Dissertations / Theses on the topic 'Education Economic aspects Spain'
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Sapsalis, Eleftherios. "Essays on the value of academic patents and technology transfer." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210686.
Full textDoctorat en Sciences économiques et de gestion
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Mathieu, Azele. "Essays on the entrepreneurial university." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209923.
Full textUniversities play a major role in the national innovative capacity of a country as producers and transmitters of new knowledge (see for instance, Adams, 1990; Mansfield, 1991; Klevorick et al. 1995; Zucker et al. 1998; Cohen et al. 2002; Arundel and Geuna, 2004; Guellec and van Pottelsberghe, 2004). While European countries play a leading global role in terms of scientific output, they lag behind in the ability to convert this strength into wealth-generating innovations (this is known as the ‘European paradox’, see for instance Tijssen and van Wijk, 1999; and Dosi et al. 2005). This level of innovation may be improved by different factors; for instance, by fostering an entrepreneurial culture, or by increasing industry’s willingness to develop new products, new processes. One of these factors relies on the notion of an ‘entrepreneurial university’. Universities, in addition to the two traditional missions of research and teaching, foster their third mission of contribution to society, by improving the transfer of knowledge to the industry. New tools and regulations have been established to support universities in this process. Since the early 80’s, academic technology transfer offices (TTOs) have been created, dedicated employees have been trained and hired, incubators for the launch of new academic ventures have been set up, academic or independent pre-seed investment funds have been founded and laws related to the ownerships by university of their invented-patents have been promulgated.
But what exactly stands behind the notion of ‘entrepreneurial university’? There exist more different descriptions of a similar concept or of a similar evolution than a general agreed definition. Indeed, "(…) There is high heterogeneity, there is no such thing as a typical university, and there is no typical way to be or become an entrepreneurial university" (Martinelli et al. 2008, p.260). However some similar patterns of what is or should be an entrepreneurial university may be identified.
First, there is this notion of a revolution experienced by universities that now have to integrate a third mission of contributing to economic development aside of their traditional academic missions. “(…) But in the most advanced segments of the worldwide university system, a ‘second revolution’ takes off. The entrepreneurial university integrates economic development into the university as an academic function along with teaching and research. It is this ‘capitalisation of knowledge’ that is the heart of a new mission for the university, linking universities to users of knowledge more tightly and establishing the university as an economic actor in its own right” (Etzkowitz, 1998, p.833).
This revolution finds its origin in a necessary adaptation of universities to an external changing environment where modern societies put a strong emphasis on knowledge. “The concept of the entrepreneurial university envisions an academic structure and function that is revised through the alignment of economic development with research and teaching as academic missions. The transformation of academia from a ‘secondary’ to a ‘primary’ institution is a heretofore unexpected outcome of the institutional development of modern society (Mills, 1958). In consequence, the knowledge industry in modern societies is no longer a minor affair run by an intellectual elite, an activity that might be considered by pragmatic leaders as expendable; it is a mammoth enterprise on a par with heavy industry, and just as necessary to the country in which it is situated (Graham, 1998, p.129)”, quoted by Etzkowitz et al. (2000, p.329).
The notion of an ‘entrepreneurial university’ also exceeds the simple idea of the protection of academic intellectual property by patents owned by universities and their out-licensing as well as the launch of new ventures. It encompasses an overall change of how the university is organised. “In the gruesome and heady world of changing external environments, organizations – including universities – will need to seek opportunities beyond their existing competences (Hamel and Prahalad, 1989, 1994), which suggests the need for an entrepreneurial orientation (Lumpkin and Dess, 1996)”, quoted by Glassman et al. (2003, p.356). This entrepreneurial orientation will only be possible if the overall organisation of the university changes. “An entrepreneurial university, on its own, actively seeks to innovate how it goes about its business. It seeks to work out a substantial shift in organizational character so as to arrive at a more promising posture for the future. Entrepreneurial universities seek to become 'stand-up' universities that are significant actors on their own terms” (Clark, 1998, p.4).
The notion of entrepreneurial university also encompasses the concept of academic entrepreneurship in its broad sense. For a university to become entrepreneurial, individual academics also have to adapt and to behave in an entrepreneurial way. This concept is not solely conceived here as the launching of new ventures by academics (a view embraced by Shane, 2004, for instance). It relates more to the view of Stevenson, Roberts and Grousbeck (1989), referenced by Glassman et al. (2003, p.354) or “the process of creating and seizing an opportunity and pursuing it to create something of value regardless of current available resources.”
The difficulty facing universities is then to adapt to their external environment while preserving the integrity of their two traditional academic missions. However, some conceive this challenge as precisely an ability that characterise the very intrinsic university’s nature. "The uniqueness of the university,(…) lies in its protean capacity to change its shape and function to suit its temporal and sociopolitical environment while retaining enough continuity to deserve its unchanging name” (Perkin, 1984, p.18).
Furthermore, others perceive this challenge as a tension that has always been at the root of the university’s character. “The cherished view of some academics that higher education started out on the Acropolis of scholarship and was desecrated by descent into the Agora of materialistic pursuit led by ungodly commercial interests and scheming public officials and venal academic leaders is just not true for the university systems that have developed at least since 1200 A.D. If anything, higher education started in the Agora, the market place, at the bottom of the hill and ascended to the Acropolis on the top of the hill… Mostly it has lived in tension, at one and the same time at the bottom of the hill, at the top of the hill, and on many paths in between” (Kerr, 1988, p.4; quoted by Glassman, 2003, p.353).
Nevertheless, it appears that some institutions, the ones integrating the best their different missions and being the most ‘complete’ in terms of the activities they perform, will be better positioned to overcome this second revolution than other institutions. “Since science-based innovations increasingly have a multidisciplinary character and build on "difficult-to-codify" people-centred interactions, university-based systems of industry science links, which combine basic and applied research with a broader education mission, are seen as enjoying a comparative advantage relative to research institutes” (OECD, 2001 quoted by Debackere and Veugeleers, 2005, p.324). Or as stated by Geuna (1998, p.266), in his analysis of the way the different historical trajectories of European universities are influencing their ability to adapt to the current changing environment, “ (…) the renowned institutions of Cluster IV (pre-war institutions, large in size, with high research output and productivity) are in a strong position both scientifically and politically, and can exercise bargaining power in their relations with government and industry. (…) On the other side, universities in the other two clusters (new postwar universities, characterised by small size, low research output and low research orientation and productivity, whether involved in technological research or in teaching), with very low research grants from government, are pushed to rely more heavily on industrial funding. Being in a weak financial position, they may find themselves in an asymmetric bargaining relationship with industry that they may be unable to manage effectively.”
To summarize, one could attempt to define the broad notion of an ‘entrepreneurial university’ as follows. An entrepreneurial university is a university that adapts to the current changing environment that puts a stronger emphasis on knowledge, by properly integrating the third mission or the capitalisation of knowledge aside of its two traditional missions. This adaptation requires a radical change in the way the university is organised. It will require important strategic reorientation from the top but also, and mainly, it will require from the individual academics to better seize new opportunities to generate value (not only financial but also scientific or academic) given scarcer resources. Renowned and complete universities (with teaching, basic and applied research) have an edge over other institutions to overcome this second revolution.
This notion of ‘entrepreneurial university’ has drawn criticisms. For example, academics’ interactions with industry could impact negatively on research activities by reorienting fundamental research towards more applied research projects (Cohen and Randazzese, 1996; David, 2000), by restricting academic freedom (Cohen et al. 1994; Blumenthal et al. 1996; Blumenthal et al. 1997), or by potentially reducing scientific productivity (see for instance van Zeebroeck et al. 2008 for a review on this issue). The present work does not address the issue of the impact of increased interactions with the business sector on traditional academic missions nor the question of whether universities should become entrepreneurial or not. Instead, the essays start from the idea that the ‘entrepreneurial university’ notion is part of the intrinsic nature of modern universities, or at least, is a part of its evolution. Industry-university relationships are not a new phenomenon; it can be traced at least to the mid- to late-1800s in Europe and to at least the industrial revolution in the USA (Hall et al. 2001). What is evolving is the nature of such relationships that become more formal. The present analysis starts then from the general observation that some universities (and researchers) are more entrepreneurially-oriented and better accept this mission than others. From that stems the primary research question addressed in this thesis: are there characteristics or conditions leading to a smooth coexistence of traditional and new academic missions inside an entrepreneurial university? And if so, what are they?
Existing work on the entrepreneurial university is a nascent but already well developed field of research. The aimed contribution of this thesis is to analyse the topic under three specific but complementary angles. These three perspectives are explored into the four main chapters of this work, structured as follows. Chapter 1 is titled “Turning science into business: A case study of a traditional European research university”. It introduces the topic by investigating the dynamics at play that may explain the propensity of a traditional, research-oriented university to start generate entrepreneurial outputs, while being not full-fledge entrepreneurially organised. Exploring the importance of “new” entrepreneurial outputs, as defined as patents and spin-off companies, compared to other ways of transferring new knowledge to the industry, Chapter 2 reviews the literature on the variety of knowledge transfer mechanisms (KTMs) used in university-industry interactions. It is titled “University-Industry interactions and knowledge transfer mechanisms: a critical survey”. Given scarcer structural funds for academic research and increasing pressure on academics to diversify their activities in terms of being involved in patenting or spin-off launching, Chapter 3 and Chapter 4 investigate the role played by individual characteristics of researchers in attracting competitive, external funding. Chapter 3 presents stylised facts related to external fundraising at ULB and characteristics of researchers who attracted these funds over the period 1998-2008. The empirical analysis on associations between individual characteristics of researchers (intrinsic, scientific and entrepreneurial) and the extent of funds attracted from different sources (national, regional and business) is presented in Chapter 4, titled “The determinants of academic fundraising.” Chapter 5 concludes and suggests ideas for future investigation on this topic. Chapter 6, in appendix of the present work, titled “A note on the drivers of R&D intensity”, is not directly linked to the issue of the entrepreneurial university. It has been included to complement the studied topic and to put in perspective the present work. Academic research and university-industry interactions constitute important drivers of a national R&D and innovation system. Other factors are at play as well. Looking at this issue at the macroeconomic level, Chapter 6 investigates to what extent the industrial structure of a country influences the observed R&D intensity, and hence would bias the well-known country rankings based on aggregate R&D intensity.
Doctorat en Sciences économiques et de gestion
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Suutari, T. (Tero). "Economic aspects in education." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201504021231.
Full textTämän Pro gradu-tutkielman johtava teema on mukautuminen ja valmistautuminen muuttuviin vaatimuksiin tiedoista ja taidoista työelämässä. Ammattirakenteen muutos Suomessa viittaa siihen että vaatimukset erilaisille tiedoille ja taidoille työelämässä on tapahtumassa. Aineisto ammattirakenteen muutoksesta on Tilastokeskuksen yhdistetty työntekijä-työnantaja-aineisto (Finnish Longitudinal Employer-Employee Data FLEED). Ammattirakenteen muutos ajoittuu vuosien 1995 ja 2007 välille. Koulutus mielletään tässä Pro gradu-tutkielmassa sellaiseksi toiminnaksi jonka tavoite on valmistaa lapsia sekä tulevia sukupolvia työelämään oikeanlaisilla taidoilla ja tiedoilla. Yhtälailla tärkeät muut tavoitteet, mitä koulutukselle ja kasvatukselle on annettu, sekä mahdollisesti syntyviä ristiriitoja tavoitteita saavuttamisessa ovat tämän tutkielman ulkopuolella. Muutokset ammattirakenteessa luo kysymyksen, että miten koulutus on valmistautunut tällaisiin tuntemattomiin muutoksiin? Vastatakseni kysymykseen esittelen koulutusekonomian ja koulutussuunnittelun, sekä erityisesti miten koulutusekonomia on vaikuttanut koulutussuunnitteluun. Aluksi käyn läpi koulutusekonomian ja esittelen sen kaksi pääteoriaa: inhimillisen pääoman teorian ja siiviläteorian. Selitän millä tavoin nämä teoriat eroavat toisistaan ja mikäli jompikumpi voidaan todistaa oikeaksi millainen vaikutus sillä olisi koulutukseen. Koulutussuunnittelussa on käytetty monenlaisia analysointivälineitä tulevaisuuden ennakoimiseksi. Esittelen nämä eri tavat ja työkalut, sekä miten koulutussuunnittelu on historiansa aikana muuttunut ja miten taloudellinen ajattelu on muuttanut koulutussuunnittelua. Viimeisessä osassa tuon esille tutkimuksia siitä miten Suomessa pyritään ennakoimaan ja valmistautumaan muutoksiin työelämässä. Käyn myös keskustelua siitä voiko kasvatustiede tuoda jotain uutta koulutusekonomiaan
Loshak, O., and K. Bondarenko. "Economic aspects in environmental education." Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/8543.
Full textBrown, Eleanor Joanne. "Transformative learning through development education NGOs : a comparative study of Britain and Spain." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13050/.
Full textMasterson, Erin C. Stephens John D. "The role of education in economic development in Ireland and Spain after EU integration." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,659.
Full textTitle from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements of the degree of Master of Arts in the Transatlantic Masters (TAM) Program in the Department of Political Science." Discipline: Political Science; Department/School: Political Science.
Shure, Dominique Alexandra. "Essays in education economics." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4c4e9922-1028-41eb-ad81-7ab74b80311b.
Full text郭國全 and Kwok-chuen Kwok. "The political economy of educational investment: a review and an appraisal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.
Full textMa, Wing Sze. "An economic evaluation of the education sector in China." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/703.
Full textDe, Abreu J. M. G. "A conceptual model for commercialisation at an academic institution." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50241.
Full textENGLISH ABSTRACT: Constant and aggressive change is a characteristic that has shaped our present day life and occurs at all levels of society. In a new South Africa, an entrepreneurial approach has become a means of survival. Modern day South Africans have been compelled to adopt an innovative and entrepreneurial mindset in order to function optimally. For the higher education sector, this has meant the commercialisation of many aspects of their operations due to yearly cuts in subsidy allocations. Stellenbosch University is not exempt from this and is also affected by these cuts. The goal of this study is therefore to provide an internationally researched conceptual model and process for commercialising academic research at Stellenbosch University. This will require the adoption of an entrepreneurial mindset which views research differently from its traditional mode. By moving away from an academic view of research, new partnerships, opportunities and outcomes become possible, from which new revenue avenues could be opened. The question arises as to what technological innovations are likely to result in commercial success and what route should a university then take to successfully commercialise their research findings? Finding practical answers to these questions could provide a platform from which a university can make accurate and timely decisions with regards to the commercialisation of its academic research. Accurate decision-making is therefore an essential tool in the management of this process. Commercialisation is not viable without first creating an innovative mindset and platform. These cannot be created without first understanding the concept of newness. Consistent newness requires continuous innovation, from which academic entrepreneurship then stems. The successful commercialisation of this entrepreneurship can then be understood by considering the various concepts and basic components involved in commercialisation. A broad look at literature provided the basis for this platform from which a model could then be constructed. In constructing the model, the key components were first identified. Secondly, a brief look at four different commercialsiation models provided an overview of the thought pattems involved in such a process. The synthesis of these components and models culminated in a conceptual model for commercialisation within the Stellenbosch University environment. This model included the tangible and intangible side of commercialisation, incorporating organisational mindset, attitudes and culture.
AFRIKAANSE OPSOMMING: Konstante en omvattende verandering is 'n kenmerk van die eietydse samelewing en raak alle sosiale vlakke. 'n Entrepreneuriese benadering het in die nuwe Suid-Afrika 'n middel tot oorlewing geword. Eietydse Suid-Afrikaners word genoodsaak om innoverend en ondernemend te wees ten einde optimaal te kan funksioneer. Dit impliseer dat tersiere instellings byvoorbeeld baie van hul bedrywighede moet kommersialiseer, weens toenemende besnoeiings in subsidiering. Die Universiteit van Stellenbosch word insgelyks deur hierdie besnoeiings geraak. Die doel van hierdie studie is die ontwerp van 'n konsepsuele model en proses vir kommersialisering van akademiese navorsing vir die Universiteit van Stellenbosch, gebaseer op internasionale navorsing. Dit vereis 'n entrepreneuriese denkwyse wat navorsing anders benader as in die verlede. Deur weg te beweeg van 'n suiwer akademiese siening van navorsing, word nuwe vennootskappe, geleenthede en uitkomste moontlik, en skep sodoende ook nuwe bronne van inkomste. Tegniese innoverings wat prakties en uitvoerbaar is kan moontlik as platform dien vir hierdie kommersialisering. Dit veronderstel toepaslike besluitneming as noodsaaklike middel in die bestuur van die proses. 'n Nadere deurskouing van konsepte onderliggend aan suksesvolle kommersialisering van entrepreneurskap, tesame met 'n bree oorsig van navorsing in hierdie verband, het die basis gevorm vir die ontwerp van 'n model. Kernkomponente is eerstens identifiseer. Bestaande modelle het tweedens 'n oorsig van denkpatrone oor die ontwerp van so 'n proses gebied. 'n Sintese van hierdie komponente en modelle het kulmineer in 'n konsepsuele model vir kommersialisering binne die Universiteit van Stellenbosch omgewing. Hierdie model sluit die praktiese deel van kommersialisering, sowel as die ontasbare deel, naamlik organisatoriese denkwyses, houdings en kultuur in.
Idema, Timo. "Brain power : the political economy of higher education." Thesis, University of Oxford, 2011. https://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e.
Full textErmakov, D. S. "Education for sustainable development: social ecological and economic aspects of the environment." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23455.
Full textOrtiz, Ospina Esteban. "Essays on the economics of higher education." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:30fccd24-972e-4b57-8787-3b1c35e7a279.
Full textNeri, Frank. "Schooling quality and economic growth." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phn445.pdf.
Full textNgomba, Peter Njoh. "The developmental impact of public investment in education, science and technology in Cameroon, 1960-1980 /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75784.
Full textOur results suggest that, given existing patterns of education, science and technology in Cameroon, the contribution of public investment in this sector may be small compared to the potential contribution suggested in the literature. The implications of these results are examined for policy-making and planning at the national level.
Liu, Chau-wing, and 廖秋榮. "Investment returns to education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976621.
Full textMbwika, James M. "Kenya smallholder farmer education and farm productivity." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29578.
Full textLand and Food Systems, Faculty of
Graduate
Spaull, Nicholas. "Education quality in South Africa and Sub-Saharan Africa : an economic approach." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96775.
Full textENGLISH ABSTRACT: Education has always occupied a central role in the discipline of economics, featuring prominently in the theoretical constructs of the discipline and, more recently, in their empirical applications. While one can trace the origins of Human Capital theory all the way back to Adam Smith’s ‘The Wealth of Nations’, the two major advances in our understanding of education’s role in economic development transpired in the last 50 years. The first was half way through the 20th century with the work of work of Mincer (1958), Schultz (1961) and particularly that of Becker (1962) who formalized the idea of Human Capital. The second advance was at the turn of the 21st century when Hanushek and Kimko (and later Wößmann) incorporated measures of education quality into their models of economic growth. This latest strand of research serves as the point of departure for this thesis, placing education quality at the centre of the discussion. The thesis begins by focussing on the South African case and highlighting three broad issues that characterise education in the country: (1) the high levels of inequality that can be seen when comparing student performance by race, language, geographic location and socioeconomic status. New evidence is presented to show that South Africa does indeed have two public schooling systems, reiterating and confirming the findings of other South African scholars. (2) Using intra-survey benchmarks of student achievement, Chapter 2 develops a new method of quantifying learning deficits in mathematics by using three different datasets covering grades 3, 4, 5, 6 and 9. The learning gap between the poorest 60% of students and the wealthiest 20% of students is found to be approximately three grade-levels in grade 3 and grows to between four and five grade-levels by grade 9. (3) The focus then shifts to the complex issue of language and performance, which is addressed in Chapter 3. Here the aim is to exploit an unusual occurrence whereby a large group of South African students were tested twice, one month apart, on the same test in different languages. Using a simplified difference-in-difference methodology it becomes possible to identify the causal impact of writing a test in English when English is not a student’s home language. The final two chapters of the thesis widen the remit of analysis to include 11 countries in Sub-Saharan Africa, viz. Kenya, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe. Here the aim is to develop a composite measure of education access and education quality by combining household data (DHS) on grade completion and survey data (SACMEQ) on cognitive outcomes. The new measure, termed access-to-literacy and access-to-numeracy is reported for all countries and important sub-groups in Chapter 4. The method is then used in Chapter 5 to compare access-to-learning over a period of increased access to schooling (2000-2007). In all countries there was an improvement in access to literacy and numeracy, challenging the widely held perception that there is always an access-quality trade-off in education. In particular, girls and those in relatively poor households benefited most from this improvement in access to literacy and numeracy. The thesis ultimately concludes that if children are to realize their full potential, the expansion of physical access to schooling in the developing world must be accompanied by meaningful learning opportunities. The acquisition of knowledge, skills and values must be the central aim of educational expansion.
AFRIKAANSE OPSOMMING: Onderwys het nog altyd ʼn rol in ekonomie as vakgebied gespeel. Dit is verstaanbaar, want vaardighede en onderwys was nog altyd ʼn prominente deel van die teoretiese konstrukte en meer onlangs ook van empiriese toepassings in die dissipline. Terwyl die oorsprong van menslike-kapitaalteorie teruggevoer kan word na Adam Smith se Wealth of Nations, het die twee grootste deurbrake met die verstaan van onderwys se rol in ekonomiese ontwikkeling in die laaste vyftig jaar plaasgevind. Die werk van Mincer (1958), Schultz (1961) en veral Becker (1962), wat in die middel van die vorige eeu formele gestalte aan die begrip ‘menslike kapitaal’ gegee het, was die eerste deurbraak. Die tweede deurbraak was teen die eeuwending toe Hanushek en Kimko (en later Wößmann) maatstawwe van onderwysgehalte in hulle ekonomiese groeimodelle begin insluit het. Hierdie nuwe tak van die navorsing plaas onderwys vierkant in die sentrum en dien as vertrekpunt vir hierdie proefskrif. Die proefskrif begin deur aandag op drie breë kwessies te vestig wat kenmerkend is van onderwys in Suid-Afrika: (1) Die hoë vlakke van ongelykheid volgens ras, taal, geografiese gebied en sosio-ekonomiese status in studente se prestasie. (2) In hoofstuk 2 word ʼn nuwe metode aangebied om leeragterstrande kwantitatief te meet met behulp van norme van leerlingprestasie in skoolvlak-opnames vir grade 3, 4, 5, 6 en 9. Daar word bevind dat die leergaping tussen die armste 60% en die rykste 20% van studente in graad 3 ongeveer drie jaar is en teen graad 9 tot vier of vyf jaar aangroei. (3) Die fokus verskuif daarna na die verwikkelde kwessie van taal en skoolprestasie, wat in hoofstuk 3 bespreek word. Hier is die doel om die ongewone geval uit te buit waar ʼn groot groep Suid-Afrikaanse leerlinge binne die verloop van ʼn maand tweemaal dieselfde toets geskryf het, maar in twee verskillende tale. Met behulp van ʼn vereenvoudigde verskil-tussen-verskille-benadering is dit moontlik om te bepaal hoe groot die kousale effek is waar ʼn leerling wie se moedertaal nie Engels is nie die toets in Engels moes skryf. Die laaste twee hoofstukke van die proefskrif bevat ʼn wyer analise van elf lande in Sub-Sahara Afrika, naamlik Kenia, Lesotho, Malawi, Mosambiek, Namibia, Suid-Afrika, Swaziland, Tanzanië, Uganda, Zambië en Zimbabwe. Die doel is om ʼn saamgestelde maatstaf van onderwys-toegang en -gehalte te skep deur huishoudingsdata (DHS) oor graadvoltooiing en skoolopnamedata (SACMEQ) oor kognitiewe uitkomste te kombineer. Die nuwe maatstaf, genaamd ‘toegang-tot-geletterdheid’ en ‘toegang-tot-syfervaardigheid’, word in hoofstuk 4 vir al die lande en subgroepe opgestel. Die metode word dan in hoofstuk 5 gebruik om toegang-tot-leergeleenthede te vergelyk oor ʼn periode waartydens skooltoegang verbreed het (2000-2007). Daar was ʼn verbetering in toegang tot geletterdheid en syfervaardigheid in alle lande, teenstrydig met die wyd-gehuldigde siening dat daar altyd ʼn afruiling tussen toegang en gehalte van onderwys bestaan. In besonder word bevind dat meisies sowel as kinders uit arm huishoudings die meeste by die toename in toegang tot geletterdheid en syfervaardigheid gebaat het. Die gevolgtrekking is dat die vervulling van die potensiaal van kinders in die ontwikkelende wêreld vereis dat die verbreding van fisiese toegang tot skole met beduidende leergeleenthede gepaard moet gaan. Die aanleer van kennis, vaardighede en waardes moet die sentrale doel van die uitbreiding van onderwysgeleenthede wees.
Hosking, Stephen Gerald. "An economic analysis of government expenditure allocations to black schooling in South Africa." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1001451.
Full textMcKeown, Jim. "Factors limiting township learners from discovering and developing their talents." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1014323.
Full textKirk, Dylan James. "Select aspects of economic activity related to the Oklahoma 4-H youth development shooting sports project." Thesis, Oklahoma State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1567348.
Full textThe economic turmoil of the past decade has reinvigorated the debate over the use of public funds to support local Extension efforts. State Extension groups across the country have begun to demonstrate their worth in a variety of ways, including attempting to show both the behavioral and economic outcomes of Extension initiatives. However, showing the value of the 4-H Youth Development Program has proved challenging. The benefits of joining youth programs tend to be latent, not fully manifesting for years or even decades until participants mature into adults. Studies are starting to provide insights into the social, physical and mental rewards of joining youth development organizations such as 4-H, but these behavioral outcomes are disproportionally reported when compared to economic studies. From 2012-2013 families enrolled in Oklahoma's 4-H Youth Development Shooting Sports Project were surveyed about their recreational spending habits. Economic contributions for the state of Oklahoma, and impacts on local economies are estimated using primary data and an IMPLAN model. These economic analyses provide estimates of the economic worth of one youth project overseen by the Oklahoma Cooperative Extension Service. Subsequently, policy makers are provided justification of the project not only from a social, physical, and mental perspective, but are additionally provided economic indicators of the project's immediate worth.
Bilale, Fernando Jorge Castanheira. "Educational performance in Mozambique : an economic perspective." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1961.
Full textThe aim of this study was to analyse educational performance in Mozambique by 1) comparing the determinants of education in developing countries with the situation in country, 2) understanding the supply factors that influence enrolments and education attainment, 3) evaluating the efficiency of the current education system, 4) analysing the importance to education of each of the demand determinants and of school quality on education attainment, and 5) contributing information to assist policy makers with decisions regarding education. Mozambique is one of the poorest countries in the world. More than half of the population lives below the poverty line and the general adult literacy is only 54%. The education system is mainly characterized by weak performance as a whole, high grade repetition, high dropout rates, low survival rates, high pupil-teacher ratios and a low percentage of qualified teachers. In addition to this, there is a great deal of inequality in education achievement by province, place of residence, income group and gender. After this preliminary analysis, chapter II (literature review) highlighted critical inputs and served as a guideline for the following chapters of this study. The dimensions analysed in the followed chapters were: 1) Supply Factors, 2) Demand determinants and 3) School Quality. Chapter III therefore consisted of a descriptive analysis of the most important supply ...
Beard, LaShandra M. "Input and tracking of continued education units and qualification data for the Information Professional (IP) community." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1459.
Full textThe objective of this research is to provide recommendations and guidelines for building and maintaining a comprehensive Continuing Education Units (CEU) and qualification tracking system specifically for the Continuing Education Units (CEU) and Qualification program. The guidance includes topics ranging from designing, managing, and implementing a tracking program, through post-implementation of the program. This research includes the training needs of all personnel within the IP community, from users to supervisors to executive-level mangers extending to include designated sponsors/mentors and external subject matter experts. The key research focus of this thesis is to examine the risk and cost benefits in automating the training record for the Information Professional community and further discuss interface design issues and considerations to maximize the flexibility and functionality provided by automation.
Lieutenant, United States Navy Reserve
Walckiers, Alexis. "Three essays on the economics of science and higher education." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210554.
Full textknowledge, these institutions, interestingly, share other common characteristics: they both emerged before the Industrial Revolution, their importance increased over the centuries and they seem unavoidable today, and many actors are private not-for-profit.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
Mills, Jared G. "Social studies and global education: viewing economic, social and political aspects of the civil war through multiple perspectives." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404987.
Full textYung, Man-sing, and 容萬城. "Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.
Full textPhilpott, Rodger Frank. "Commercializing the university: The costs and benefits of the entrepreneurial exchange of knowledge and skills." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186730.
Full textGoulão, Santos Ricardo Jorge Moreira. "Three essays on the economics of education in post-conflict settings : the case of Timor-Leste." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58586/.
Full textSamuel, Hilary R. (Hilary Ruth). "Educating for sustainable development : a case study of an environmental immersion school." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60475.
Full textExamination of the literature on educational change led to an analytical framework which included: (1) Characteristics of the innovation; (2) Strategies and tactics used; (3) Contextual characteristics; (4) Macro sociopolitical factors. This was used to categorize qualitative data collected through interviews, observation, a questionnaire and documents.
The study uncovered a number of obstacles to implementation in the school, principally: (1) Conceptual problems about environmental education; (2) Poorly defined school philosophy and goals; (3) Difficulties in coordinating the project between individual efforts and departments; (4) A hiatus between administration and teacher perceptions.
The case study provided insight on the process of curriculum implementation as well as specific issues relating to environmental education and the theme of sustainable development.
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.
Full textBachan, Raymond. "Three essays on the economics of higher education." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54253/.
Full textGustafsson, Martin Anders. "Education and country growth models." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86578.
Full textENGLISH ABSTRACT: The over-arching concern of the three parts of the dissertation is how economics can and should influence education policymaking, the emphasis on the economics side being models of country development and the contribution made by human capital. Part I begins with a review of economic growth theory. How educational performance and country development have been measured is then discussed, with considerable attention going towards conceptual and measurement complexities associated with the latter. An approach is presented for expanding the number of countries whose educational quality can be compared, by expanding the number of linkable testing programmes. This approach, which above all allows for the inclusion of more African and Latin American countries, is one of the key contributions made by the dissertation to the existing body of knowledge. Three existing empirical growth models are examined, including work by Hanushek and Woessman on the relationship between educational quality and income. Part I ends with a discussion on how the economics literature can best be packaged to influence education policymaking. A ‘growth simulator’ tool in Excel for informing the policy discourse is presented. The production of this tool includes establishing empirically a feasible improvement trajectory for educational quality that policymakers can use and some analysis of how linguistic fractionalisation in a country evolves over time. This tool can be considered a further key output of the dissertation. A basic model for relating educational quality, via income growth, to teacher pay, is presented. Part II offers an analysis of UNESCO country-level data on enrolment and spending going back to 1970, with a view to establishing historical patterns that can inform education planners, particularly those in developing countries, on how budgets and enrolment expansion should be distributed across the levels of the education system. The analysis presented in Part II represents a novel way of using existing countrylevel data and can be seen as an important step towards filling a gap experienced by education policymakers, namely the paucity of empirical evidence that can guide decisions around the prioritisation of education levels. Part II moreover arrives at a few empirical findings, including the finding that enrolment and spending patterns have been systematically different in countries with faster economic growth and the finding that historical per student spending at the secondary level appears to play a larger role in development than was previously thought. Part III contrasts the available economic advice for education policymakers with what policymakers actually appear to believe in. The focus falls, in particular, on four developing countries: South Africa, Brazil, Chile and China. A few areas where economists could explore the data to a greater degree or communicate available findings differently, in the interests of better education policies, are identified. Part III partly serves as a demonstration of how comparisons between education systems can be better oriented towards providing advice to education policymakers on questions relating to efficiency and equity.
AFRIKAANSE OPSOMMING: Die oorkoepelende fokus van die drie gedeeltes van die verhandeling is hoe die studie van ekonomie beleid in die onderwyssektor kan en moet beïnvloed. Veral belangrik is modelle van die ekonomiese groei van lande en die rol van menslike kapitaal in hierdie modelle. Die eerste gedeelte van die verhandeling bied oorsig van die teorie rakende ekonomiese groei. Hoe onderwysprestasie en nasionale ontwikkeling gemeet word, word dan bespreek, met sterk fokus op die konseptuele en tegniese kompleksiteit van laasgenoemde. Metode word aangebied waardeur meer lande se onderwysgehalte vergelyk kan word, deur middel van die koppeling van data van groter aantal toetsprogramme. Hierdie metode, wat veral die insluiting van meer lande uit Afrika en Latyn-Amerika toelaat, is een van die kernbydraes van die verhandeling tot die bestaande korpus van kennis. Drie bestaande empiriese modelle van ekonomiese groei word geanaliseer, insluitende die werk van Hanushek en Woessman oor die verhouding tussen onderwysgehalte en inkomste. Die eerste gedeelte sluit af met bespreking oor hoe die ekonomiese literatuur optimaal aangebied kan word om beleidmaking in die onderwys te beïnvloed. Groei-simulasie hulpmiddel in Excel wat die beleidsdiskoers kan vergemaklik word aangebied en verduidelik. Die ontwikkeling van hierdie gereedskap maak dit moontlik om op empiriese basis moontlike trajek vir die verbetering van onderwysgehalte te bepaal, wat vir beleidsmakers nuttig kan wees, sowel as ontleding van hoe linguïstiese verbrokkeling in land histories kan ontwikkel. Hierdie gereedskap kan as verdere sleutelproduk van die verhandeling beskou work. Basiese model van hoe onderwysgehalte en die inkomste van onderwysers deur middel van ekonomiese groei gekoppel is, word ook aangebied. Die tweede gedeelte van die verhandeling bied ontleding van UNESCO se nasionale statistieke van lande oor skoolinskrywings en onderwysuitgawes vanaf 1970, met die oog op die identifikasie van belangrike historiese tendense vir onderwysbeplanners, veral in ontwikkelende lande. Die fokus hier is veral op hoe begrotings en inskrywings ideaal oor die verskillende vlakke van die onderwysstelsel versprei behoort te wees. Die ontleding in die tweede gedeelte verteenwoordig innoverende manier om die bestaande nasionale statistieke te gebruik en kan beskou word as belangrike stap om gaping te vul wat deur beleidsmakers in die onderwys ondervind word, naamlik die gebrek aan empiriese gegewens vir besluite oor prioritisering tussen onderwysvlakke. Die tweede gedeelte bied ook verskeie empiriese bevindinge, soos dat die tendense rakende inskrywings en besteding per student sistematies tussen lande met vinniger ekonomiese groei en ander lande verskil, asook dat historiese besteding per student op die sekondêre vlak blykbaar groter invloed op ontwikkeling het as wat vroeër gedink is. Die derde gedeelte van die verhandeling vergelyk die advies wat die ekonomiese literatuur aan beleidmakers in die onderwys bied met wat beleidmakers self blykbaar glo. Die fokus val op veral vier ontwikkelende lande: Suid-Afrika, Brasilië, Chili en China. Gebiede word bespreek waar ekonome in die belang van beter onderwysbeleid tot groter mate data kan analiseer of bevindings op beter maniere kan kommunikeer. Die derde gedeelte kan beskou word as demonstrasie van hoe vergelykings tussen verskeie onderwysstelsels beter georiënteer kan word om vir die beleidmaker in die onderwys advies te verskaf rakende kwessies van doeltreffendheid en gelykheid.
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.
Full textThis 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.
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.
Full textThis 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.
Cheng, Yi'En. "Restructuring of education, youth, and citizenship : an ethnographic study of private higher education in contemporary Singapore." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:d7ee615b-6d54-4ce5-a518-0f47d69e3c5a.
Full textPayne, Kenneth L. "Financing instructional materials in Indiana public school corporations." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/505144.
Full textJi, Weiwei, and 計巍巍. "Academic capitalization : a case study of two universities in Guangzhou, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209474.
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Social Work and Social Administration
Doctoral
Doctor of Philosophy
Jitsuchon, Somchai. "Three applications of market incompleteness and market imperfection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/NQ38906.pdf.
Full textChipps, Kenneth M. "For-profit higher education programs in the United States." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3691/.
Full textHusamoglu, 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.
Full texts 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.
Lai, Fung-yi, and 黎鳳儀. "Marketization of higher education: a case study of Guangzhou, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962282.
Full textGrootes, Pieter Brian. "The labour market drop-out rate : a new approach to estimating the returns to government investment in higher education : the case for marine science in South Africa." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002684.
Full textTšiame, 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.
Full textThe 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.
Phiri, Kennedy. "The contribution of skilled immigrants to the South African economy since 1994 : a case study of health and higher education sectors." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/8497.
Full textFor many years, people have migrated to other parts of their countries or across national borders. The reasons for the phenomenon of migration are many. People tend to migrate from poorer regions or countries to those that are comparatively better than their places of origin. Migration affects both host and destination countries in many ways. While there is evidence to support positive effects from migrations, mostly in developed countries, there is ongoing debate in most developing countries as to the effect of this phenomenon of migration. Immigrants are often associated with negative effects in destination countries. The purpose of this research is to determine the contribution of skilled professional immigrants to the South African economy. This report will narrow its focus to a case study of the contribution of skilled professionals in the health and higher education sectors but will also take a cursory look at the broad effects of other immigrant categories in South Africa. This research report focused on selected sectors of the South African economy since 1994 and found enough evidence to conclude that immigrants contribute positively to the South African economy. This is contrary to commonly held assumptions that foreign immigrants negatively affect the South African economy. However, this research only focused on the higher education and health sectors. A broader understanding of the effects of immigrants on the South Africa economy therefore requires further investigation.
Paličková, Eva. "Impact of financial and economic crisis on Spain: regional aspects." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-190014.
Full textBartlett, Christopher Laurence 1978. "Essays on the links between education, ability, and income." Thesis, 2007. http://hdl.handle.net/2152/13167.
Full textBartlett, Christopher Laurence. "Essays on the links between education, ability, and income." Thesis, 2007. http://hdl.handle.net/2152/2993.
Full textKrishnamma, M. "Socio-Economic aspects of female education - a case study of Rayalaseema." Thesis, 1991. http://hdl.handle.net/2009/4173.
Full text"Enkele ekonomiese aspekte van Suid-Afrikaanse onderwysinvestering : 'n verdienstefunksiebenadering." Thesis, 2015. http://hdl.handle.net/10210/14998.
Full text"Public education investment and regional economic disparity in China." 2011. http://library.cuhk.edu.hk/record=b5894862.
Full textThesis (M.Phil.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 35-39).
Abstracts in English and Chinese.
Chapter 1. --- Introduction --- p.1
Chapter 2. --- Literature Review : --- p.3
Chapter 3. --- Current Status of Public Education Investment in China --- p.6
Chapter 4. --- Conceptual Framework --- p.7
Chapter 5. --- Estimating Different Capital Stock --- p.11
Chapter 6. --- Data and Main Results --- p.18
Chapter 6.1 --- Data description --- p.18
Chapter 6.2 --- Estimation and Results --- p.20
Chapter 7. --- Efficiency Analysis and Policy Recommendation --- p.27
Chapter 8. --- Conclusion --- p.33
References --- p.35