Relevant bibliographies by topics / Finance education programs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Finance education programs'

Author: Grafiati
Published: 8 March 2025

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Journal articles on the topic "Finance education programs"

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Ghoul, Wafica Ali. "Repositioning Islamic Finance University Education Programs." COMSATS Journal of Islamic Finance 1 (February 12, 2016): 73–81. http://dx.doi.org/10.26652/cjif.120167.

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Korolkov, S. A., A. G. Losev, and V. V. Tarakanov. "Education Programs Management by Education and Finance Plans Implementation." University Management: Practice and Analysis 104, no. 4 (2016): 49–55. http://dx.doi.org/10.15826/umj.2016.103.027.

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Mohd Yusof, Rosylin, Selamah Maamor, and Al-Hasan Al-Aidaros. "Bridging the Supply Gap in Islamic Finance Education: Current Landscape and Future Marketability of Talents." Journal of Emerging Economies and Islamic Research 4, no. 3 (September 30, 2016): 1. http://dx.doi.org/10.24191/jeeir.v4i3.9091.

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Consistent with the government’s effort to further promote Malaysia as the International Islamic Finance Education Hub, this article highlights the supply gap in Islamic finance education and identifies issues for future marketability of Islamic Finance Talents. Specifically, this article focuses the number, nature and nomenclature of programs offered by existing public and private universities in Malaysia and assesses whether the graduates meet the demand of the industry players. This study covers eleven (11) public universities and three (3) private institutions which offer MIF programs both at undergraduate and graduate levels. Based on the survey on existing programs and student enrolment in Muamalat and Islamic Finance (MIF) programs offered by these institutions, the findings reveal that there are 89 Islamic finance programs offered at the various Malaysian institutions. Out of these, 21 are PhD, 36 Masters, 27 Bachelors and 5 Diploma programs. The survey also found that programs with banking and finance focus are the majority constituting at least 37%. These are followed by Muamalat (Shariah and Law) focused programs to the tune of 25%. Others are Islamic economics (20%), Islamic Management (15%) and Islamic accounting (3%). The analysis was also done to critically re-define Islamic Finance education into five domains that is Muamalat (Shariah and Law), Islamic Finance, Islamic Economics, Islamic Accounting and Islamic management and abbreviated as MIF. The study further recommends that Ministry of Education and MQA need to facilitate the approval of new programs in Islamic accounting, Islamic economics and Islamic management. Universities that offer MIF programs should also diversify their programs based on the five domains. Hence, there is a dire need for policy ramifications to include a balance of students’ enrolments in all the five domains to achieve the government target of 54,000 Islamic Finance talents in 2020.
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Roza, Marguerite. "Backtalk: Universities aren’t teaching the finance skills that K-12 leaders need." Phi Delta Kappan 103, no. 7 (March 28, 2022): 67–68. http://dx.doi.org/10.1177/00317217221092248.

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School district leaders are responsible for managing million-dollar budgets, but many have received little or no training in education finance. Marguerite Roza discusses a recent analysis of administrator preparation programs that revealed startling gaps in content, including a tendency to focus on revenue in their finance education, instead of on spending, which district and leaders have more control over. She calls on higher education programs to increase their finance offerings and shares free resources from Georgetown University’s Edunomics Lab that can help them get started.
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Bair, Jeffrey H. "Hiring Practices in Finance Education: Linkages Among Top-Ranked Graduate Programs." American Journal of Economics and Sociology 62, no. 2 (June 28, 2008): 429–33. http://dx.doi.org/10.1111/1536-7150.00220.

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Bair, Jeffrey H. "Hiring Practices in Finance Education. Linkages Among Top-Ranked Graduate Programs." American Journal of Economics and Sociology 62, no. 2 (April 2003): 429–33. http://dx.doi.org/10.1111/1536-7150.t01-2-00007.

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Oziev, Gapur, and Magomet Yandiev. "A New Approach in Education for Islamic Finance Awareness in Russia." Journal of Islamic Finance 8, no. 1 (December 21, 2018): 008–14. https://doi.org/10.31436/jif.v8i1.318.

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At present, Russia has a unique situation with regard to Islamic finance. On the one hand, there is a huge interest and demand for educational programs in this specialty, not only among Muslims but others as well. On the other hand, presently there are not many job opportunities available in this area. This reflects the lack of solvency of demand for Islamic educational products in educational sphere, and interestingly, each group of citizens has its own motives. Most ordinary citizens who have a sincere interest in Islamic finance have naïve understanding about finance in general. Professionals in finance also show great interest in Islamic finance, but the lack of employment prospects for this specialty does not allow them to acquire appropriate educational services. Otherwise, it will be an investment with zero returns. Finally, many high-rank officials - especially after imposition of financial sanctions against Russia – demonstrate a careful demand for Islamic finance sector. They do expect that Islamic finance will solve many of the financial problems of the country and yet they face lack of proper understanding of the specifics of Islamic finance. In general, there is a huge demand for educational products in the sphere of Islamic finance in Russia. However, there is a need for a new approach in education. Therefore, this paper will focus on the followings three focus groups: a) various educational courses to increase public awareness on finance in general and on Islamic finance in particular; b) training for regional leadership and top officials on Islamic finance; c) special programs and training for experts in finance.
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Skobleva, E. I. "State Development Programs as a Tool for Financing Education." Financial Journal 16, no. 6 (December 2024): 116–31. https://doi.org/10.31107/2075-1990-2024-6-116-131.

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The article is devoted to the issues of education financing with a focus on the application of state development programs aimed at supporting education in Russia. The author analyzes the results of the implementation of federal target programs, state programs and, as part of them, national projects and federal projects in the field of science and education. The study pays special attention to the analysis of public expenditures on higher education, which is largely financed from the federal budget. Higher education is the most important factor in the economic and social development of the country, as it largely forms the human capital, which opens up opportunities for the search for non-standard solutions, creation of new knowledge and development of technologies. One of the objectives of sustainable development in the field of education is to ensure equal access to quality vocational and higher education, including university education. The aim of the paper is to study the problems of using program instruments of education financing in Russia. The author considers federal target programs as a form of “pinpoint” financial support of the education system; shows the mechanism of transition to the program method of education financing and the transformation of program documents that determine the volume and directions of education financing; examines national projects in the context of program financing of education; analyzes the items of federal budget expenditures on higher education and draws conclusions about their content and dynamics. The article is based on official statistical data and analytical reports of the Ministry of Finance of the Russian Federation, the Federal Treasury, and the Accounts Chamber of the Russian Federation.
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Fitriani, Febrina Sinta, and Endang Masitoh. "Analysis of Factor Factors That Influence The Implementation of Financial Management Information System (SIMDA) Financial Study." JASa (Jurnal Akuntansi, Audit dan Sistem Informasi Akuntansi) 4, no. 3 (December 16, 2020): 356–64. http://dx.doi.org/10.36555/jasa.v4i3.1404.

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The purpose of this study is to empirically examine the influence of the expertise of system users, education and training programs, information technology and top management support for SIMDA Finance in Village Office in Sub-District Jebres Surakarta. The population in this study is the District of Jebres District with a sample using purposive sampling obtained a sample of 30 respondents. The results showed that the variables of system user expertise, education and training programs as well as top management support had a significant effect on SIMDA Finance, while the information technology variable had no effect on SIMDA Finance.
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Lu, Huirong. "Thoughts on Accelerating the Construction of First-Class Undergraduate Majors: Taking Finance as an Example." Proceedings of Business and Economic Studies 7, no. 5 (October 22, 2024): 239–46. http://dx.doi.org/10.26689/pbes.v7i5.8598.

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This article analyzes the path to constructing first-class undergraduate majors in finance, using the finance major as a case study. Through analysis, it aims to offer reference and inspiration for enhancing the quality of finance education in China and supporting the healthy development of the financial industry. The article begins by examining the current status of finance majors, followed by an analysis of the necessity for establishing first-class undergraduate programs. Finally, it provides a detailed exploration of the specific methods for building such programs in finance. The findings indicate that accelerating the construction of first-class undergraduate finance majors is a long-term and challenging task that requires the combined efforts of the government, universities, industry, and various social sectors. Through comprehensive and innovative reforms in areas such as training objectives and positioning, curriculum development, teaching teams, and practical instruction, the quality and level of finance education can be effectively elevated, thereby cultivating more high-caliber financial professionals who meet the demands of the times.
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Dissertations / Theses on the topic "Finance education programs"

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Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs." Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.

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Tolman, Kelly D. "Finance at the school level actual use and intended use /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594494041&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Moche, Joanne Spiers. "Cost analysis of three southwest Virginia special education programs." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-03042009-041314/.

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Leavitt, Don R. "The Effectiveness of Loan Repayment Assistance Programs on Freshmen Enrollment at a Small Private College." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155672.

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Small private colleges are an important part of the higher education system. The cost of attending a small private college has increased along with student debt. This has become an issue in the recruitment and retention of students. Loan repayment assistance programs represent a possible solution to the student debt issue for small private colleges, and a path to their continued viability. The purpose of this quantitative, quasi-experimental study was to investigate the changes to freshmen enrollment after the implementation of a loan repayment assistance program at a small private college. The proposed study examined changes between the pre and post implementation of a loan repayment assistance program for incoming freshmen. The student variables examined were the total number of newly enrolled freshmen, their SAT scores, and their initial loan balances. The population for the study was a small private college in Salem, Oregon that recently implemented a loan repayment assistance program. The results showed no statistically significant difference in the number χ² (1) = .69, ρ > .05 or the SAT scores t (383) = .10, ρ > .05 of the 2014-15 versus the 2013-14 freshman classes. However, the results did show a statistically significant different in the initial loan balance t (383) = .006, ρ < .05. Freshman students had larger loan balances after the implementation of a loan repayment assistance program.

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Gragen, Michael M. "Department of Defense financial management education and training programs a survey of quality assurance methods /." Thesis, Monterey, Calif. : Naval Postgraduate School, 1992. http://handle.dtic.mil/100.2/ADA256211.

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Thesis (M.S. in Management)--Naval Postgraduate School, June 1992.
Thesis Advisors: Euske, Kenneth J. ; Jones, L.R. "June 1992." Description based on title screen as viewed on March 4, 2009. Includes bibliographical references (p. 117-118). Also available in print.
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Dawson, Christina M. "Public school finance programs in the southern region of the United States: 1986-87." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49841.

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This study describes the current status of the state aid programs in the Southern Regional Education Board (SREB) membership: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. The financing of educational programs in the SREB states in 1986-87 was compared to the financing of educational programs in 1978-79. When making decisions concerning funding and program design for public elementary and secondary education systems, state legislators and education interest groups often compare the information available from other states to the proposals for their particular state. If other states have enacted similar proposals or have considered them and not implemented them, the inquiring state will use this information to guide the decision-making process. American Education Finance Association (AEFA) members physically located in the states were recruited to provide a detailed description of their respective public school finance programs. When AEFA members were not available, the chief school officer was asked to provide the description. The information in the descriptions was verified by each state’s school finance office. A portion of the funds supporting change efforts flowed through traditional school finance formulae. Many of the states expanded basic funding and categorical programs. Much of the funding for new efforts was allocated outside of the equalization formulae used to provide the bulk of school support.
Ed. D.
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Perry, Russ F. "Funds Budgeted for Educational Programs in Texas Schools during a Period of Changing Enrollment." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9051/.

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This study analyzes budgets of Texas school districts experiencing declining enrollments, as opposed to districts with increasing or steady enrollments. This study identifies how schools are expending funds to meet those needs while dealing with enrollment changes. A total of 924 school districts are studied. The changes in average daily attendance from 1993-1994 to 2003-2004 are used to categorize each district as having increasing, stable, or decreasing enrollments. The total dollar amount expended is compared to the total number of students in each district to determine the amount expended per student. The amounts expended for special education career and technology education, bilingual education, and compensatory education are compared to the number of students being served by those programs to determine a dollar amount that can also be compared from the 1993-1994 and 2003-2004 school years. The per-student expenditures for each educational program are compared to the overall per-student expenditures in each enrollment category (increasing, stable, decreasing). The study reveals no clear pattern of change in the comparison of overall spending to individual program spending as district enrollments fluctuated.
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Novak, Timothy S. "Vital Signs of U.S. Osteopathic Medical Residency Programs Pivoting to Single Accreditation Standards." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690580.

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Osteopathic physician (D.O.) residency programs that do not achieve accreditation under the new Single Accreditation System (SAS) standards by June 30, 2020 will lose access to their share of more than $9,000,000,000 of public tax dollars. This U.S. Centers for Medicare & Medicaid Services (CMS) funding helps sponsoring institutions cover direct and indirect resident physician training expenses. A significant financial burden would then be shifted to marginal costs of the residency program’s sponsoring institution in the absence of CMS funding. The sponsoring institution’s ability or willingness to bare these costs occurs during a time when hospital operating margins are at historic lows (Advisory.com /Daily Briefing /May 18, 2017 | The Daily Briefing / Hospital profit margins declined from 2015 to 2016, Moody's finds). Loss of access to CMS funding may result in potentially cataclysmic reductions in the production and availability of primary care physicians for rural and urban underserved populations. Which osteopathic residency programs will be able to survive the new accreditation requirement changes by the 2020 deadline? What are some of the defining attributes of those programs that already have achieved “initial accreditation” under the new SAS requirements? How can the osteopathic programs in the process of seeking the new accreditation more effectively “pivot” by learning from those programs that have succeeded? What are the potential implications of SAS to both access and quality of health care to millions of Americans? This report is based upon a study that examined and measured how osteopathic physician residency programs in the U.S. are accommodating the substantive structural, financial, political and clinical requirements approximately half way through a five-year adaptation period. In 2014, US Graduate Medical Education (GME) physician program accreditation systems formally agreed to operate under a single accreditation system for all osteopathic (D.O) and allopathic (M.D.) programs in the U.S. Since July 1, 2015, the American Osteopathic Association (AOA) accredited training programs have been eligible to apply for Accreditation Council for Graduate Medical Education (ACGME) accreditation. This agreement to create a Single Accreditation System (SAS) was consummated among the AOA, the American Association of Colleges of Osteopathic Medicine (AACOM) and ACGME with a memorandum of understanding. As this research is published, the ACGME is transitioning to be the single accreditor for all US GME programs by June 30, 2020. At that time, the AOA would fully relinquish all its GME program accreditation responsibilities. The new SAS operates under published ACGME guidelines and governance. Business policy and health care resource allocation question motivated this research. Failure of osteopathic programs to “pivot” to the new standards could result in fewer licensed physicians being produced in the high demand primary care field. Potential workforce shortage areas include urban and especially rural populations (CRS Report 7-5700 R44376 Feb 12, 2016). Large physician shortages already have been projected to care for a rapidly aging US population without considering the impact of the GME accreditation changes currently underway (Association of American Medical Colleges 2017 Key Findings report www.aamc.org/2017projections). The goal of this research is to provide osteopathic GME programs practical insights into characteristics of a sample of osteopathic GME programs that have successfully made the “pivot” into SAS requirements and been accredited by ACGME and those that have not. The study seeks to better understand the experiences, decisions, challenges and expectations directly from osteopathic programs directors as they strive to meet the realities of the new SAS requirements. Do programs that are already accredited differ significantly from those that have not? How do characteristics such as program size, geographic locations, clinical program components, program sponsor structure, number and experience of faculty and administration, cost planning and perceived benefits of the movement to SAS factor into successfully meeting the new requirements before the 2020 closing date? A cross-sectional research survey was designed, tested and deployed to a national sample of currently serving osteopathic GME program directors. The survey elicited data about each program’s “pivot” from AOA GME accreditation practices and guidelines to the new Single Accreditation System (SAS). The survey instrument was designed to obtain information about patterns in osteopathic GME program curricula, administrative support functions, faculty training, compliance requirements and program director characteristics shared by those programs that have been granted “initial accreditation” by the Accreditation Council for Graduate Medical Education (ACGME) who administer SAS. Thirty five (35) osteopathic GME program directors responded to the 26 question survey in June 2017. Descriptive statistics were applied and central tendency measures determined. The majority of survey respondents were Doctors of Osteopathic Medicine (D.O.s) from specialty residency programs sponsoring an average of 16 residents. (Abstract shortened by ProQuest.)

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Wright-Hayes, Jane F. "Revenue generating and profitability practices of university-based continuing dental education programs." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2414.

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Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and upgrade their skills and knowledge-base, have grown from their early origins as a primary service to dental school alumni members, to playing a pivotal role in regulating and professionalizing the dental industry as well as contributing to the financial well-being of their dental schools and universities. As educational funding continues to shrink while the cost of educating competent dental practitioners continues to rise, continuing dental education has developed revenue generating opportunities for their dental schools. This study was designed to analyze the current financial and revenue generating practices of continuing dental education units within both public and private dental schools, with a goal of providing a conceptual framework to develop a standardized financial model for determining the profitability of programs. Employing a cross-sectional survey method approach, this study obtained quantitative and qualitative data through the use of an electronic survey that was sent to both private and public dental school members of the Association for Continuing Dental Education (ACDE). The results of the findings of this study summarized data into several categories and compared the data between public versus private dental schools including the CDE unit's size, programs, revenue generation, program and unit expenses, corporate funding, net income, institutional overhead fees, gifts-in-kind, surplus revenue, and other factors considered when calculating profitability of CDE programs. These findings helped to create a framework for the development of a financial model, the Comprehensive Program Budget that may be used to more accurately project program profitability, thereby insuring that CDE units are self-sufficient and positive contributors to the financial well-being of their institutions.
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Stuelpe, Bonnie J. "A comparative analysis of the impact of public laws 209 and 390 on Indiana textbook rental programs." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720334.

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The purpose of the study was to analyze the impact of the financial assistance for textbooks and related instructional materials portion of Public Law No. 390 (1987) on textbook rental programs in public school corporations across Indiana. The results of the analysis were compared with data from the financial assistance program prescribed in Public Law No. 209 (1979). The Indiana Department of Education's Textbook Cost Survey was designed to collect financial information about textbook rental programs for the school years 1984-85 through 1986-87 when P.L. 209 was in effect. A questionnaire, modeled after the Textbook Cost Survey, was developed to collect similar information for the school year 1987-88 when P.L. 390 came into effect. This survey was sent to the 209 school corporation that had responded to the Department of Education survey. Percentage distributions and mean per pupil financial data were ascertained for the data obtained from the two instruments. Based on information gained from the study, a comparative analysis of the impact of Public Laws 209 and 390 on Indiana textbook rental programs was made.Data collected supported the following conclusions:1. Because Indiana law requires the adoption of some new textbooks each year, mean per pupil textbook rental billings will continue to increase annually, as mean per pupil textbook rental billings did from 1984-85 through 1987-88, the four years included in this study.2. The overall percentage of mean per pupil textbook rental billings collected each year from parent/guardians or emancipated minors will continue to decrease as did the overall percentage of mean per pupil textbook rental billings collected during the four years (1984-1988) included in the study.3.Because of the inclusion of standardized financial eligibility criteria and allocation of sufficient funding for total reimbursement of eligible financial assistance billings from individual school corporations, the financial assistance portion of P.L. 390 is an improvement over P.L. 209.4. Because of the specific delineation of textbook rental fee components eligible for financial assistance reimbursement under P.L. 390, implementation of the law brought about changes in the components some school corporations included in textbook rental billings.5. In an attempt to make up some of the difference between actual textbook rental billings and eligible financial assistance billings sent to the Department of Education for reimbursement, an increasing percentage of school corporations switched from annual recovery of 20 percent of textbook costs to annual recovery of 25 percent of costs after implementation of P.L. 390.6. School corporations who ask parent/guardians or emancipated minors approved for financial assistance to pay the difference between the actual amount of textbook rental billings and the amount of financial assistance reimbursement received from the state face a difficult public relations situation.7. The data from 1987-88 appear to indicate P.L. 390 has had a positive impact on the mean per pupil amounts of unpaid textbook rental billings pursued for collection.8. The mean per pupil costs for pursuing collection of unpaid textbook rental billings through small claims court or other collection methods are not truly representative of actual costs because personnel costs were frequently omitted.9. Textbook rental funds which are, theoretically, designed to be self-supporting cannot continuously absorb the loss of income resulting from exclusion of some components normally included in textbook rental billings from financial assistance reimbursement, exclusion of students qualifying after November 1 each year from financial assistance reimbursement, and reimbursement at a different percentage of costs than the percentage normally charged in textbook rental billings.10. After implementation of the financial assistance portion of P.L. 390, those school corporations who indicated expenditures for components normally included in textbook rental billings but excluded from financial assistance reimbursement would be paid from the general fund, or who indicated the general fund would be used to reimburse textbook rental funds for the losses of income incurred through implementation of P.L. 390 have provided only a temporary solution.
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Books on the topic "Finance education programs"

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National Endowment for the Humanities. Division of Education Programs, ed. Education programs. Washington, D.C. (Room 302, 1100 Pennsylvania Ave., N.W. Washington 20506): National Endowment for the Humanities, Division of Education Programs, 1995.

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Programs, Nevada Committee to Evaluate Higher Education. Committee to Evaluate Higher Education Programs. Carson City, Nev.]: Legislative Counsel Bureau, 2005.

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Maine. State Board of Education. Essential Programs and Services Committee. Essential programs & services: Equity & adequacy in funding to improve learning for all children. Augusta, ME: Dept. of Education, 1999.

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New Jersey State and Local Expenditure and Revenue Policy Commission., ed. Educational expenditures and programs: A background report. Trenton, N.J. (2 Quakerbridge Plaza, CN 206, Trenton 08625): The Commission, 1987.

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McGuinness, Aims C. 1988 survey of college savings and guaranteed tuition programs. Denver, Colo: Education Commission of the States, 1988.

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McGuinness, Aims C. 1989 survey of college savings and guaranteed tuition programs. Denver, Colo: Education Commission of the States, 1989.

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McGuiness, Aims C. 1990 survey of college savings and guaranteed tuition programs. Denver, Colo: Education Commission of the States, 1990.

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Texas Higher Education Coordinating Board. Division of Finance, Campus Planning, and Research., ed. Appropriations for developmental education in Texas public institutions of higher education. Austin, Tex: Texas Higher Education Coordinating Board, Division of Finance, Campus Planning, and Research, 1998.

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Catchpole, Judy. Title I schoolwide programs information. Cheyenne (2300 Capitol Ave., Cheyenne 82002-0050): Wyoming Dept. of Education, 1998.

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Chaney, Bradford William. Postsecondary education institutions' satisfaction with student financial assistance programs. [Washington, D.C: U.S. Dept. of Education, Office of Postsecondary Education, 1996.

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Book chapters on the topic "Finance education programs"

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Yang, Lijun, Peidong Lai, and Kongyan Chen. "Practice and Dilemma of Scientific Research Feedback Teaching in Finance Programs Research." In Advances in Social Science, Education and Humanities Research, 218–25. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-271-2_26.

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Konovalova, Natalia. "Possibilities of Social Bonds Using to Finance Higher Education Institutions." In Innovation, Technology, and Knowledge Management, 295–313. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_14.

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AbstractIn many countries, funding for higher education institutions is insufficient and requires the search for new financial instruments and financing models. One such financing model could be the issuance of social impact bonds aimed at improving the efficiency of higher education institutions. The study focuses on the use of financial instruments as social bonds for additional funding of higher education institutions. The peculiarities of social bonds and the possibilities of their application in the field of higher education are explored in the paper. The results of the study comprise three proposed innovative approaches to the development of a mechanism for the issuance of bonds. The first approach assumes that the issuer of social bonds in favour of the university is a bank or other financial institution. The second approach is based on the methodology of issuing social bonds by a university with the participation of the state. The third approach to the use of social bonds is the creation of a platform for financing long-term educational programs; it can be done with the participation of a large company implementing large-scale socio-economic projects. Such platform will have a great social and economic effect.
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Japar, Aini, Siti Salwa Salleh, Mazlina Mahdzar, and Ahmad Shahril Azwan Abdul Rahim. "The blueprint of pre-higher education program." In Contemporary Issues in Islamic Social Finance, 246–59. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003050209-17.

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Weimin, Che, and Yan Li. "Yunnan University of Finance and Economics, China." In Internationalising Programmes in Higher Education, 169–75. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-109.

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Li, Min-Yu, and Tsung-Che Wu. "Creating an EMI Program in International Finance and Business Management." In English as a Medium of Instruction in Higher Education, 21–38. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4645-2_2.

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Baldassarri, Mario. "Taxation, Income Distribution and Optimal Programmes to Finance Higher Education." In The European Roots of the Eurozone Crisis, 225–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58080-7_7.

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Okrepilov, Vladimir V., and Alexey D. Shmatko. "Digitalization of Modern Educational Processes and Improvement of Inclusive Programs." In Challenges and Solutions in the Digital Economy and Finance, 473–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14410-3_50.

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Allen, Dee. "Alternative Finance Education and Capacity Building: The Case of the Cambridge FinTech and Regulatory Innovation Program." In Crowdfunding in Higher Education Institutions, 103–7. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30069-1_6.

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Lucatello, Simone, and José Eduardo Tovar Flores. "Carbon Finance and Emission Trading in Mexico: Building Lessons from the CDM Experience and FOMECAR (Mexican Carbon Fund)." In Springer Climate, 151–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82759-5_8.

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AbstractA more general lesson from the past decade is that climate policy and carbon initiatives such as ETS and carbon pricing are not static concepts, but are instead constantly evolving and building upon previous experiences. The vision of a single, top-down global trading system has shifted toward the reality of various single and regional trading system programmes. Building a national emission trading system in Mexico will surely pass through processes and experiences that the country has somehow undertaken from the Kyoto Protocol (KP) in 2005, particularly with the Clean Development Mechanism (CDM), the Mexican Carbon Fund (FOMECAR) and their legacy. Additional design elements or provisions must be prepared under the new ETS in Mexico: regulation will possibly include definitions, scope, compliance obligation, legal procedures and other necessary provisions such as the allocation of permits. However, in order to start the process, important questions on financing the initiative and accompanying the development of an ETS will go through a finance support scenario. Thus, who is going to finance the starting process for allocating emissions, financing bonds and other design issues for the implementation of the Mexican ETS? Who will be financing and offering technical cooperation to follow up on eligible projects for the ETS and who will be supporting education and information activities about ETS implementation? Those and other questions will be addressed in this article, in the light of international and regional experiences.
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Toma, Stefánia. "Counteracting the Schools’ Demon: Local Social Changes and Their Effects on the Participation of Roma Children in School Education." In Social and Economic Vulnerability of Roma People, 117–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_8.

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AbstractThe aim of the article (The empirical material leading to the present chapter results from the research effort “MigRom—The Immigration of Romanian Roma to Western Europe: Causes, effects, and future engagement strategies”, a project funded by the European Union’s Seventh Framework Programme under the call “Dealing with diversity and cohesion: the case of the Roma in the European Union” (GA319901). I also used the results and experiences of earlier fieldworks starting with 2000 in Bighal (the name of the localities were changed in order to respect the identities of the people) that were financed through Open Society Institute, Visegrad Funds, CERGE-EI through GDN and WIIW, respectively Inclusion 2007 through PHARE 2004. Earlier version of the article was presented at the GLS Conference in Nicosia (Cyprus) in 2017. The article was finalized in the framework of a visiting research programme at TARKI-POLC receiving funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 730998, “InGRID-2—Integrating Research Infrastructure for European expertise on Inclusive Growth from data to policy”.) is to inquire into the interconnectedness of large number of factors that carry the opportunity and possibility of improving school participation of Roma children in Romania.I argue that the inherent deficiencies of the educational system, starting with the structural constraints and ending with the psycho-social context in which Roma (or minoritized, marginalized, vulnerable) children learn, can be and are challenged by initiatives, strategies or processes that fall out of the immediate range of the strict framework of the educational system. Bourdieu used the Maxwell’s demon as a metaphor to illustrate the reproduction of socio-economic inequalities in the framework of school system. But this ‘demon’ might be challenged with more or less success if we step out and look for possible ‘tools’ to counteract this demon. Two such cases are presented in this chapter. One is a project implemented with and by the local Roma community using external financing and the other one is the participation of the members of the communities in international migration and use of remittances. I will emphasize that independently of the type and amount of the mobilized resources the individuals and/or communities are able to create and proactively make good use of path-departing opportunities through mechanisms of redefining and changing contextual constraints thus improvements can be observed in the school participation of the Roma children (PS. PS. The article was written before the COVID-19 pandemic hit the world. Its effects seems to neutralize the positive impact of the above mentioned processes: the slow steps taken in improving the socio-economic situation of the Roma seems to be stopped; prejudices and ethnic hatred seems to be stronger; access to services for Roma communities get more difficult, including to education: in this context, a further research question is how on-line schooling changed or will change the participation of Roma children?).
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Conference papers on the topic "Finance education programs"

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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.

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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Ponomarenko, Alexey. "Reformatting statistical education in Russia: changes in classifications, standards, and programs." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17314.

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In the centrally planned economy the main function of official statistics was monitoring of plans’ execution. Hence, official statisticians had to be experts in economics and bookkeeping, like tax inspectors. Russian statistical education was oriented mostly to official needs and statistics was included in the same educational group as economics. Currently, professional requirements for statisticians have changed. Official statistics lost its control function, and the old reporting system is being replaced by sample surveys that are less onerous for respondents and also less expensive. The statistical agency needs more professionals in survey methodology, as well as statistical managers and mathematicians. In 2015, the new professional standard "statistician" was accepted in Russia in line with ISCO 2008. It consists of set of competences for professionals in data collection, processing, analysis and methodology in any field of activity, including business, finance, science, medicine. In 2016, the educational classification of statistics was changed to the same group as mathematics. A new educational standard for statistics was also accepted. This presentation describes part of the reconstructive process.
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Frederik, Hans. "Resource Orchestration and the Higher Education Programme Director." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16116.

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With approximately half a million students, universities of applied sciences are the largest providers of highly educated professionals in the Netherlands. These programs have a certain degree of policy freedom when it comes to connection and knowledge exchange with professional practice. Program directors are responsible for the organization and development of the education program. In this role they have, within the institutional framework of the university, powers in the areas of personnel, finance, quality assurance and planning. In this study, we look at how program directors use these responsibilities in the field of innovation, knowledge management and interaction with the professional field. This research shows that innovation is often sought in a more intensive relationship with practice and that innovation requires room for experimentation.
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Manzon-Cabrera, Maria Isabelita C. "Developing a Dynamic Model of Interactive e-Learning in Accounting and Finance Programs in Higher Education Institutions in Cambodia: A Phenomenological Study." In ACBSP Region 10 Annual Conference 2023. CamEd Business School, 2023. http://dx.doi.org/10.62458/camed/oar/acbsp/147-162.

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The advent of technology and putting emphasis on education in ICT has been the main focus of most universities in Cambodia. Higher education institutions are all the more challenged to be at par with neighboring countries in terms of 21st century skills and competencies, the dynamic intricacies of learning bring to the future at hand through e-learning. This study explored the lived experiences of teachers engaged in e-learning in Cambodia, especially during the pandemic. It also focused on the experience on the use of digital tools that generate great possibilities for developing new techniques of information search, skills, and technological abilities within the school’s academic framework, for teachers, who were able to ask themselves how much knowledge they have of these new tools. A phenomenological research design was adapted that culled the following emergent themes through constant comparison by means of phenomenological reduction: Innovative Teaching for Effective Learning, Building Motivation through Difficulties, E-Learning is a Necessity in New Normal Education, Having Aid from School and Technology, Prioritizes Students’ Effective Learning and Essentials that led to a Dynamic Model Framework for Interactive e-Learning in Cambodia. Keywords: Technology, interactive e-learning, higher education, technological skills in higher education, pandemic
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Mehta, Kishor C., Andrew H. P. Swift, Richard P. Walker, and Kelsey L. Seger. "Development of Workforce for Wind Energy." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90348.

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Our vision at Texas Tech University is to develop work force through education and training that can provide a steady stream of personnel for the rapidly growing wind energy industry. Our objectives are to establish interdisciplinary curricula at all levels of higher education which can educate and train people to work in the wind energy industry including design and construction, maintenance, business, finance, supervision, management, policy making, environmental impact, as well as research and development. The nature and breadth of the wind energy industry demands that the degree programs be interdisciplinary with flexibility to provide emphasis in various areas. Two degree programs, bachelor and doctoral degree curricula are presented in the paper.
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Caballero Márquez, Jose Alonso, Andrés Mauricio Moreno Zarta, and Martha Liliana Torres Barreto. "Analysis of financial literacy in high school education: case of study Bucaramanga – Colombia." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13411.

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Financial literacy is well-known as a crucial skill today. Since an early age, people are exposed to the management of financial products and digital platforms, which have facilitated access to financial services. However, there is a prominent lack of knowledge about how to manage them wisely. The lack of financial knowledge and proper education in this regard boost people to make financial mistakes that finally impact their decision making process. For this reason, the teaching of financial issues has taken on an important role in the educational policies in many countries. This process is quite important for young people because it will provide them the proper tools to making the right decision about managing financial products and services in their adult life. Therefore, the present research aims to study the level of financial literacy among high school students. To this end, an internationally validated diagnostic tool was identified for determining the level of financial literacy, to establish a baseline as recommended by several authors. This tool was applied to high school students in the city of Bucaramanga (Colombia) and its metropolitan area. Higher education institutions involved contemplated in their Institutional Educational Project (PEI) a training in economics and finance to determine students’ levels of financial literacy. Based on the obtained results, the level of financial literacy of the students was assessed. The findings show the need to join forces in the implementation of financial education in Colombia, through the articulation of stakeholders in the development of a comprehensive educational program to achieve the desired objectives, as well as the important role of parents’ involvement in the implementation of these programs. Consequently, the research recommends the implementation of new policies to evaluate the performance of financial education in the country and its real effect on people’s knowledge and financial behavior.
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Aksjonenko, Eduards, and Airita Aksjonenko. "What are the key components and contributing factors for effective feedback system for training programs within a field of business administration?" In 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004090.

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Digital transformation creates opportunities for easy result delivery and system implementation that clearly identifies motivation and drawbacks for everyone involved. To create an effective and engaging feedback system that helps monitor training programs and can be applied in various organizations – lecturers from the Department of Management of BA School of Business and Finance tested a new feedback method system with the intention to find the key components and contributing factors that also measures the performance of the quality of an educational products, organization goals and performance of participants (students) and lecturers involved in the process. Online survey methods, e-mail marketing tools and classical statistical methods in combination with machine learning algorithms were used. The main purpose of the feedback collection was to ensure high-level engagement in response collection - that demonstrates problems and positive aspects for a product of educational programs in the field of business administration and finance studies which are both relevant for entrepreneurial studies and knowledge gaining within any organization.The article is based on statistical methods and analyses contributing factors that managed to collect more than two-thirds of quality feedback responses which is a higher rate than usual rate in organizations involved. Overall, 197 respondent answers were analysed from three educational institutions with similar educational programs, with the same two lecturers performing at 11 different study group courses. As a result – both way two (lecturer-participant) or even three-sided (lecturer-organization and organization-student) feedback system can be widely integrated and applied in both private and public sector educational and commercial institutions for a purpose – to monitor progress towards the goal reach whether it is the entrepreneurial intention, evaluation of skills, quality or a practical use of a knowledge gained.Conclusions involve aspects of – what makes an educational product valuable in the eyes of a customer and target audience. Also - why the feedback is crucial and how it benefits the overall monitoring of the goal reach for the organization. In combination with digital transformation opportunities – the system can be implemented in any organization for the process evaluation of in-house or outsourced training programs objectively.Keywords: Feedback system, Digital Transformation, Entrepreneurial education, Experiential learning, Goals, Entrepreneurial intention, Business administration
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Pedrós Cayo, Lorena, María Márquez Gómez, Esther Giménez Carbó, and M. Gómez Martín. "Know-how transfer in an entrepreneurial ecosystem." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1242.

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Universities have a very important role in entrepreneurial education. University students are not only trained in their specific areas, but they are also trained in entrepreneurial skills to lead teams and to develop leading innovations that will be applied into different markets. Since 2012, the entrepreneurial ecosystem from Polytechnic University of Valencia (Spain), StartUPV, has implemented several education programs for its community, creating a whole learning roadmap with specific training for each stage of the startup. For instance: hypothesis validation, sales funnel, finance, etc. However, one of the main challenges was how to transfer the know-how generated by each startup to the entire ecosystem. Beyond mentoring some projects altruistically, the need was detected to create a framework in which the entrepreneurs themselves could share their knowledge with the rest of their colleagues in the ecosystem. To this end, StartUPV Academies were created in 2015. These sessions consist of small training pills, led by a member of one of the startups in the ecosystem, on a variety of topics: a new programming language, tips for creating marketing campaigns on social networks, how to negotiate with investors, etc. More than 200 entrepreneurs have attended the StartUPV Academies, and an average of 8 sessions have been held per year. In this paper we analyze these programs, including the main conclusions of more than 5 years of implementation.
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Yehorycheva, Svitlana, and Tetiana Hudz. "Modernization of the mechanism for financing rural development in Ukraine." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.53.009.

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Rural areas occupy the major part of the territory of Ukraine, but they are characterized by low levels of socio-economic development, limitations in the amount and quality of public services, negative demographic trends. The aim of the article is to systematize modern means of financing rural development in Ukraine and to identify problems of their application by local governments. The authors proposed to improve the mechanism for financing rural development by active use its budgetary, credit and investment instruments. The prevalence of budgetary funding, whose limitation constrained rural development, was proven. Modern approaches to financing rural development were stated based on broadening community involvement in local budgeting, as well as in attracting investment resources. It has been found out that government subventions are the most powerful support instrument for rural development in the spheres of infrastructure, education, health care etc. The possibilities of financing rural development through the development budgets under financial decentralization have been investigated. It was noted that the use of participatory budgeting and other forms of project finance most clearly demonstrated real democratic transformations in local finance in Ukraine. The proposals for the use of PPP agreements, crowdfunding, and international funds’ grant programs for financing rural development were provided.
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Buzzetto-More, Nicole, and Bryant Mitchell. "Student Performance and Perceptions in a Web-Based Competitive Computer Simulation." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3353.

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Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making. In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive web-based simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & Tactics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and Teamwork and involves students competing in teams against other teams. In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice. The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.
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Reports on the topic "Finance education programs"

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Paqueo, Vicente, Aniceto Jr Orbeta, and Mark Vincent Aranas. When Students Fail to Learn: Getting Education Governance and Finance Policies Right. Philippine Institute for Development Studies, June 2023. http://dx.doi.org/10.62986/pn2023.14.

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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note emphasizes the critical need for efficient and inclusive reforms in the Philippine education sector to prevent its decline. It recommends a shift in focus from the massification of low-quality education toward prioritizing the enhancement of cognitive and noncognitive competencies. To achieve this, the government is urged to increase its investment in education and training to match the achievements of its aspirational peers. It also encourages the government to optimize the use of available resources to enable students to enroll in schools of their choice that meet quality standards, enhance outreach programs to support parents in developing their children's socioemotional competencies and growth mindset, and improve accountability and motivation among education providers to deliver cost-effective, high-quality education and training.
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Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004736.

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This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
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Andrade, Gabriela, Karina Azar, Tabia Kazembe, Cristina López Mayher, and Vanina Vincensini. Financing Programs for Women's Financial Inclusion and Access to Finance for Women MSMEs: Results from a Survey of Public Development Banks. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005104.

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This report presents the highlights from a survey directed to public development banks (PDBs) as part of the 2023 agenda of the Finance in Common Summit (FiCS) Coalition on Gender Equality and Womens Empowerment in Development Banks, co-chaired by the Inter-American Development Bank (IDB) and UN Women. The survey, which was completed by 54 PDBs, aimed to examine how PDBs are serving women and their businesses by mapping existing programs and identifying current practices, innovations, challenges, and opportunities in this agenda. Key findings suggest PDBs are offering a diversity of programs, product types, and innovative approaches, with varied institutional capabilities that range from the development stage to well-established systems that support productive financing, business development, green financing, and financial education and literacy in women micro-, small-, and medium-sized enterprises. While challenges persist, particularly the lack of sex-disaggregated data and an inadequate understanding of womens financial needs and preferences, there are opportunities to expand these programs, such as by leveraging their positive societal impact and the growing market potential.
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Lartey, Anna, Amos Laar, Gabriel Abebe Haile, and Mphumuzi Sukati. Food Security, Nutrition, Health, and Food Safety – Technical Working Group (TWG) 3 Report. AKADEMIYA2063, January 2025. https://doi.org/10.54067/ktps.3.

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Published under the Kampala Technical Paper Series, this report presents research undertaken by the Technical Working Group (TWG) 3 members under the framework of the Post-Malabo Agenda development process. As Africa embarks on the Post-Malabo Agenda for Action on CAADP, there is a need for cross-sectoral coordination and governance of comprehensive packages of policies and programs that simultaneously achieve commitments across sectors in support of the CAADP agenda. Far greater collaboration is needed across the agriculture, environment, health, nutrition, education, finance, trade, and welfare sectors to resolve the complexity of achieving the goals of the Post-Malabo Agenda. Against the foregoing context, this report sets out to discuss the key drivers of food security, nutrition, food safety, and food systems and identify priorities for action in the Post-Malabo Agenda.
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Chauvin, Juan Pablo. Local Education Spending and Migration: Evidence from a Large Redistribution Program. Inter-American Development Bank, April 2024. http://dx.doi.org/10.18235/0012910.

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This paper studies the effects of changes in local public education budgets on individual schooling attainment and migration, as well as on local labor market outcomes. I leverage the introduction of FUNDEF, a large federal program that redistributed public education finance across Brazilian municipalities in the late 1990s, as a source of exogenous variation. Using a cohort-exposure design, I find that, at the individual level, doubling the program-related public education budget led to a 1.4 percentage point increase in the likelihood of completing primary school, and a 0.5 percentage point decrease in the likelihood of staying in the local labor market among exposed cohorts, on average. The mobility effects are concentrated among individuals educated in municipalities that received a positive budget shock as a result of the program, which were also characterized by relatively worse local labor market conditions. At the local labor market level, difference-in-differences estimates suggest that higher public education budgets were associated with lower employment rates and average wages, suggesting that the “brain drain” effect depressed local labor demand in the long run.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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Gershberg, Alec, and Deborah Spindelman. Politics, Accountability, and Learning: Insights from the RISE Programme’s Political Economy Case Studies. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe14.

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The RISE (Research on Improving Systems of Education) Programme political economy team focused on “adoption” (PET-A) examines the political conditions required to put learning at the center of an education system. This work stream has produced 12 historical case studies and three synthesis papers which draw on this rich material. This paper is part of the latter effort and offers a comparative analysis across five of the countries with RISE Country Research Teams (Ethiopia, Indonesia, Pakistan, Tanzania, and Vietnam), as well as additional case studies focusing on Chile and Peru. Building on the RISE systems framework (Pritchett, 2015), our political economy analysis incorporates issues of competing interests, power, and political strategy. We focus on the promoters and blockers of learning-oriented education reform and their respective powers and strategies to parse out the political contestations that are endemic to the reform processes that impact system coherence around learning. In this paper, we present a binding constraints framework to explore what a politics for learning might look like and examine areas of intervention that present critical bottlenecks impeding a country’s ability to deliver learning outcomes which, if addressed, pose the potential for large impact relative to other constraints. We draw upon the PET-A country case studies to include analysis of different factions and reform champions within government, including but not limited to the executive office (president/prime minister), Ministry of Finance, Ministry of Education, competing ministries, decentralized government levels, and local leaders. In doing, we elucidate how politics permeate nearly all accountability relationships in education systems and the likelihood that any given program will positively impact learning.
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Bairstow, Alexander, and Thomas Broom. Hepp Multiple Intervention Programme Pilot Year – Impact and Learning. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/hepp_mip.

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In 2022/23 Higher Education Progression Partnership (Hepp) piloted a multiple intervention programme (MIP) for learners in Years 8 to 10. Three interventions were delivered, aiming to provide participants with the knowledge, skills, and confidence to make informed decisions about progression to higher education. Evidence suggests that such sustained interventions are more impactful on increasing HE access, as well as enabling Hepp to conduct more robust evaluation. As a pilot study, we were aiming to test any measurable change in outcomes. We aimed for a wide variation in programme configuration (such as delivery methods, session types, cohort sizes) to see what was most effective. We tested the full range of outcomes derived from Hepp's existing resources to see in which areas the programme was most impactful. We used a pre- and post-survey with 28 pre-validated 5-point Likert scale questions measuring 12 outcomes. Pre- and post-surveys were matched for 840 learners across 18 schools, with Wilcoxon's signed rank test being used to test for significant differences. Overall, there were significant positive differences in scores for fit and belonging, self-efficacy, academic confidence, choices and pathways, and expectations for progression, and for some questions testing financial and career benefits, and social/academic benefits. The largest increases seen were in knowledge and attitudes around student finance. Qualitative research was also conducted to understand learner experience of the programme. An open question asked learners what they had gained from the programme (n=496) - although limited in depth, these showed appreciation of knowledge gained. A focus group showed that, although learners did not know they were on a programme, they showed a good level of understanding of higher education and future options and a sense of fit and belonging at university. Recommendations based on the impact demonstrated, operational changes to programme design, the consistency of the programme, and data collection processes are also considered.
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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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Abstract:
This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Education and Training Policy and the National Curriculum Framework for Basic and Teacher Education. Furthermore, these skills are clearly reflected in every curriculum and syllabus document, yet those who graduate from the basic and advanced secondary levels are claimed to lack these skills. This suggests a variation between the enacted and the intended curriculum. We conclude that certain system elements are weak, and hence threaten the effective implementation of the curriculum. These weak system elements include limited finance, a teacher shortage, and the lack of a teacher continuous professional development programme. This research suggests that due consideration should be given to provision of the resources required for the successful implementation of the curriculum. These include, allocation of sufficient funds, the employment of more teachers and the provision of regular continuous professional development for teachers as a way to strengthen the system elements that we identified.
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