Готові списки джерел за темами / Welfare to education

Добірка наукової літератури з теми "Welfare to education"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Welfare to education"

1

Jin, Hyekyung. "Exploring Education Welfare in the England: Focusing on Education Welfare Services and Education Action Zones." Journal of School Social Work 44 (December 30, 2018): 243–67. http://dx.doi.org/10.20993/jssw.44.10.

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Garibović, Emina. "Children, social welfare, education." Psihijatrija danas 50, no. 1 (2018): 73–83. http://dx.doi.org/10.5937/psihdan1801073g.

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CISMAS, Laura Mariana, and Ana Maria BANU. "Education, Economic Welfare Generator." Logos Universality Mentality Education Novelty: Social Sciences V, no. 1 (June 30, 2016): 31–38. http://dx.doi.org/10.18662/lumenss.2016.0501.03.

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Fafchamps, Marcel, and Forhad Shilpi. "Education and Household Welfare." Economic Development and Cultural Change 63, no. 1 (October 2014): 73–115. http://dx.doi.org/10.1086/677805.

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Michael B. Katz. "Public Education as Welfare." Dissent 57, no. 3 (2010): 52–56. http://dx.doi.org/10.1353/dss.0.0155.

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shin hee jung. "Exploring Future direction of Education Welfare through the analysis of Education Welfare policy and legislation Exploring Future direction of Education Welfare through the analysis of Education Welfare policy and legislation." Journal of Law of Education 25, no. 2 (August 2013): 81–107. http://dx.doi.org/10.17317/tjle.25.2.201308.81.

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Crook, David. "Education, Health and Social Welfare." History of Education 36, no. 6 (November 2007): 651–57. http://dx.doi.org/10.1080/00467600701619630.

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Thomas, George. "Chapter IV: Child Welfare Education:." Child & Youth Services 17, no. 1-2 (August 8, 1994): 131–61. http://dx.doi.org/10.1300/j024v17n01_04.

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Benos, Nikos. "Education policy, growth and welfare." Education Economics 18, no. 1 (December 17, 2008): 33–47. http://dx.doi.org/10.1080/09645290802500263.

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10

Haskins, Ron, and Carol Statuto Bevan. "Abstinence Education under Welfare Reform." Children and Youth Services Review 19, no. 5-6 (January 1997): 465–84. http://dx.doi.org/10.1016/s0190-7409(97)00028-5.

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Дисертації з теми "Welfare to education"

1

Jamieson, Jen. "Adolescents, education and farm animal welfare." Thesis, Royal Veterinary College (University of London), 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572485.

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Mach, Traci L. "Three essays on welfare reform." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261401988.

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Poitiers, Niclas Frederic. "Essays in Education, Fertility, and the Welfare State." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667315.

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Анотація:
In countries in the developed world, income inequality is increasing, while technological and societal changes open labour market opportunities for women. At the same time they are undergoing an important demographical transition with decreasing fertility and increasing population ageing. All these trends affect the decisions that different generations make over the life-cycle. In this thesis, I investigate the role that these trends play for education, fertility, and pensions. In the second chapter of this thesis, I investigate how income inequality is affecting education attainment. An important difference between countries with low and high levels of social mobility is the extent of upward mobility of children from low income families. This is mainly explained by the probability of high school dropout. I develop a model with three levels of education in which children facing a credit constraint choose which level of education to attain. I find in an empirical exercise that in the U. S. the opportunity cost of education is more important in explaining the high school dropout rate of men than the return on education. The model and the empirical results imply that a policy that reduces the opportunity cost of education and is paid by higher taxation on graduates, reducing the return on education, could decrease dropout rates. In the third chapter, I analyse the decline in fertility in Germany. Decomposing the decline in completed fertility in Germany of the cohorts of women born between 1930 and 1965, I observe two distinct stages: In the first stage the decline in fertility is due to a decrease in intensive fertility (number of children per women with at least one child), whereas in the second stage the decline is due to a decrease in extensive fertility (increase in childlessness). Based on an event study approach, I argue that there are high opportunity cost of having children for women in terms of working time independent of their education level. Based on these findings, I develop an overlapping generations model with childlessness and quantity/quality trade-off driven by the time cost of children. In a calibration exercise, this model is able to generate the decline in intensive fertility as well as the increase in childlessness that I observe in the data with an decrease in the gender wage gap. The forth chapter of my thesis is a joint work with Gianko Michailidis on the effect of population ageing and income inequality on public education and pensions. We developed an overlapping generations model with public and private education, a pay-as-you-go pension system, endogenous fertility, and probabilistic voting on pensions and education spending. In this model, an increase in income inequality increases public education and pensions spending per enrolled student and retiree, respectively, and decreases the participation in public education and fertility. An increase in the share of retirees in the economy decreases the per student spending on public education and pensions, while decreasing the participation in public education and the fertility rate. Empirical evidences from OECD countries confirm our theoretical predictions regarding education spending.
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Clarke, Nancy. "Assessment of attitudes towards animal welfare within veterinary education." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627985.

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Анотація:
The objectives of both human and veterinary medicine are to ensure optimal well-being of human and animal patients. However objectification processes have been identified as endemic within human medical contexts, whereby practitioners increasingly view and interact with patients as machine-like objects, lacking capacity for mental experiences. As objectification processes might also exist in veterinary medicine, potentially impacting upon quality of patient care, it is essential that tools exist to measure such processes and what additional factors may be influential. The main aim of the experimental research was to develop tools that could be predominantly used within veterinary education to assess students ' belief in animal sentience, and thus determine whether factors such as knowledge of animal welfare, gender, stage of veterinary education and empathizing and systemizing personality traits account for individual variation in such attitudes. In chapter 2 an animal welfare knowledge progress test was developed to assess veterinary students' knowledge of core areas of animal welfare, science, ethics and law. In Chapter 3 a questionnaire was used to measure belief in animal sentience, and gender as a source of variation, among first year veterinary students and over the course of the veterinary degree. In Chapter 4 a questionnaire was used to measure the possible role of empathizing and systemizing personality traits in determining both inter- and intra-gender variability in belief in animal sentience. In Chapter 5 a novel computer-based task was developed to investigate people's implicit tendencies to categorise animals as either object-like or person-like. Overall, the questionnaire-based tools were developed and used with adequate success. There was no evidence of objectification within veterinary medicine. However further research is needed using the tools, refilled where appropriate, in order to determine whether objectifications processes occur amongst wider populations of veterinary students and, if so, whether such processes impact upon animal welfare.
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Twitchell, Sarah Jo. "Welfare Reform and Higher Education: The Impact of Postsecondary Education on Self-sufficiency." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1127816883.

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Twitchell, Sarah Jo. "Welfare reform and higher education: the impact of post-secondary education on self-sufficiency /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1127816883.

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Анотація:
Thesis (Ph.D.)--University of Toledo, 2004.
Typescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Higher Educaton." Bibliography: leaves 90-98.
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7

Pearson, A. Fiona. "Making Education Work: The Effects of Welfare Reform on the Educational Goals and Experiences of TANF Participants." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-04122006-130648/.

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Анотація:
Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Wendy Simonds, committee chair; Ralph LaRossa, Charles A. Gallagher, committee members. Electronic text (289 p.) : digital, PDF file. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 246-275).
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Cameron, Helen, and n/a. "The universities and social welfare education in a post-industrial society." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060623.152738.

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Анотація:
How we think about universities, their purposes and about the place of postcompulsory education in our society is the exemplification of a number of attitudes about humanity and life in general. Perceptions about the place of tertiary or postcompulsory education in the life of the ordinary person have changed along with a broader sweep of changes in the way people view themselves in relations to the world. The meaning of education in general and in particular, that of tertiary or postcompulsory education in the life of people today occupies a very different one to that of as little as forty or thirty years ago. The recent movements in the policies and processes surrounding the structure, form and purpose of higher education in Australia signifies to some extent at least the depth of these shifts in perceptions. In the field of social welfare education changes in political and social attitudes have led to calls for increased accountability in standards of practice in both service delivery and professional education, yet this call has come at a time of change in the cultural climate where there is decreasing clarity about what is expected of social welfare as a service, and of education for professional practice in the area. This thesis contends that the practice of and education for social work and social welfare stand in an invidious position in the current society in that practitioners and teachers, agencies and universities are being called on to be more accountable both philosophically and pragmatically, but that at the same time as this call for accountability presses upon the profession, questions are also being asked about the value basis of professional practice. Criticisms are being levied at the profession some suggesting that it is ideologically bound and ineffective in dealing with social problems seen to be within its scope of contribution to society. With justification these same criticism are being aimed at social work and welfare training programs with suggestions that contend that the education of people to work in the social welfare sector is at a cross-roads. Unless a reassessment of the goals and purposes of education for this field takes place it may lose all social status and relevance, yet there are those who suggest that change is long overdue and that there has been little change in the philosophy and practice of social welfare education The thesis has a primary contention that training people to work as social workers and other professional providers of social welfare in the current society is being placed under the microscope as a consequence of a number of movements in educational and political thought that have had their culmination in the competency movement that has impacted on both tertiary education, the professions and the industries. The institutions in which this training or education takes place have been changed in form and function particularly since 1989, following the Dawkins restructuring of the tertiary education sector and the account of these changes provides a backdrop for the story about social welfare education in Australia. These changes have included the construction of a national training platform with the espoused intention of formulating a seamless web of credentialling linking schools, the workplace, industry based training, DeTAFE and universities. The introduction of Competency Based Education, where training is asked to demonstrate a higher level of accountability and transparency than has been the case in the past, and the introduction of higher, sharper demands for effectiveness and relevance have shaken the universities out of comfortable complacency. In particular the competency movement has placed demands on the professions to demonstrate that they are able to describe their skills, roles and functions in accessible and assessable terms. This demand has also been placed on the social welfare profession. The requirement for the social welfare profession to formulate competencies has thrown into sharp relief an ideologically bound framework of practice that is seen to be out of touch with the needs of the current society, and this has had direct relevance for the education programs preparing people to practice in these areas. Chapter One focuses on views of knowledge and education and goes on to critique the changes in higher education that have occurred over the last half-century in Australia in general and in South Australia in particular, specifically in reference to the programs for educating social welfare workers. This chapter is largely historical, but this history is told with more of an appreciation of the spectacle of history's passing or recycling parade rather than of social progress. Chapter Two addresses the impact and significance of the structural and policy changes within the higher education sector with a particular focus on the competency movement as a demonstration of one of the currently perceived purposes of education. Chapter Three explores responses to the competency movement as further indicators of the views about the purposes of higher education in general and their relevance to those teaching with the social work and social welfare programs. Chapter Four locates voices in the discourse about the social welfare field, the type of work involved in the area, the sort of training needed, and the dilemmas inherent in the profession in the current society. This chapter highlights the need for a consensus position to support the formulation of standards for practice as implied in the design of competencies, and the ramifications of the lack of such consensus. Chapter Five displays the state of disarray in the profession through the analysis of the draft competencies produced so far, where lack of vision and consensus are seen, in the final reckoning, as the stumbling blocks to future clarity of purpose. Of any profession, social welfare work is one of the most difficult to put into competency based form due to both the nature of the work and the lack of a consensus view of its primary goals and purposes, yet it is essential that this can be achieved given the impactful and intrusive nature of the work, and the push for accountability implicit in the competency movement. The thesis concludes with a statement of hope that clearer standards for practice can be formulated and that social welfare education and practice can re-configure to contribute relevantly to the current society.
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9

Margolis, Stacy. "Can Education Reduce Welfare Rolls?: A Study of California's GAIN Program." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36575.

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Анотація:
Welfare programs often attempt to reduce their welfare rolls by pushing recipients into immediate employment, while others provide education and training to people before expecting them to re-enter the job market. In some states, such as California, counties are allowed flexibility in the implementation of welfare programs. This allows the counties to choose to focus on immediate job placement, educating recipients, or a combination of the two. This study examines three different implementation strategies of California's Greater Avenues for Independence Program (GAIN) in order to determine if the county which focused heavily on educating GAIN participants was most successful in reducing its welfare roll.
Master of Arts
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10

Holmes, Kim. "A study of the education welfare officer working to improve school attendance." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13496/.

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Анотація:
Truancy is currently (DfElS, 2001) right at the top of the government's list of educational issues to be addressed. On any one day, 400,000 pupils who should be in school are absent. That is 5% of the school population. The education welfare officer (EWO) has a very specific role in supporting a school to maintain high levels of attendance but these figures indicate there is clearly a need to examine ways in which different Education Welfare Services (EWSs) and their officers tackle school non-attendance. The research documented in this study set out to examine the working practice of EWOs engaged to improve school attendance. The methodology employed to do trIis comprised of a postal questionnaire, 16 in-depth interviews over a six-month period and a two-year action research investigation in one 'failing' secondary school. The lead methodological approach has been the interview technique that has enabled the researcher to pursue the collection of data as part of a social process. The research strategy involved a survey of 90 EWOs and from this sample 16 volunteers were sought to take part in the next phase of the research. The research findings strongly suggest the status and position of the EWS within education hierarchy is not at all clear. Issues regarding practitioner's title, training, supervision, skills required, qualifications and interventions have all been discussed leading to a conclusion that the EWS needs to be professionalised, the role of the EWO needs to be specialised and basic administrative tasks need to be undertaken by an administrator. The findings from this study are entirely in keeping with evidence from other research in that there are no national guidelines; staff tend to disagree with the fundamentals of their job; some staff do not work in partnership with schools; others try to change what happens in a school without the position and authority to succeed. However, this investigation has taken matters a stage further by extending this knowledge through interviews with EWOs and managers to develop a model of effective practice that has been tried and tested.
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Книги з теми "Welfare to education"

1

Queen's University of Belfast. Students' Union. Education and welfare manual. Belfast: Students' Union, 1993.

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Eadie, Edward N. Education for Animal Welfare. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-16814-7.

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3

Benos, Nikos. Education policy, growth and welfare. Athens, Greece: Centre of Planning and Economic Research, 2007.

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4

Ann, Griffith, and Reed Kate, eds. The family: History, education, welfare benefits. London: Community Service Volunteers, 1987.

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5

Biswal, Durgesh N. 1965- joint author., ed. Elementary education in tribal India: Education vs. welfare department schools. New Delhi: Mittal Publications, 2009.

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6

Mohanty, R. P. Elementary education in tribal India: Education vs. welfare department schools. New Delhi: Mittal Publications, 2009.

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7

Mohanty, R. P. Elementary education in tribal India: Education vs. welfare department schools. New Delhi: Mittal Publications, 2009.

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8

Mohanty, R. P. Elementary education in tribal India: Education vs. welfare department schools. New Delhi: Mittal Publications, 2009.

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9

Kronlid, Karin. Household welfare and education in urban Ethiopia. Helsinki: United Nations University, World Institute for Development Economics Research, 2001.

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10

D, Mulvey Janet, ed. Intersections of children's health, education, and welfare. New York: Palgrave Macmillan, 2012.

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Частини книг з теми "Welfare to education"

1

Fraser, Derek. "Education and welfare." In The Evolution of the British Welfare State, 96–119. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-03734-3_5.

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Fraser, Derek. "Education and welfare." In The Evolution of the British Welfare State, 89–112. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60589-4_5.

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Ramesh, M., and Mukul G. Asher. "Education." In Welfare Capitalism in Southeast Asia, 119–43. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230512818_5.

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Mok, Ka-ho. "Education." In Welfare Capitalism in East Asia, 37–69. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230597563_3.

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David, Miriam E. "Education." In The New Politics of Welfare, 154–77. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20384-0_7.

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Lovett, Lisetta, and Alannah Tomkins. "Child welfare." In Medical History Education for Health Practitioners, 101–5. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781908911025-34.

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Robson, William A. "Education." In The Relation of Wealth to Welfare, 128–53. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003254560-6.

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Lowe, Rodney. "Education." In The Welfare State in Britain since 1945, 193–234. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22549-1_8.

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Lowe, Rodney. "Education." In The Welfare State in Britain since 1945, 198–237. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27012-5_8.

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Lowe, Rodney. "Education." In The Welfare State in Britain since 1945, 204–45. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-06368-7_8.

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Тези доповідей конференцій з теми "Welfare to education"

1

Kim, Yun-Jeong, and Hyeo-Kyung Choi. "The Effect of Humanities Education Program on Self- esteem Life Satisfaction of Korea’s Elderly." In Welfare 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.119.02.

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2

Ohashi, Yutaro, Hidemi Yamachi, Fumihiro Kumeno, Yasuhiro Tsujimura, Mari Oyama, Hiroshi Matsuda, and Yuko Noguchi. "Welfare Design Education By Solving Regional Challenges Through Welfare Engineering." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368428.

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3

Bednarikova, Marie. "SOCIAL WELFARE ASPECTS OF A COMPANY." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.108.

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Muhasim, Ahmad, M. Muhaimim, and Tuti Harwati. "Anatomy of Zakat Regulation for Community Welfare." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.153.

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Ferrante, Linda, Simona Normando, Daniela Florio, and Barbara De Mori. "Animal welfare and Ethics course for post-graduate at Veterinary School: how to improve assessment methodologies with a bottom up approach." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5535.

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Animal Welfare, with its strong ethical component, is increasingly central to public debate and in all sectors dealing with animals has become a key expertise to acquire. This paper presents a post-graduate level course on animal welfare and ethics assessment delivered by the Veterinary School of Padua University, Italy. The course was delivered at Garda Zoological Park, Italy, allowing students to do an experience with wildlife in a peculiar management system. Teachers used an inquiry-based approach to lead students ‘construct’ their experience in welfare assessment. At the end of the course students, divided into groups, had to develop a protocol for the assessment of the animal welfare of a species in the zoo. The analysis of these final works and a pre-test and post-test questionnaires were used to assess the effectiveness of the course. Results highlighted a growing awareness of the complexity of assessment methodologies and more attention on animal based indicators. Students found difficulties using a bottom-up approach but were satisfied at the end of the course. Improvements can be done to promote reflections on reasons to assess animal welfare and its ethical component, on the utility of such assessment and on a balanced use of tools and methodologies.
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El Hachani, Mabrouka, and Christine Develotte. "INTERGENERATIONAL DIGITAL ACTIVITY: A GOOD MIXTURE OF EDUCATION AND WELFARE." In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.009.

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Andersson, Gunnar, Beate Brevik Sæthern, Anne Margrethe Glømmen, Trond Age Langvik, Per Sandhaug, Olle Hallgren, and Kristin Kjellsdatter Westbye. "RESEARCHING PSYCHOLOGICAL SAFETY AMONG WELFARE AND INNOVATION STUDENTS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0316.

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Hernawan, Mr, Rudi Salam, Mr Haerul, and Mr Suprianto. "Regional Council Role in the Welfare Society Program." In 2nd International Conference on Education, Science, and Technology (ICEST 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icest-17.2017.11.

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de la Vega Meneses, Jose Gerardo, and Maria Josefina Rivero Villar. "MESSAGES FOR MANKIND FROM THE VATICAN: GUIDELINES FOR COMMON WELFARE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0628.

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Mao, Mao. "Humanistic Care in the Design of Social Welfare Institutes." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.25.

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Звіти організацій з теми "Welfare to education"

1

Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

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2

Riise, Julie, Rita Ginja, and Signe A. Abrahamsen. School health programs: education, health, and welfare dependency of young adults. The IFS, July 2021. http://dx.doi.org/10.1920/wp.ifs.2021.2021.

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3

Craig, Steven, and Robert Inman. Education, Welfare, and the "New" Federalism: State Budgeting in a Federalist Public Economy. Cambridge, MA: National Bureau of Economic Research, February 1985. http://dx.doi.org/10.3386/w1562.

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4

Belfield, Chris, Luke Sibieta, and David Goll. Socio-economic differences in total education spending in England: middle-class welfare no more. Institute for Fiscal Studies, October 2018. http://dx.doi.org/10.1920/bn.ifs.2019.bn0242.

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5

Chakravorty, Ujjayant, and Martino Pelli. Electrification and development: Empirical evidence on the effect of electricity provision on household welfare. CIRANO, 2022. http://dx.doi.org/10.54932/soan1297.

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Анотація:
The effect of electrification on economic outcomes is a major new area of study in environment and development economics. Almost a billion people in the world do not have access to grid electricity. Providing them a grid connection will be costly and polluting as well, even if powered by cleaner fossil fuels such as natural gas, instead of coal. However, the economic benefits of electricity are not well understood. Some studies find large effects on economic development in the long run, while others find small or negligible impacts on households in the short run. These benefits may also depend on household characteristics such as credit constraints that prevent them from consuming power or investing in complimentary assets. This paper highlights the state of current knowledge on the costs and benefits of electrification by reviewing the recent empirical literature. We discuss the identification strategies employed and evaluate the effect of electrification on a variety of household-level outcomes such as income, employment and education.
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6

Roantree, Barra, Karina Doorley, Theano Kakoulidou, and Seamus O'Malley. Budget 2022. ESRI, December 2021. http://dx.doi.org/10.26504/qec2021win_sa_roantree.

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This Article outlines and assesses changes to the tax and welfare system announced as part of Budget 2022. It first looks at the main taxation measures announced before turning to employment, education and social welfare supports. It then considers the effect of the package of measures as a whole on the incomes of households using representative survey data from the Survey of Incomes and Living Conditions run on SWITCH – the ESRI’s tax and benefit microsimulation model – and ITSim – an indirect tax microsimulation model developed jointly by the ESRI and the Department of Finance. The Article concludes with some brief reflections on inflation forecasts and the policy-making process.
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7

Putriastuti, Massita Ayu Cindy, Vivi Fitriyanti, Vivid Amalia Khusna, and Inka B. Yusgiantoro. Crowdfunding Potential: Willingness to Invest and Donate for Green Project in Indonesia. Purnomo Yusgiantoro Center, August 2022. http://dx.doi.org/10.33116/pycrr-1.

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Highlights • Individual investors prefer to have an investment with high ROI rather than a low-profit investment with environmental and social benefits. • Males invest and donate more money than females in terms of quantity and frequency. • People with a level of education above an associate degree (D3) have a significantly higher level of willingness to invest and donate to green project, compared to people with a lower level of education. • In general, people with a higher income level have a higher willingness to invest. However, there is no proof on the relationship between level of income and willingness to donate. • The age increases have a positive correlation with the willingness to invest in green project. Nevertheless, people >44 years old are more interested in donating than investing. • The younger generation (<44 years) tends to pick higher returns and short payback periods compared to the older generations (>44 years). • The respondents tend to invest and donate to the project located in the frontier, outermost, and least developed region (3T) even though the majority of the respondents are from Java, Madura, and Bali. • A social project such as health and education are preferable projects chosen by the respondents to invest and donate to, followed by the conservation, climate crisis, region’s welfare, and clean energy access. • Clean energy has not been seen as one of the preferred targets for green project investors and donors due to the poor knowledge of its direct impact on the environment and people’s welfare. • The average willingness to invest and donate is IDR 10,527,004 and IDR 2,893,079/person/annum with desired return on investment (ROI) and payback period (PP) of 5–8% 24 months, respectively. • Respondents prefer to donate more money to reward donations than donations without reward. • There is an enormous potential of crowdfunding as green project alternative financing, including renewable energy. The total investment could reach up to IDR 192 trillion (USD 13.4 billion)/annum and up to IDR 46 trillion (USD 3.2 billion)/annum for donation. • The main bottlenecks are poor financial literacy and the lack of platforms to facilitate public participation. • COVID-19 has decreased willingness to pay and invest due to income reduction and the uncertain economic recovery situation. However, it makes people pay more attention to the sustainability factor (shifting paradigm in investment).
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8

Cedergren, Elin, Diana Huynh, Michael Kull, John Moodie, Hjördís Rut Sigurjónsdóttir, and Mari Wøien Meijer. Public service delivery in the Nordic Region: An exercise in collaborative governance. Nordregio, February 2021. http://dx.doi.org/10.6027/r2021:4.1403-2503.

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Анотація:
Nordic welfare states are world renowned for providing high quality public services. Nordic municipal and regional authorities, in particular, play a central role in the delivery of key public services in areas, such as, health, education, and social care. However, in recent years, public authorities have faced several challenges which have reduced capacity and resources, including long periods of austerity following the 2008 financial crash, rapid demographic changes caused by an ageing population, and the COVID-19 health crisis. In response to these challenges many public authorities have looked to inter-regional, inter-municipal and cross-border collaborations to improve the quality and effectiveness of public service delivery (OECD 2017; ESPON 2019). Indeed, collaborative public service delivery is becoming increasingly prominent in the Nordic Region due to a highly decentralized systems of governance (Nordregio 20015; Eythorsson 2018).
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9

Dave, Dhaval, Nancy Reichman, and Hope Corman. Effects of Welfare Reform on Educational Acquisition of Young Adult Women. Cambridge, MA: National Bureau of Economic Research, November 2008. http://dx.doi.org/10.3386/w14466.

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10

Clavet, Nicholas-James, Mayssun El-Attar, and Raquel Fonseca. Replacement rates of public pensions in canada: heterogeneity across socio-economic status. CIRANO, April 2022. http://dx.doi.org/10.54932/xcoz6579.

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When individuals decide to retire from the labour force, different sources of income can help to maintain consumption and welfare. One of those is public pensions. Their importance as an income source varies greatly according to socio-economic status (SES). This paper analyzes how replacement rates (RR) of public pensions (OAS and GIS) and mandatory public pension benefits (C/QPP) vary across SES by using the Longitudinal and International Study of Adults dataset (LISA). Using the longitudinal nature of this survey, we compute and compare average RRs by SES. We specifically consider the role of education and health, and we study how living arrangements can explain RRs variations. To give an idea the average RR of public pensions for individuals in bad health is 32%, while it is 21% for those who report being in good health. Including public pensions and C/QPP benefits, these numbers become 54% for those in bad health and 41% for those in good health. When estimating a multivariate regression model and controlling for past income, we find for couples, that past income does not eliminate differences in replacement ratio by individuals’ characteristics. We argue that assortative mating plays a role in explaining the variation of replacement rates across individuals’ characteristics.
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