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Relevant bibliographies by topics / Government aid to higher education

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Academic literature on the topic 'Government aid to higher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Government aid to higher education"

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Weidman, John C. "Diversifying Finance of Higher Education." education policy analysis archives 3 (February 24, 1995): 5. http://dx.doi.org/10.14507/epaa.v3n5.1995.

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In countries throughout the world, there are increasing pressures to reduce the government share of costs for goods and services with high payoffs to individuals so that the limited available public funds can be used for other needs. This paper suggests several strategies for reducing government expenditures on higher education, including direct cost recovery, grants from and contracts with external agencies, income-producing enterprises, private contributions, and expansion of the private sector. Policy implications and examples (e.g., student access and financial aid, tax status of revenues from enterprises, deferred cost recovery) are presented for both developing and developed countries.

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Traber, M. "Funding Sources for Visually Impaired Students in Higher Education." Journal of Visual Impairment & Blindness 81, no. 10 (December 1987): 472–76. http://dx.doi.org/10.1177/0145482x8708101006.

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Update of a summary of financial aid programs available from national blindness agencies, state vocational rehabilitation agencies, and the federal government. Application procedures and contact addresses are listed.

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Hill, Catharine B. "American Higher Education and Income Inequality." Education Finance and Policy 11, no. 3 (July 2016): 325–39. http://dx.doi.org/10.1162/edfp_a_00178.

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This paper demonstrates that increasing income inequality can contribute to the trends we see in American higher education, particularly in the selective, private nonprofit and public sectors. Given these institutions’ selective admissions and commitment to socioeconomic diversity, the paper demonstrates how increasing income inequality leads to higher tuition, costs, and financial aid. A numerical example is presented that estimates how much lower tuition, spending (costs), and financial aid would have been if household incomes in the United States had grown by the same aggregate amount between 1971 and 2009, but with no increase in income inequality. The policy implications include the government addressing rising income inequality directly or changing the incentives facing higher education and will be of interest to those concerned with the rising cost of higher education and issues of access and affordability.

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Phoenix, David. "Government policy and higher education." Journal of Biological Education 37, no. 3 (June 2003): 108–9. http://dx.doi.org/10.1080/00219266.2003.9655863.

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Stanfield, James. "HIGHER EDUCATION AND GOVERNMENT SUBSIDIES." Economic Affairs 31, no. 1 (March 2011): 137. http://dx.doi.org/10.1111/j.1468-0270.2010.02070.x.

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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.

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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that federal aid became integrated into the visions and plans of the leaders of American higher education in the years prior to World War II. By examining New Deal Era college aid at a variety of institutions of higher education in the state of Ohio, we can uncover how the earlier courtship between the federal government and the colleges helped clear the way for later, more profound changes.

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Ngu, Jacob L. "Government and Higher Education in Cameroon." Higher Education Policy 6, no. 4 (December 1993): 29–33. http://dx.doi.org/10.1057/hep.1993.52.

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Dar, Showkat Ahmad. "Role of E-governance in Higher Education in Jammu and Kashmir." Journal of Image Processing and Intelligent Remote Sensing, no. 24 (June 2, 2022): 1–8. http://dx.doi.org/10.55529/jipirs.24.1.8.

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Education is one of the most important factors in achieving any country's development objectives. Education has grown dramatically in Jammu and Kashmir in recent years as a result of the use of e-government in this sector. Initiatives in information and communication technology aid in the provision of world-class education. The use of e-governance in the education sector has spawned a slew of new ideas. Among the social sectors, Higher Education is one of the most important sectors for development-government facilities for colleges and universities are implemented and maintained by the Department of Higher Education. E-Government is regarded as critical to improved governance. Institutions around the world are launching E-governance initiatives in order to provide their constituents with more transparent, efficient, and cost-effective services. Kashmir's higher education has conceptualised e-governance projects and service initiatives in the educational system as time has passed. This paper provides an overview of the e-governance services, initiatives, and benefits reaped by establishing these services for stakeholders in Jammu and Kashmir's higher education.

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James-MacEachern, Melissa Anne. "Government-Sponsored Bursaries: Examining Financial Support for Residents to Study at Home." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 49–60. http://dx.doi.org/10.47678/cjhe.v47i1.186454.

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This study examines the George Coles bursary program—a financial aid plan designed to “keep residents at home” so they can attend university, by providing a bursary in their first year of university following high school graduation. The study offers insight into higher education students’ financial circumstances, thereby suggesting policy direction for governments and higher education institutions wishing to retain talent and support student financing. The findings show that the resident students considered in the study appeared to value the bursary. However, none of the key metrics related to participation in or conversion to the home institution indicated that the bursary impacted enrolment or participation. This research highlights the importance of utilizing financial aid in combination with other policies to help students access higher education.

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Chapman, Bruce J., and David Pope. "Government, Human Capital Formation and Higher Education." Australian Quarterly 64, no. 3 (1992): 275. http://dx.doi.org/10.2307/20635686.

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Dissertations / Theses on the topic "Government aid to higher education"

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Ali, Ray. "An analysis of the degree of transformational leadership exhibited by administrators of 1862 and 1890 Cooperative Extension Programs in states with both systems as a predictor for the attainment of state match in Federal fiscal year 2004." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=564.

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Barnes, Edward Bulen. "Legislative policy toward public higher education in Oklahoma during the 1980s a decade of inaction /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9513941.

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Dynarski, Susan M. "Student aid and college attendance : analysis of government intervention in the higher education market." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9517.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Economics, c1999.
Includes bibliographical references.
This thesis consists of three essays in public finance and labor economics, with a focus on the economics of higher education. Chapter J estimates the effect of grant aid on college attendance. I exploit the variation in aid created by the elimination of the Social Security Student Benefit Program, which at its peak provided grants totaling $3.3 billion a year to one out of ten college students. I find that $ I 000 ($1997) of grant aid increases educational attainment by about 0.20 years and the probability of attending college by five percentage points. The elasticities of attendance and completed years of college with respect to schooling costs are estimated to be 0.90 to J .0. Given plausible values for the rate of return to a year of college, the aid program examined by this chapter was a cost-effective use of government resources. Chapter 2 explores the response of middle- and upper-income youth to tuition subsidies. Traditionally, federal student aid has focused on low-income students. However, the new federal Hope Scholarship is aimed squarely at middle-and upper-income families. In order to determine how middle-class aid programs will affect college attendance, I examine the impact on college attendance of the Georgia program that is the namesake and inspiration of the federal Hope Scholarship. I find that Georgia's program has increased the college attendance rate of J 8- to J 9-year-olds by 7 .5 to 8.3 percentage points. Among the subset of youth most likely to be eligible for the Georgia program, attendance has risen 10.9 percentage points. The increase is concentrated among Georgia's white students, who have experienced a J 2.3 percentage point rise in their enrollment rate. Black enrollment rates in Georgia are unaffected by the program. Chapter 3, written jointly with Jonathan Gruber, considers the ability of families to smooth consumption in the face of variable income. We find that families are fairly well able to smooth their consumption in the face of variable earnings. Roughly half of this consumption smoothing occurs through offsetting income flows, and, in particular, through the tax system; the other half comes through saving and dissaving. Government transfers play a particularly large role in smoothing consumption against income shocks caused by unemployment.
by Susan Marie Dynarski.
Ph.D.

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Spaulding, Randall S. "Access, opportunity, and choice : developing financial aid packaging strategies to facilitiate choice in higher education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7891.

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Lee, Seong Soo Chizmar John F. "Public finance of higher education and income distribution some evidence from the state of Illinois /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411041.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 23, 2006. Dissertation Committee: John F. Chizmar (chair), Rati Ram, David D. Ramsey, Anthony L. Ostrosky, William T. Gorrell. Includes bibliographical references (leaves 93-95) and abstract. Also available in print.

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Prompalit, Rux. "Student personal finance and government student loans : a case study of Thailand /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095272.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-194). Also available for download via the World Wide Web; free to University of Oregon users.

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Higham, Joseph R. Hines Edward R. "Explaining trends in interstate higher education finance, 1977 to 1996." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803723.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 2, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, G. Alan Hickrod, Kenneth H. Strand. Includes bibliographical references (leaves 167-177) and abstract. Also available in print.

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Bell, Bethany Duncan. "Texas community college funding structure : closing the gaps while assessing the attitudes and perceptions of community college senior administrators /." View online, 2006. http://ecommons.txstate.edu/arp/200/.

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Karr, Mary Beth Hines Edward R. "Organizational adaptation to a reduction in state-funded student assistance an analysis of independent colleges and universities in Illinois /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411039.

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Thesis (Ph. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 22, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, Donald E. Fouts, Sally B. Pancrazio. Includes bibliographical references (leaves 155-165) and abstract. Also available in print.

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TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.

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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.

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Books on the topic "Government aid to higher education"

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Fine, Kerry Kinney. Higher education appropriation trends. St. Paul, MN (600 State Office Bldg., St. Paul 55155): Research Dept., Minnesota House of Representatives, 1986.

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Morelli, Jaclyn M. Higher education: Access issues and financial aid avenues. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Morelli, Jaclyn M. Higher education: Access issues and financial aid avenues. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Lee, John B. State aid for undergraduates in postsecondary education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Lee, John B. State aid for undergraduates in postsecondary education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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B, Lee John. State aid for undergraduates in postsecondary education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Throsby, C. D. Trade and aid in Australian post-secondary education. [Canberra, A.C.T.]: Development Studies Centre, Australian National University, 1985.

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Washington (State). Higher Education Coordinating Board., ed. Financial aid handbook: How to begin : the Washington State guide to financial aid for higher education. Olympia, WA: The Board, 1995.

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Blum, Laurie. Free money for college from the government. New York: Henry Holt and Co., 1993.

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Connecticut. Governor's Task Force on Student Financial Aid. Governor's Task Force on Student Financial Aid: Final report. [Hartford, Conn.]: The Task Force, 1987.

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Book chapters on the topic "Government aid to higher education"

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Atkins, Judi. "Higher Education Policy." In Conflict, Co-operation and the Rhetoric of Coalition Government, 45–64. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-31796-4_3.

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Clevenger, Morgan R. "Contexts for Inter-organizational Engagement: Societal Concerns, Government Behavior, and Other Findings." In Corporate Citizenship and Higher Education, 177–210. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02447-5_6.

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Paradeise, Catherine. "Government, Stakeholders, and Interest Groups in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_140-1.

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Paradeise, Catherine. "Government, Stakeholders, and Interest Groups in Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 596–602. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_140.

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Thelin, John R., and Richard W. Trollinger. "Government Relations and the Nonprofit Sector: Legislation and Policies in Philanthropy and Higher Education." In Philanthropy and American Higher Education, 119–43. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137318589_6.

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Umejima, Masaki, Cherry H. Y. Wong, Jiro Kokuryo, Jun Murai, David Farber, Keiko Okawa, and Kan Suzuki. "Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model." In Knowledge Studies in Higher Education, 123–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_8.

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AbstractA pre-existing partnership between the Japanese Government and Keio University paved the way for K-12 education to embrace distance learning. The university has been engaging in the revision of educational ICT policies in Japan for many years. In Japan, universities have been accumulating knowledge in distance learning practices since the emergence of the Internet, though earlier educational ICT policy required the ICT system in K-12 education to depend on dedicated Internet lines. In December 2019, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced a new ICT policy to allow K-12 education to launch distance learning classes via public cloud on the Internet. The university’s experience with running distance learning, bundled with the stipulations of the new educational ICT policy, enabled K-12 education to carry out distance learning. New subjects can be taught daily, and continuity of education is ensured in disaster situations, such as the Covid-19 pandemic. The research team at Keio University built the “Nagasaki-Takaoka Model” as a reference model with the added aim of ensuring data security and trust in the open network. In December 2020, Takaoka City successfully deployed the “Nagasaki-Takaoka Model” across all public schools.

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Umejima, Masaki, Cherry H. Y. Wong, Jiro Kokuryo, Jun Murai, David Farber, Keiko Okawa, and Kan Suzuki. "Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model." In Knowledge Studies in Higher Education, 123–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_8.

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AbstractA pre-existing partnership between the Japanese Government and Keio University paved the way for K-12 education to embrace distance learning. The university has been engaging in the revision of educational ICT policies in Japan for many years. In Japan, universities have been accumulating knowledge in distance learning practices since the emergence of the Internet, though earlier educational ICT policy required the ICT system in K-12 education to depend on dedicated Internet lines. In December 2019, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced a new ICT policy to allow K-12 education to launch distance learning classes via public cloud on the Internet. The university’s experience with running distance learning, bundled with the stipulations of the new educational ICT policy, enabled K-12 education to carry out distance learning. New subjects can be taught daily, and continuity of education is ensured in disaster situations, such as the Covid-19 pandemic. The research team at Keio University built the “Nagasaki-Takaoka Model” as a reference model with the added aim of ensuring data security and trust in the open network. In December 2020, Takaoka City successfully deployed the “Nagasaki-Takaoka Model” across all public schools.

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Ternai, Katalin, Ildikó Szabó, and Krisztián Varga. "Ontology-Based Compliance Checking on Higher Education Processes." In Technology-Enabled Innovation for Democracy, Government and Governance, 58–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40160-2_6.

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Meleg, Ágnes, and Réka Vas. "Towards Evidence-Based, Data-Driven Thinking in Higher Education." In Electronic Government and the Information Systems Perspective, 135–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58957-8_10.

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Ergin, Hakan, and Hans de Wit. "Integration Policy for Syrian Refugees’ Access to Turkish Higher Education: Inclusive Enough?" In European Higher Education Area: Challenges for a New Decade, 121–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_9.

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Abstract Opening its door to 3.6 million Syrians, Turkey is host to the largest refugee population today (UNHCR 2020). In addition to providing them with humanitarian aid, Turkey has made academic and financial reforms to enhance Syrian refugees‘ access to higher education (Ergin and de Wit 2019). Thanks to these reforms, over 27,034 Syrian refugees accessed Turkish universities as of the end of 2019 (CoHE 2020). Appreciating this humanitarian effort of an emerging country without abundant resources, this study questions how the government policy of enhancing Syrian refugees‘ access to Turkish universities could be more inclusive. In this respect, using available official statistics of current Syrian students in Turkish higher education, this study reveals which Syrian refugees have accessed higher education in Turkey and what should be done to enhance the access of other Syrian refugees who are left behind there.

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Conference papers on the topic "Government aid to higher education"

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Bridi, Robert Michael. "Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11063.

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The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE). The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors. First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development. Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders. Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions. Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.

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Dongsheng, Zhou, and Hu Bo. "E-learning and Chinese higher education transformation." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887085.

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Yun, Zhang, and Li Xiuzhen. "Notice of Retraction: Research on enterprise education in Chinese higher educational institutions." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5882188.

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Rybkowski, Radosław. "Unpredictable Future: The Impossibility of Higher Education Policy." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100381.

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Higher education policy, as a part of broader public policy, must be built on the foundations of government strategic planning. Modern understanding of the role of higher education emphasizes growing importance of well-educated graduates for the stability of national economies. In 2004 Poland joined European Union and tried to adjust higher education policy to the demands of knowledge-based economy of the UE. The examination of government strategic documents and regulations reflects the challenge defining and managing higher education policy. Polish ministry responsible for higher education still cannot define the strategic goals and thus the ministry questions the possibility of implementing a coherent policy.

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Oneill, Peter, Nell Kimberley, and Chih Wei Teng. "Public University Models for Education – from Innovation to Entrepreneurship." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5281.

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The management of Australian public universities has changed dramatically over the last two decades with the decrease in public funding across teaching and research sectors. This has forced a strategic repositioning of universities and likewise a rethink on value generation and its translation into various revenue streams. The aim of this paper is to provide an analysis of current government innovation policy and university capabilities to support the translation of innovation, and in so doing explore the possibilities of a Quadruple Helix innovation approach to building new models for education. The paper begins by examining the significant role innovation plays in developing economic wealth, and a discussion of the triple helix framework that identifies the complex collaborative relationships between universities, government and industry. The development of a Quadruple Helix Innovation Model, which places the user at the centre of the relationship, highlights the importance of capabilities in the transmission mechanisms driving innovation. We argue that the measurement of appropriate capabilities formed through collaborations amongst key stakeholders will be critical to new business models. Universities are encouraged to embrace the user value driven business models to provide the innovation, execution and disruption necessary to quadruple the impact on national growth.

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Wang, Wei, Jing Du, Tingting Wang, and Aiting Zhang. "Study on the Tuition Standard in China Higher Education." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.1322.

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Zhu, Yulan, Linlin Zhang, and Shaorong Sun. "Class hour allocation optimization model between E-education and traditional education in the process of higher vocational technology education." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887048.

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Liu, Bin. "Research Review on the Communication Effects of Government New Media." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.81.

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Fan, Wenqiang, Qing Lei, and Yonghong Ma. "A Multi-dimensional Framework for Understanding How Higher Education Institutions Offer Distance Education and Its Application." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.885.

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Saensuk, Saowaros. "A Study of Factors Related to Higher Education Institution’s Government Vehicle Service." In The 14th National Conference on Technical Education and The 9th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2022. http://dx.doi.org/10.14416/c.fte.2022.06.059.

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Reports on the topic "Government aid to higher education"

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Ogden, Kate, and Ben Waltmann. Higher education finances: how have they fared, and what options will an incoming government have? The IFS, June 2024. http://dx.doi.org/10.1920/re.ifs.2024.0325.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

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Fitzpatrick, Rachael. Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania. Institute of Development Studies, February 2022. http://dx.doi.org/10.19088/k4d.2022.072.

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Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.

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Fedasiuk, Ryan, Alan Omar Loera Martinez, and Anna Puglisi. A Competitive Era for China’s Universities. Center for Security and Emerging Technology, March 2022. http://dx.doi.org/10.51593/20210007.

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This brief illuminates the scale of Chinese government funding for higher education, science, and technology by exploring budget and expense reports for key government organizations and 34 of China’s most elite “Double First Class” universities. Chinese political leaders view elite universities as key components of the country’s military modernization, economic growth, and soft power; a situation that presents security risks for international partners.

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Acevedo, Ivonne, Francesca Castellani, María José Cota, Giulia Lotti, and Miguel Székely. Open configuration options Higher Inequality in Latin America: A Collateral Effect of the Pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003967.

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This study explores the evolution of inequality in Latin America during the COVID-19 pandemic using primary data available from household and employment surveys collected in 2020. Inequality increased on average by 2 percent between 2019 and 2020, twice the average annual growth in the inequality indicator that marked the decade of growing inequality in the 1990s. We obtained heterogeneous results when disaggregating by gender, urban/rural location, and sector of economic activity. Surprisingly, we found that the differences in income by education level declined in most cases. Remittances had a modest effect, while government transfers played a central role in preventing greater disparities in half the countries studied. Our estimations show that the decline in employment levels due to the economic contraction caused by COVID-19 is associated with increases in income inequality that we project will gradually diminish with the recovery. However, the lost schooling and losses in education attainment due to the pandemic may generate future pressures on inequality once school-age youth enter the labor market.

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Pessino, Carola, Nadir Altinok, and Cristian Chagalj. Allocative Efficiency of Government Spending for Growth in Latin American Countries. Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004310.

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There is scant empirical economic research regarding the way that Latin American governments efficiently allocate their spending across different functions to achieve higher growth. While most papers restrict their analysis to the size of government, much less is known about the composition of spending and its implications for long-term growth. This paper sheds light on how allocating expenditures to investment in quality human and physical capital, and avoiding waste on inefficient expenditures, enhance growth in Latin America. This paper uses a novel dataset on physical and human capital and detailed public spending that includes -for the first time- Latin American countries, which is categorized by a cross-classification that provides the breakdown of government expenditure, both, by economic and by functional heads. The database covers 42 countries of the OECD and LAC between 1985 and 2017. There are five main results. First, the estimated growth equations show significant positive effects of the factors of production on growth and plausible convergence rates (about 2 percent). The estimated effect of the physical investment rate is positive and significant with a long-run elasticity of 1.2. Second, while the addition of years of education as a proxy for human capital tends to have no effect on growth, the addition of a new variable that measures quality-adjusted years of schooling as a proxy for human capital turns out to have a positive and significant effect across all specifications with a long-run elasticity of 1.1. However, if public spending on education (excluding infrastructure spending) is added to the factor specification, growth is not affected. This is mainly because, once quality is considered, spending more on teacher salaries has no effect on student outcomes. Therefore, the key is to increase quality, not just school performance or education spending. Third, both physical and human capital are equally important for growth: the effect of increasing one standard deviation of physical capital or human capital statistically has the same impact on economic growth. Fourth, increasing public investment spending (holding public spending constant) is positive and significant for growth (a 1% increase in public investment would increase the long-term GDP per capita by about 0.3 percent), in addition to the effect of the private investment rate. However, the effect of public spending on payroll, pensions and subsidies does not contribute to economic growth. Fifth, the overall effect of the size of public spending on economic growth is negative in most specifications. An increase in the size of government by about 1 percentage point would decrease 4.1 percent the long-run GDP per capita, but the more effective the government is, the less harmful the size of government is for long-term growth.

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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.

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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.

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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.

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Harris-Reeves, Brooke E., Andrew G. Pearson, Barbara J. Hadley, and Helen M. Massa. Equitable Education: Enhancing Academic Skills and Confidence through a First-Year Online Module. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-07.

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Since 2008, higher education (HE) policies that aimed to diversify university student recruitment have increased enrolments from equity backgrounds. Supporting these students during their transition to university has been prioritised with the aim of enhancing retention, completion, and support for their future employment outcomes. Low student retention or program completion rates may impact federal government funding models and HE institutional reputations. Thus, a wide range of implemented strategies have sought to support HE success for all students, including those from equity backgrounds. Students transitioning to HE have different academic experiences and expertise. Thus, the online module, known as Skills for Academic Success (SAS), developed in this study was introduced to promote an enhanced understanding of HE expectations and academic skills needed for success. The module was completed by commencing students during the initial weeks of their university enrolment. Students perceived that the SAS module significantly enhanced their transition to HE, their understanding of university expectations, bolstered their academic confidence, and honed their study skills for success. This study showed that adaptive online modules can engage and assist students, especially those from diverse and equity-rich backgrounds, supporting them to develop a comprehensive grasp of HE academic expectations and essential academic skills. Student feedback highlighted that the resource prepared them for success as they embarked on their academic journey in the unfamiliar territory of HE.

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