economics of development. The first essay investigates the effects of the decentralization of governance over education to communities in terms of individual education outcomes. The next essay relates to the first by exploring the factors that drive communities to adopt decentralized governance, including forms of decentralized governance over education. The last essay returns to the topic of education by examining a policy aimed at decreasing the costs of post-secondary education for a minority group. Each essay probes these topics within the context of First Nations in Canada.
The first essay examines the substantial impacts of education decentralization on high school attendance and completion through the analysis of First Nation education self-government agreements in Canada. These agreements are important institutional arrangements that transfer the authority over education from the federal government to First Nations. I exploit confidential microdata and exogenous variation in the implementation of education self-government agreements to perform the analysis. My results indicate that self-government agreements focused exclusively on education increase high school attendance by 5 to 9 percentage points and high school completion by 3 to 5 percentage points. However, the effects on high school completion rates under multi-sectoral self-government agreements implemented together with comprehensive land claim agreements and for self-government agreements that focus on education alone differ dramatically for women and men. High school completion improves by 8 to 11 percentage points for women, but drops by a staggering 17 to 25 percentage points for men. These results have important policy implications for education decentralization in general, along with implications for the particular case of First Nation education self-governance in Canada.
The second essay identifies the determinants of decentralized governance by exploring the First Nation self-government agreement claim and implementation processes. I use a novel dataset on self-government agreements and confidential microdata to perform the analysis. My results support the notion that we can treat self-government treatment variables as exogenous, when controlling for reserve fixed effects. This is not an onerous condition to impose. Specifically, I do not find any factors of economic or statistical significance for claims for my richest and most-preferred specification, which includes controlling for reserve fixed effects. Contrary to the results for claims, I find that education and income are important factors for implementation, but only conditional on a reserve having previously made a claim. However, this significance disappears, once I relax this condition and compare the determinants of implementation against reserves that may or may not have made a claim.
The third essay examines the substantial impacts of a targeted policy that provides postsecondary tuition and living expense subsidies for Aboriginal Canadians. To identify the effects of the policy, I exploit a reform of the policy's eligibility requirements in 1985 that lead to a large increase in the number of individuals with access to the subsidies. My results indicate that the reform lead to economically and statistically significant increases in the likelihood of attaining any post-secondary education for a group of women whose eligibility was particularly targeted by the reform and for women generally. These increases range from about 4 to 7 percentage points. The effects for men are positive, but much smaller and not significant.
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Несенюк, А. С. „The effect of migration on economic and social development“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10743.
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Cipriano, Christina. „Parent Educational Involvement and Student Achievement: Disentangling Parent Socialization and Child Evocative Effects Across Development“. Thesis, Boston College, 2011. http://hdl.handle.net/2345/1825.
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Thesis advisor: Eric DearingLongitudinal structural equation models of parent educational involvement (PEI) and student mathematics and literacy achievement were examined for 1364 students, followed from 54 months through 8th grade. Path analyses revealed evidence of bi directionality between PEI and achievement and moderation by economic risk. Specifically, two pathways of association were analyzed: parent socialization and child evocative effects. Parent socialization pathways confirmed the positive association of PEI with both math and literacy achievement -increased parent involvement was significantly associated with increased achievement across development. No evidence of child evocative pathways was found for the full sample. Additionally, economic risk was found to moderate pathways of parent socialization between PEI and achievement. Parent socialization pathways suggested involvement was most strongly and positively associated with high achievement for children with greatest levels of economic risk across childhood. These results underscore the argument that parent educational involvement should be an important goal of practice and policy aimed at closing the achievement gap between lower and higher income children. Indeed, PEI does matter more for some children than others. National policies and school procedures should be geared towards promoting PEI early among the low income parents of underperforming children, for these children not only have the most to gain from having their parents engaged in their education, but also have the most to lose
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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O'Connor, Allan. „Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /“. Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.
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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009.Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)
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Lindregn, Gustaf. „Globalized development : The effect of economic globalization on human development in developing countries“. Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162469.
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The main purpose of this paper is to examine the relationship between economic globalization and human development in low to medium developed countries and to see if different aspects of economic globalization have different effects on human development. The theoretical starting point of this study assumes that an increased level of economic globalization will lead to increased human development as governments will create new regimes aimed to maximize economic growth and to increase the welfare of the citizens. This study uses a quantitative method where statistical testing is preferred in order to be able to examine how economic globalization affects human development. The results of this study indicate that economic globalization has a positive effect on human development and that it is mainly trade globalization that makes up that effect, while financial globalization has no significant effect. It also suggests that the effects of economic globalization are weaker for the countries with the lowest levels of human development compared to countries with higher development.
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Basso, Alberto. „Essays in comparative economic development“. Doctoral thesis, Universidad de Alicante, 2013. http://hdl.handle.net/10045/31365.
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Cobert, Curtis. „The Impact of Local Public Education on Economic Development“. VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3179.
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The focus of this thesis is to seek and observe the patterns of economic development around local public schools of varying quality. The Greater Richmond Region (consisting of the City of Richmond and the counties of Chesterfield, Hanover and Henrico) were used as the basis of the study. The scores for the schools were derived from an equation that took into account some of the main quality aspects. The factors that went into the equation were graduation rates, dropout rates, standardized test scores and AP (Advance Placement) enrollment. The basis of the economic development evaluation is based on a set of indicators published by the King County (Washington) Department of Planning. These indicators include real wages per worker, poverty rate and high school graduation rate. Using GIS, these two data sets were observed for patterns and trends. The findings of this study show that not only do the economic development indicators change based on quality but also on geographic location. This study ends with recommendations for cities to improve both their education systems as well as their economic development opportunities.
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Amsterdam, Kirsten. „The effect of financial innovation on economic growth in African countries“. Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29082.
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This study investigates the relationship between financial innovation and economic growth in twenty-five countries in Africa. The relationship is estimated in a panel of countries, utilising Fixed and Random Effects Testing, and compared with the results when the same relationship is tested between individual African countries using the Ordinary Least Squares (OLS) method. Three proxies for financial innovation the growth in bank credit to the private sector, the ratio of broad money to narrow money and mobile penetration and data for four financial innovations automated teller machines, mobile money accounts and mobile money agents and mobile transactions are used in the estimations. The results indicate that measures which have a significant effect on growth and non-mobile related proxy measures, are generally negative. The mobile financial innovations generally have a positive effect, particularly in countries with low levels of financial development. This study firstly concludes that mobile linked financial innovation has a positive effect on growth in Africa, therefore policy and regulation should be geared towards encouraging further positive impact. Secondly, this study concludes that the level of financial development in African countries impacts the extent and the manner in which financial innovation impacts growth. It is recommended that the focus on improving financial inclusion, utilising financial innovation, particularly mobile financial innovation should be continued, in order to improve financial depth and efficient allocation of resources and financial intermediation. Further research is also required into the effects of financial innovation specific to individual countries, and the nuances between them, as well as the role of regulation and financial development on financial innovations effect on growth.
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Chirwa, Masauso. „Economic Development and Education : A Cross-Country, Time Series Study“. Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-14156.
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Asteriou, Dimitrios. „Essays on economic growth : convergence, financial development, education and uncertainty“. Thesis, City University London, 2000. http://openaccess.city.ac.uk/8056/.
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This dissertation deals with the issue of economic growth, specifically with the examination of the determinants of economic growth, from both a theoretical and empirical perspective. The first chapter introduces the issue and summarizes the main results. The dissertation is divided into three parts. The first part comprises of two chapters (chapters 2 and 3) considering the issue of per capita income convergence. The first chapter presents the theoretical background and re-examines the convergence debate among the neoclassical and endogenous growth models while the second chapter examines empirically the convergence hypothesis using both cross-sectional and time series econometric techniques for the case of Greek regions. The second part comprises of three chapters examining the unexplained factors affecting economic grwoth. The two first chapters (chapters 4 and 5) of this part deal with the neglected role of finance and financial intermediation in the process of economic growth of a country. One chapter presents the theoretical literature on this subject. Most of the empirical studies on the determinants of economic growth use cross-country analysis. Such an analysis, however, ignores dynamic information that can explain part of the variation in growth rates. In our empirical analysis, which is conducted in the fifth chapter, we employ time series techniques for the examination of the relationship among financial development and economic growth, using UK data. The third chapter of the second part (chapter 6) examines empirically the role of education, for the case of the greek economy. Finally, the last part examined the role of uncertainty on economic growth. Specifically, chapter 7 deals with the role of uncertainty steming from political instability on UK's economic growth using time series data and techniques while chapter 8, considers the role of uncertainty on investments and economic growth examining empirically its effects for a panel of 59 developed and developing countries.
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Monkge, Collie Bathusi. „Education, skill formation and economic development : the case for Botswana“. Thesis, Cardiff University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369998.
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Chouchane, M. T. „Education and socio-economic development in Algeria 1962-1982/84“. Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377466.
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Echevarria, Domingo G. „The contribution of Higher Education to economic development in a globalized environment“. FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/3114.
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Amidst concerns about achieving high levels of technology to remain competitive in the global market without compromising economic development, national economies are experiencing a high demand for human capital. As higher education is assumed to be the main source of human capital, this analysis focused on a more specific and less explored area of the generally accepted idea that higher education contributes to economic growth. The purpose of this study, therefore, was to find whether higher education also contributes to economic development, and whether that contribution is more substantial in a globalized context.
Consequently, a multiple linear regression analysis was conducted to support with statistical significance the answer to the research question: Does higher education contributes to economic development in the context of globalization? The information analyzed was obtained from historical data of 91 selected countries, and the period of time of the study was 10 years (1990- 2000). Some variables, however, were lagged back 5, 10 or 15 years along a 15-year timeframe (1975-1990). The resulting comparative static model was based on the Cobb-Douglas production function and the Solow model to specify economic growth as a function of physical capital, labor, technology, and productivity. Then, formal education, economic development, and globalization were added to the equation.
The findings of this study supported the assumption that the independent contribution of the changes in higher education completion and globalization to changes in economic growth is more substantial than the contribution of their interaction. The results also suggested that changes in higher and secondary education completion contribute much more to changes in economic growth in less developed countries than in their more developed counterparts.
As a conclusion, based on the results of this study, I proposed the implementation of public policy in less developed countries to promote and expand adequate secondary and higher education systems with the purpose of helping in the achievement of economic development. I also recommended further research efforts on this topic to emphasize the contribution of education to the economy, mainly in less developed countries.
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Leyds, Jaqueline Sue-Anne Acquila. „The effect of black economic empowerment on employees“. Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/23042.
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This study is aimed at determining the effect of Black Economic Empowerment on employees. The objectives of this study were: - To conceptualize theoretically what Black Economic Empowerment entails and to identify the causes of the Broad Based Black Economic Empowerment Act.
- To determine the physical, emotional, psychological and social effect of BEE on employees and to elaborate on employees’ experiences .
- To make recommendations regarding the implementation of BEE based on employees experiences.
- Support for BEE
- Criticism of BEE
- The role of communication
- Change leads to mental shifts
- Changes in the working environment affects employees
- Attitude towards change impacts on physical effects
- The importance of development in the implementation of BEE.
Dissertation (MSW)--University of Pretoria, 2008.
Social Work and Criminology
unrestricted
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Child, Alexander Fairfax. „The announcement effect : the impact of early warnings of future thresholds under different framing and risk contexts“. Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13668.
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The effect of announcing future institutional change is investigated in three different contexts: a gains frame, a loss frame, and a loss frame with risk. The institutional change is the transition from a normal public goods game into a threshold public goods game. Announcements may change subject behaviour, through influencing their expectations, before the implementation of the new institution (adjustment effect) and/or after the implementation (adaptation effect).We find that announcements in the gains frame cause zero adjustment effects and negative adaptation effects; while announcements in the loss frame cause positive adjustment and adaptation effects. However, including risk into the threshold phase of the loss frame causes the announcements to have zero effects. These results have important implications for the climate change debate.
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Mair, Andrew. „Private Planning for Economic Development: Local Business Coalitions in Columbus, Ohio: 1858-1986“. Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216837399.
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Porter, Tom G. „The effect of exchange rate policy on the economic development of Kenya“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ37910.pdf.
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Carroll, Joshua Gerald. „The correlation and the effect economic factors have on Mississippi community college enrollment“. Thesis, Mississippi State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700100.
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The purpose of this study is to determine how economic factors correlate with and have an effect on enrollment at community colleges and provide benchmark enrollment strategies for use by community colleges in the future. A cluster sampling of 22 branch campus locations at 9 community colleges in Mississippi and their respective counties was selected. The independent variables used were median household income, percentage of persons below the poverty level, and unemployment rates.
A statistical correlation and regression was conducted to determine if economic factors (median household income, percentage of persons below the poverty level, and unemployment by county) had any correlation or an effect on the decrease or increase in enrollment at the respective community college campus. The correlation and statistical effect based on the regression model used demonstrated that median household income and poverty levels had the strongest correlation and the most statistically significant effect on community college enrollment in Mississippi. Unemployment had a very weak correlation and no statistically significant effect on the sample for community college enrollment for Mississippi during this period. There were some exceptions in which certain community college campuses and their respective county unemployment rates had a very high effect on enrollment for that specific campus and that specific period.
There were 6 phone interviews conducted following the analysis of the datasets to determine any internal or external causes to enrollment decreases and increases during this period. 4 of the 6 colleges responded. Of the colleges that responded, 2 saw increases and 2 saw decreases. The predominant enrollment factor denoted by the interviewee was retention and cohesive interdepartmental focus toward recruitment, which resulted in increased enrollment. Of the colleges that saw decreases and were interviewed, it was noted that enrollment personnel were not prepared for the enrollment decrease and could have been.
Target markets with higher income and lower poverty levels perform better during harsh periods of challenge for enrollment at community colleges. Increased retention and interdepartmental cohesion produces better preparation for challenging periods of declining enrollment.
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Edwards, Booker W. Jr. „Absent black father's effect on the blackmales' development“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/108.
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The problems among young black males stem from many areas such as lack of occupational opportunity, low self-esteem, living in a violent environment, drugs, etc. The root of the problem of black males may be the absence of the father in the black family. This research examines the direct relationship between the absence of the black father and the problems of the young black male. The relationship between the absent father and the problems of the young black male is definitely a strong one. Black males need strong black fathers as models in which to live their lives. They need them for their self-esteem, because without them they are missing a part of themselves. The absent black father tends to turn into a cycle among black males. Young black males whose fathers were not there for them tend not to be there for their children. This research shows the relationship between the absent black father and his black male children’s development, socially, and psychologically. This research also includes the results of a survey of 25 black men who have either been to jail, are on probation, have criminal records, have pending criminal charges.