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

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Published: 4 June 2021
Last updated: 28 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Eaton, Charlie, Sabrina T. Howell, and Constantine Yannelis. "When Investor Incentives and Consumer Interests Diverge: Private Equity in Higher Education." Review of Financial Studies 33, no. 9 (October 22, 2019): 4024–60. http://dx.doi.org/10.1093/rfs/hhz129.

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Abstract We study how private equity buyouts create value in higher education, a sector with opaque product quality and intense government subsidy. With novel data on 88 private equity deals involving 994 schools, we show that buyouts lead to higher tuition and per-student debt. Exploiting loan limit increases, we find that private equity-owned schools better capture government aid. After buyouts, we observe lower education inputs, graduation rates, loan repayment rates, and earnings among graduates. Neither school selection nor student body changes fully explain the results. The results indicate that in a subsidized industry, maximizing value may not improve consumer outcomes. Authors have furnished an Internet Appendix, which is available on the Oxford University Press Web site next to the link to the final published paper online.
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12

Dar, Showkat Ahmad. "Role of E-governance in Higher Education in Jammu and Kashmir." June- July 2022, no. 24 (July 29, 2022): 1–8. http://dx.doi.org/10.55529/jpps.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 egovernance 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 developmentgovernment 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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13

Duggan, Richard. "Promoting innovation in industry, government and higher education." Long Range Planning 29, no. 4 (August 1996): 503–13. http://dx.doi.org/10.1016/0024-6301(96)00042-8.

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14

Fridman, A. A., and M. A. Verbetskaia. "Government regulation of the market for higher education." Journal of the New Economic Association 45, no. 1 (2020): 12–43. http://dx.doi.org/10.31737/2221-2264-2020-45-1-1.

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15

Ding, Ruichang, and Zheng You. "Education Partnership Assistance to Promote the Balanced and Sustainable Development of Higher Education: Lessons from China." Sustainability 14, no. 14 (July 8, 2022): 8366. http://dx.doi.org/10.3390/su14148366.

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The Education Partnership Assistance (EPA) is an institutional arrangement that has played an important role in the balanced and sustainable development of higher education in China, in which universities of East China provide the paired universities in West China with various assistance. EPA is part of the political commitment made by the Chinese government to fulfil sustainable and balanced development. By applying a policy process framework and qualitative text analysis to the government and universities’ official documents, we find EPA is primarily based on the Communist Party of China (CPC)’s ideological cornerstones of “common prosperity”. Over the past two decades, by conducting leadership secondment, faculty and student training, and ICT and library development, EPA has improved the development of universities in West China, and the central government’s current emphasis remains on the continuation of EPA. However, this paper argues that EPA cannot be going on indefinitely and that true sustainability is contingent on the capacity building of the recipient universities, rather than on the endless assistance from supporting universities. EPA is a localized action to achieve the Sustainable Development Goals (SDGs) in China. It sheds light on the connections between domestic aid and the SDGs from a supplementary perspective.
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16

Churampi-Cangalaya, Roberto Líder, Miguel Fernando Inga-Ávila, Francisca Huamán-Pérez, Anieval Cirilo Peña-Rojas, Jacqueline Juanita Churampi-Cangalaya, and Jesús Ulloa-Ninahuaman. "Digital government, institutional development and public higher education." International Journal of Data and Network Science 7, no. 2 (2023): 865–72. http://dx.doi.org/10.5267/j.ijdns.2023.1.002.

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Digital governance, institutional development and public higher education in Huancayo-Perú in the new situation where remote activities are prioritized, the use of information technologies has increased in the different activities of organizations, allowing them to provide adequate services in an efficient way. The research seeks to establish the relationship between digital governance and institutional development in public higher education in Huancayo - Perú. Basic research with a quantitative approach and correlational level with a sample of 828 people made up of teaching staff, administrative staff and students who interact with the administrative activities of the UNCP. The data analysis and modeling was performed through structural equations based on PLS. As a result of the research, a value of 0.815 was obtained in Spearman's Rho and a significance level of .000, which indicates a high positive relationship, also the general hypothesis that establishes that there is a significant relationship between digital governance and institutional development is accepted.
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17

Landry, Lynette, and Deane Neubauer. "The role of the government in providing access to higher education: the case of government-sponsored financial aid in the US." Journal of Education and Work 29, no. 1 (June 30, 2015): 64–76. http://dx.doi.org/10.1080/13639080.2015.1049027.

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18

Masutha, Mukovhe. "Against the pedagogy of debt in South African higher education." African Journal of Teacher Education 12, no. 2 (July 19, 2023): 48–68. http://dx.doi.org/10.21083/ajote.v12i2.7519.

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On the back of decades of austerity, marketisation, credentialization and related neoliberal conceptions of education and society, a student debt crisis has emerged in higher education (HE). Despite the well-documented history of government-guaranteed income contingent loans (ICLs) indenturing students and their present and future families, such loans continue to be canvassed by policymakers and interest groups as an ideal ladder of educational opportunity, particularly for students from traditionally excluded communities. In this paper, the author brings together insights from Jeffrey Williams’ Pedagogy of Debt, Carter G Woodson’s Miseducation, Ha-Joon Chang’s idea of Bad Samaritans, and Kwame Nkrumah’s theory of Sham Independence as conceptual building blocks to reinforce the wall of resistance against the orthodoxy of debt as a paradigm for HE funding in South Africa. To add to the student debt abolition movements and the voices calling for freeing public HE, this paper critically reviews the recommendations of South Africa’s 2017 Fees Commission Report. This is done to offer an analysis that makes explicit the likely impact of the proposed student loan policy on South Africa. As we imagine transitioning towards the new African University, this paper makes a case for freeing public HE for all, on the basis of mutual aid, transitional and reparative justice.
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19

Shoko, Garainesu. "Impact of the Influence of Politics in Funding of Higher Education." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 4, no. 5 (October 19, 2018): 98–102. http://dx.doi.org/10.36344/ccijhss.2018.v04i05.001.

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Changes in the finance of HE introduced in the past twenty years include introduction of tuition fees or other charges in countries where HE tuition was previously free, substantial increases in tuition fees in several countries where they did previously exist, and changes in student aid systems, including in many countries a shift towards student loans to supplement or replace grants. Such changes have been the subject of controversy and debate. Many economists have contributed to this through individual research and publications, submissions to government committees considering changes in policy, or in work for international agencies such as the Organization for Economic Cooperation and Development (OECD) or the World Bank. This paper attempts to explore some of the manifestations of political influence in the funding of higher education.
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20

Shoko, Garainesu. "Impact of the Influence of Politics in Funding of Higher Education." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 4, no. 5 (October 19, 2018): 98–102. http://dx.doi.org/10.36344/ccijhss.2018.v04i05.001.

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Changes in the finance of HE introduced in the past twenty years include introduction of tuition fees or other charges in countries where HE tuition was previously free, substantial increases in tuition fees in several countries where they did previously exist, and changes in student aid systems, including in many countries a shift towards student loans to supplement or replace grants. Such changes have been the subject of controversy and debate. Many economists have contributed to this through individual research and publications, submissions to government committees considering changes in policy, or in work for international agencies such as the Organization for Economic Cooperation and Development (OECD) or the World Bank. This paper attempts to explore some of the manifestations of political influence in the funding of higher education.
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21

., Khoirunnisaa’. "Kebijakan Pemberian Bantuan Perguruan Tinggi Keagamaan Islam Negeri dan Swasta." TABYIN: JURNAL PENDIDIKAN ISLAM 4, no. 01 (August 18, 2022): 15–30. http://dx.doi.org/10.52166/tabyin.v4i01.166.

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The difference in the allocation of aid from the government between State Islamic Religious Higher Education (PTKIN) and Private Islamic Religious Higher Education (PTKIS) is due to the difference in the implementation of education. The organizers are the government, while the PTKIS organizers are organizations or foundations. However, the direction and policy of developing higher education based on Islam is an effort to improve the quality of education and institutions that focus on 4 (four) aspects, namely increasing access to higher education, improving the quality of PTKI services, improving the quality of lecturers, productivity and innovation of PTKI. One of the program target indicators is the indicator for the number of professional lecturers at PTKI: Target Indicators for the 2015 Target Program, the proportion of qualified lecturers at least S2 is 82.5%, S3 12.0% and the 2019 target is the proportion of lecturers with a minimum qualification of S3 20.0%. 2%. Funding for Islamic Education is the joint responsibility of the government, local government and the community. The increase in Islamic education is carried out through a significant increase in the budget so that it reaches 25.12% of the 2019 State Budget. The average budget projection has increased between 5-6% per year
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22

Keppel, Francis. "The Higher Education Acts Contrasted, 1965-1986: Has Federal Policy Come of Age?" Harvard Educational Review 57, no. 1 (April 1, 1987): 49–68. http://dx.doi.org/10.17763/haer.57.1.2t5096n6g7025686.

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Francis Keppel, former United States Commissioner of Education, 1962-1965, and Chairman, National Student Aid Coalition, 1981-1986, here gives his view of the evolution of the historic Higher Education Act of 1965 from the time of its passage to its reauthorization in 1986. He focuses particularly upon those sections of the law that deal with undergraduate education and student financial aid, for which the act is now best known. While the basic intent of the act — increasing equality of educational opportunity — has remained constant, there have been important shifts both in the methods chosen to approach that goal and in the social context within which the act operates. The present political and economic atmosphere differs markedly from that of 1965. Federal support for higher education has shifted in emphasis from financing of physical resources to support for students themselves, and has come to rely increasingly on loan programs. Priorities for serving different kinds of institutions and student populations have changed in attempts to meet new needs. Yet, the author remarks, several difficult challenges and unresolved problems in the field of higher education finance remain. Careful collaboration among the branches of government and the higher education community will be required if we are to achieve the full potential of the Higher Education Act in the coming years.
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23

Dinya, László. "Transformation processes in higher education: More market, less government." Tertiary Education and Management 3, no. 2 (January 1997): 113–18. http://dx.doi.org/10.1080/13583883.1997.9966914.

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24

Bodykova, A., Zh Kydyrova, А. Shainurov, A. Alibekova, and E. Temirbekova. "GOVERNMENT SPENDING ON HIGHER EDUCATION IN CENTRAL ASIAN COUNTRIES." BULLETIN 1, no. 407 (February 29, 2024): 408–19. http://dx.doi.org/10.32014/2024.2518-1467.682.

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25

Zhao, Yan, and Zheng Yang. "Research on collaborative innovation optimization strategies for digitally enabled higher education ecosystems." PLOS ONE 19, no. 4 (April 18, 2024): e0302285. http://dx.doi.org/10.1371/journal.pone.0302285.

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Digitally enabled higher education involves the in-depth use of new-generation digital technology, which has subverted and innovated the traditional teaching mode, driven the development of high-quality teaching and learning, and improved teachers’ teaching experience, and increased efficiency. Based on ecosystem theory, this paper constructs a higher education ecosystem with the government, enterprises, and universities as the core participating subjects. It considers the participating subjects’ effort level and the ecosystem’s overall benefits under the three scenarios of noncooperative research and development (R&D), cost sharing, and cooperative R&D. The results show that (1) the service innovation effort level of the three parties increases with increasing human resource level and technology maturity, and the government’s benefit decreases with increasing cost of fulfilling social responsibility. (2) The government’s cost subsidies to universities and enterprises can enhance the service innovation level of both parties and increase the optimal returns of the three parties and the ecosystem as a whole. (3) In the cooperative R&D game scenario, the effort level of the three parties and the total ecosystem returns are greater than those in the noncollaborative R&D scenario, and after determining the subsidy coefficients of the government, Pareto optimality of the three parties and the ecosystem as a whole can be achieved. The conclusions of this study can aid in understanding the dynamic evolution mechanism of digitally enabled higher education and provide a realistic decision-making reference for higher education ecosystem managers.
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26

Viczko, Melody, Marie-Agnès Détourbe, and Shannon McKechnie. "Understanding networks of actors involved in refugee access to higher education in Canada, England and France." Learning and Teaching 14, no. 3 (December 1, 2021): 22–51. http://dx.doi.org/10.3167/latiss.2021.140303.

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In times of intense migrations, securing a brighter future through education has become a growing concern in many societies. In particular, access to higher education for refugees has been the object of multiple initiatives among governments, civil society and non-government organisations. However, only 3 per cent of refugees access higher education, and there is a need to better understand, support and develop successful access for refugees among policymakers, educators and researchers. This research takes an original comparative digital approach to identifying those networks in three countries: Canada, England and France. Our findings suggest that the nature of issues for refugee access to higher education is constructed differently in each national context, as the social relations between government, civil society, non-government agencies and higher education institutions are uniquely configured.
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Holder, Rachel. "Campus Crime Reporting Under the Clery Act." DttP: Documents to the People 45, no. 4 (January 26, 2018): 7. http://dx.doi.org/10.5860/dttp.v45i4.6565.

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The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act mandates that institutions of higher education report crimes statistics to the public and the Department of Education (DOE) in order to receive federal financial aid. This requirement led to a proliferation of data that was initially difficult to access or incorrectly reported. Recent efforts by the DOE and institutions of higher education to make this information available to the public led to access through government and university websites.
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28

Tharith, Babu K. "THE PUBLIC AND THE PRIVATE PARTNERSHIP: A SAGA OF SUCCESS AND CHALLENGES IN THE EDUCATIONAL LANDSCAPE OF KERALA." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 275–82. http://dx.doi.org/10.15503/jecs20172.275.282.

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Educational achievements in Kerala, India, includes near total literacy, free and universal primary education, low dropout rates, easy access to Higher education resulting in the exceptional social development and quality of life. It is often acclaimed as the ‘Kerala Model’ with reference to the whole education system in India. The initiatives by missionaries and princely regimes of Travancore and Cochin laid the foundation for education in Kerala. The social reform movements accelerated the spread of education. Large scale Government funding of education was an important factor behind the State’s educational development both in private educational institutions established by any person or agency and recognized by and is receiving aid from Government, and Government institutions established and maintained by State Government. This paper focuses on the unique partnership between the private and the public which paved way for the success of the ‘Kerala model’ of education in India along with its challenges and significance.Key words: public, private, partnership, challenges, educational landscapes
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29

Lo, Kevin. "Campus sustainability in Chinese higher education institutions." International Journal of Sustainability in Higher Education 16, no. 1 (January 5, 2015): 34–43. http://dx.doi.org/10.1108/ijshe-04-2013-0032.

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Purpose – The purpose of this paper is to examine the focuses, motivations and challenges of achieving campus sustainability in Chinese higher education institutions (HEIs). Design/methodology/approach – A multisite case study was conducted in Changchun City, Jilin, where eight HEIs of various types were examined. Structured interviews with school managers, students and government officials were accompanied with analysis of relevant documents. Findings – The focuses of sustainability among the studied HEIs were on water and energy conservation and on non-technical initiatives. The focuses can be explained by motivations and challenges. The HEIs are motivated by government and financial pressures and face challenges in limited accessibility to funding. The reliance of non-technical initiatives has negatively impacted student welfare and has become unpopular among students. Practical implications – The government is advised to increase funding to HEIs in relation to sustainability and to make the funding more equitable. The HEIs are advised to modify sustainability practices that severely affect the daily lives of students, to share the benefits of water and energy conservation with their students and to involve students in sustainability governance. Originality/value – This paper adds to the existing literature in two ways. First, it expands the geographical reach of the literature to developing countries, in general, and to China, in particular. Second, it adopts the multisite case study research approach to study the whole spectrum of Chinese HEIs and highlights the differences among these HEIs when it comes to sustainability.
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Harrison, Mark. "Government Financing of Higher Education in Australia: Rationale and Performance." Australian Economic Review 30, no. 2 (June 1997): 225–39. http://dx.doi.org/10.1111/1467-8462.00022.

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31

Dentler, Robert A., John D. Millett, Fred Harcleroad, and Robert B. Mautz. "Conflict in Higher Education: State Government Coordination versus Institutional Independence." Contemporary Sociology 14, no. 1 (January 1985): 72. http://dx.doi.org/10.2307/2070442.

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32

Astawa, I. P. M., and K. C. Dewi. "E-government Facilities Analysis for Public Services in Higher Education." Journal of Physics: Conference Series 953 (January 2018): 012061. http://dx.doi.org/10.1088/1742-6596/953/1/012061.

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33

Khaghaany, Laith Malik. "CONTRACT-BASED BUDGETING AND FINANCIAL PERFORMANCE IN HIGHER EDUCATION INSTITUTIONS: A CASE STUDY." مجلة اكد للدراسات المحاسبية المعاصرة 1, no. 1 (January 14, 2022): 18–37. http://dx.doi.org/10.55202/ajcas.v1i1.9.

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This research aims to determine the impact of the transition from the conventional way of creating the general budget to the contractual budget method on the financial performance of public sector units. This research used the case study technique to examine the University of Kufa (2017). The University of Kufa is one of Iraq's universities. The findings indicate that implementing the contractual budget may substantially improve the University of Kufa's financial performance metrics than the conventional budget presently authorized. Additionally, the study's findings show that cost indices for all university faculties and programs have decreased. On the other hand, profitability metrics increased significantly after the implementation of the contractual budgeting technique. This discrepancy is primarily due to universities' overall expenses being reduced in varying amounts since the contractual budgeting technique estimates actual costs, not actual costs of activities. The findings of this research demonstrate the need to use the contractual budget technique for creating the general budget for government units rather than the presently utilized conventional budget method. Contractual budgeting enables government units to carry out their functions and gain financial and administrative control and the potential of rationalizing public expenditure and improving their financial performance. Additionally, while using the contractual budget approach, it is essential to work for economic independence for Iraqi institutions. This research provides the optimal method for budget preparation, which will aid in rationalizing expenditure by establishing financial and administrative control over the performance of Iraq's higher education institutions
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McPherson, Michael S., and John D. Millett. "Conflict in Higher Education: State Government Coordination versus Institutional Independence." Journal of Policy Analysis and Management 4, no. 4 (1985): 607. http://dx.doi.org/10.2307/3323762.

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35

Hamdhaidari, Shokrollah, Hossein Agahi, and Abdulhamid Papzan. "Higher education during the Islamic government of Iran (1979–2004)." International Journal of Educational Development 28, no. 3 (May 2008): 231–45. http://dx.doi.org/10.1016/j.ijedudev.2006.11.001.

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36

Xia, Chengqi, Xinge Li, and Shixiong Cao. "Challenges for the government-controlled higher education system in China." International Journal of Educational Development 97 (March 2023): 102721. http://dx.doi.org/10.1016/j.ijedudev.2022.102721.

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37

Cutamora, Jezyl. "The Market Distortion Effect of Government Intervention in Higher Education." Recoletos Multidisciplinary Research Journal 9, no. 1 (June 3, 2021): 123–31. http://dx.doi.org/10.32871/rmrj2109.01.11.

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In the Philippines, a mixture of public and private higher education institutions (HEIs) exists. Because of the government subsidy among the public HEIs, the major concern of the private sector is the “uneven playing field”. This study hopes to eliminate this unhealthy competition and market distortion in the educational landscape. This study utilizes the quantitative non-experimental retrospective explanatory design. Results show that regardless of the extent of state intervention, the market can be distorted. Hence, assigning specific programs to be offered based on the type of HEI is a good alternative. The programs to be fully subsidized and offered by the government are agriculture, sciences, engineering, manufacturing and construction, and humanities and arts (HA) while services, health and welfare, education and social sciences, business and law programs will be for private sector service providers. This stimulates healthy competition among the HEIs leading to a better quality of education.
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Erick, T. Baloran, and T. Hernan Jenny. "Emotions, Stressors, Coping Strategies, and Motivational Factors in Private Higher Education Institutions amid COVID-19 Pandemic." Journal of Clinical Cases & Reports 3, S4 (December 31, 2020): 12–18. http://dx.doi.org/10.46619/joccr.2020.3.s4-1004.

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Private school teachers among Higher Education Institutions (HEIs) continue to strive to sustain quality education despite the psychological impact of the COVID-19 crisis. This study aimed to assess the emotions, stressors, coping strategies, and motivational factors of private HEI's teachers in Southern Philippines. Both negative and positive teachers' emotions were observed. Low salary scheme was the primary teachers' stressor. But, teachers utilized helpful strategies to cope with stress. Several motivational factors were seen as significant steps for their institutions to implement and follow. The high level of stressors of teachers during the pandemic influences the emotions towards the community and work situations. As they increasingly practice varied coping strategies and augment motivation to continue to work despite the situation, the better emotional state with lesser adverse feelings they will have. Government support is needed to aid private schools to continue the quality delivery of higher education. It is necessary to address stress-related problems of teachers during the pandemic, and help them strengthen their coping practices and motivation at work.
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39

., Akmal. "Public Policy and ICTs for Higher Education of Disabled Students in Indonesia." KnE Social Sciences 2, no. 4 (June 13, 2017): 51. http://dx.doi.org/10.18502/kss.v2i4.867.

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The Indonesian government’s policy on inclusive education determined that students with all type of disabilities (physical, mental and social) should be mainstreamed into general schools regardless post-secondary schools/colleges/universities. As a result, those disabled graduating from vocational high school should be satisfied with non-formal occupation. By improving their scientific enquiries through ICT aid, they could pursue further education in accounting, management, architecture, design graphics, translator, etc and enjoy formal occupations for a much better income. This paperexamines to what extent the government policies have or have not effectivelypromoted the rights of the disabled to higher education and training via the use of information communication technology. This paper draws on a survey of fivehigh schools for the disabled at Central Java and Yogyakarta with total of 170 students. It was found that there is no Presidential Decree or Ministerial Decree on post-secondary education /higher education of the disabled. Even the Presidential Decree No 75 of 2015 was oriented to the national action plan for the disabled (2015-2019) such as implementing the respect, protection, fulfillment, enforcement, and promotion of human rights in Indonesia.
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40

Mayhew, Ken. "Brexit and UK higher education." Oxford Review of Economic Policy 38, no. 1 (January 1, 2022): 179–87. http://dx.doi.org/10.1093/oxrep/grab043.

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Abstract The Brexit vote in 2016 caused consternation in higher education circles. Financial and reputational questions were raised concerning: the number of students from EU countries coming to study in the UK; the ability of the sector to retain and recruit staff from the EU; the threats to research funding; and the ability of UK students to study abroad. This paper tracks developments since then. Much remains uncertain and the picture has been complicated by the impact of Covid-19. Though enrolments of EU citizens for the 2021–22 academic year have fallen dramatically, this has been more than offset by larger numbers of UK entrants and entrants from non-EU countries. The main immediate threat is to research funding, partly because of restricted access to EU programmes and partly because of constrained government spending. The longer-term threat is to the sector’s relationship with European academia.
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41

Mangold, Janina. "Foundations in Germany: Higher Education." American Behavioral Scientist 62, no. 12 (May 23, 2018): 1695–714. http://dx.doi.org/10.1177/0002764218777283.

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This article investigates the roles and positions of higher education foundations in Germany. First, it finds that those roles and positions differ from other activity fields in that sense that the higher education system faces specific challenges, such as the disastrous financial situation and the cooperation between federal government and the states. The field-specific challenges affect higher education foundations as well. Second, the article identifies that the mode of operation and size of the foundations also affect the roles and positions. The essential contribution of large foundations, which often have a mixed approach to their work, lies in their work as institution builders, capacity builders, and partially also as advocates and innovators. In contrast, the smaller, often grant-making higher education foundations are usually more active as smaller capacity creators in the fields of welfare and preservation.
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42

Frezghi, Tesfaldet Ghilay, and Samson Maekele Tsegay. "Internationalisation of Higher Education in China: A Critical Analysis." Social Change 49, no. 4 (December 2019): 643–58. http://dx.doi.org/10.1177/0049085719886693.

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Internationalisation is becoming the main catalyst for the development of higher education in China. Through document analysis, this study explores the concept of internationalisation by examining the role of the Chinese government and student mobility. The study argues that internationalisation of higher education in China is directed by the government with financial and diplomatic leverages. The government exerts significant influence on higher education institutions (HEIs) through legislation, funding, planning and evaluation. Furthermore, the study notes that internationalisation of higher education is providing China with economic and cultural capital. However, there still is a lot of work to be done to advance the internationalisation process of Chinese HEIs. The HEIs need to further strengthen and expand their international programmes. They should also provide adequate social and academic services to international students, and promote Chinese–international student interaction.
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43

Maher, Brent D. "Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958." History of Education Quarterly 56, no. 2 (May 2016): 301–30. http://dx.doi.org/10.1111/hoeq.12184.

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The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty-two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provisions fractured a partnership between progressives who favored general aid to education and conservatives who supported short-term investment for defense purposes. Although debates over the NDEA loyalty requirements seem specific to the Cold War, a close examination of the arguments illuminates their alignment with long-standing ideological conflicts over legitimacy of federal aid to higher education.
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Chaudhary, Vineeta. "A STUDY OF ONLINE TEACHING EXPERIENCE OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS DURING LOCKDOWN." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 50 (April 1, 2022): 12537–46. http://dx.doi.org/10.21922/srjhsel.v10i50.10181.

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To break the spread of the novel corona virus, all the state governments across the country shut down schools and colleges temporarily and declared lockdown in 2020 and again continued in 2021. The pandemic has significantly disrupted the higher education sector. For the continuation of teaching process, most of the State government opted online mode of teaching. The purpose of the present study is to examine the experiences of the teachers in higher educational institutions about online mode of teaching during lockdown due to COVID 19 pandemic. The study is limited to the sample frame of 46 faculty members including Principals, HOD’s , Professors, Associate Professors and Assistant Professors of Government, Government-Aided colleges and Private institutions. The primary data collected with the help of questionnaire created in Google-form due to the time constraints containing both close-ended and open- ended questions. Respondents belong to Uttarakhand, Rajasthan, Gujarat and the Haryana state. All the compiled data were analyses as per the responses given by the respondents.
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Hussaini, Nilofer. "Economic Growth and Higher Education in South Asian Countries: Evidence from Econometrics." International Journal of Higher Education 9, no. 2 (January 8, 2020): 118. http://dx.doi.org/10.5430/ijhe.v9n2p118.

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South Asian economies has witnessed very slow growth over the years and the gap has widened manifold between other nations of Asia particularly East Asian nations and South Asian nations. This paper examines co-integration between the economic growth and reach of higher education in South Asian nations explaining this disparity. The research employed an econometric panel co-integration investigation to analyse the long run relationship of higher education and economic growth among these nations. The research confirmed positive long run causality between the economic growth of the South Asian nations and gross enrolment ratio of higher education. So, if the South Asian nations continue with their existing pattern of paying less attention to higher education by allocating low share of investment on it, poor human capital formation would result in growing further economic disparity between developed and South Asian nations where rich nations would remain richer and poor nations would remain poor with the gap remaining unabridged. This research will serve as an aid to policy makers, educators and financers of South Asian nations to bridge the gap between high- and low-income nations. The focus on the quantum of spending on higher education by the government will help improve the reach of tertiary education and build economic prosperity in these nations.
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Ukozor, Conrad Ugochukwu, and Salisu Muhammad. "Digitalization of Basic Education in Nigeria: Problems and Way Forward." European Journal of Artificial Intelligence and Digital Economy 1, no. 2 (June 15, 2023): 39–48. http://dx.doi.org/10.61796/jaide.v1i2.213.

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This paper examined factors that is militating against digitalization of basic school education in Nigeria. Secondary data were used. The secondary data were gathered from print materials and online publications. The paper identified poor funding, shortage of digital facilities, power problem, poor internet connection, higher cost of digital facilities, poor digital skills and knowledge and shortage of digital experts, poor implementation problem, resistant to change and corruption as major problems that have militated against digitalization of basic education in Nigeria. The government should increase the funding of Basic education in Nigeria and more priorities should be given to the development of digital education. The government should provide adequate digital infrastructure facilities in all the Basic schools to aid accessibility and usability. Innovation Hubs/clusters should be set up in areas where they do not exist to make room for the laps that occurs in some areas in Nigeria, existing hubs should also partner with civil society groups to promote capacity building programs on digital education. The government should address the problem of power generation and distribution across the country. The government should invest more in the information communication technology to improve the connectivity level across the country etc.
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47

Preville, Joseph Richard. "Catholic Colleges, the Courts, and the Constitution: A Tale of Two Cases." Church History 58, no. 2 (June 1989): 197–210. http://dx.doi.org/10.2307/3168724.

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Of the forces that have shaped contemporary American Catholic higher education, few have been more generative or influential than the proceedings of two court cases which tested the constitutionality of direct government aid to sectarian and church-related colleges and universities. These two court cases were Horace Mann League v. Board of Public Works (1966) and Tilton v. Richardson (1971). The impact of these judicial rulings over the radical transformation and substantive reform of American Catholic higher education during the past quarter of a century is the subject of this article.
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48

Karomani, Mahpul, and M. Iwan Satriawan. "Synergy of Higher Education Collaboration with Local Governments in Efforts to Overcome the COVID-19 Pandemic." Academic Journal of Interdisciplinary Studies 10, no. 2 (March 5, 2021): 240–48. http://dx.doi.org/10.36941/ajis-2021-0054.

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The COVID-19 pandemic has had a serious impact on various aspects of Indonesia, especially the economy. The government has made countermeasures by issuing various policies and social programs. However, the implementation of policies is not necessarily followed by the attitude of the people who are not disciplined and indifferent. The role of higher education is very much needed to provide guidance with a humanist approach. Therefore, it is necessary to have a synergy of good cooperation between local governments and universities in facing obstacles in overcoming the COVID-19 pandemic. The research aims to analyze how the synergy between the government and universities is in overcoming the COVID-19 pandemic cases in the community. The research was conducted with a qualitative approach. The data were obtained through literature review and interviews with the Provincial Government of Lampung and the University of Lampung. The results of the study show that the synergy between the government and universities is good. This is shown by interaction and mutual support. Where the government acts as a policy maker and facilitator, while universities act as a support for implementation through community service programs.
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Tilak, Jandhyala B. G. "Social Responsibility of Higher Education." Social Change 52, no. 4 (December 2022): 478–90. http://dx.doi.org/10.1177/00490857221121039.

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Recognising that the concept of ‘social responsibility of higher education’ can be interpreted in two intricately related ways, viz., responsibility of higher education institutions to society and responsibility of society to higher education, which mutually reinforce each other, this article largely focuses on the former. While social responsibility is an important function of universities, this remained implicit for a long period. As universities tend to increasingly ignore this function and concentrate on teaching and research, the need to explicitly recognise and take up social responsibility as a major function of universities is highlighted. The article highlights how the social responsibility role is intricately related to the other two functions of higher education—teaching and research. Reviewing the efforts of the Government of India in this regard, the article underscores the need to send a message to the entire academic community and society that society values the contribution of higher education to social progress. This also needs to be given proper weightage in the assessment of performance of universities and students.
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Sharma, Dr Abhay Kumar, Solanki ParesaBen H. Solanki, and Sangita Chamol. "Holistic and Multidisciplinary Education Approaches in Higher Education NEP 2020." International Journal for Research in Applied Science and Engineering Technology 12, no. 2 (February 29, 2024): 1195–97. http://dx.doi.org/10.22214/ijraset.2024.58550.

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Abstract: National Education Policy: 2020 is ground-breaking step taken by Indian Government in the field of Education. We are living in the post modern virtual world where the boundary of the education of a country is kaput and enriched with the affluent global thoughts. Indian education has the greatest heritage and glorious past. It has been altering its form according to the passage of time on the demand of the crisis influenced by social, political and economical issues. The present study will focus on the holistic and multidisciplinary dimension of New Education Policy: 2020. The researcher will discuss how holistic attitude of education plays an important role in the field of ‘all round development’ of the child; and the researcher will find out how much multidisciplinary approach is relevant in contemporary education system in the respect of global education. The researcher has gone through the report of the previous education policies, committees and studied related literature closely which are desirable for this study. The findings of this study will help its readers to understand the context to introduce NEP 2020 by Government; the reader will realize the stream of the change of education policy, he/she will aware previous history of education in brief. The researcher has taken philosophical research method to convey philosophy of education and philosophy of life as well. The novelty of this study is to recognize the importance of the approach of holistic education in modern education system and curriculum. And then the readers will be able to distinguish how much multidisciplinary educational approach is significant for survival which is the ultimate aim of all education. Keywords: holistic approach, multidisciplinary education, all round development, heritage
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