Impact of global government investment on education and research development: A comparative analysis and demystifying the science, technology, innovation, and education conundrum

Q1 Social Sciences
Kingsley Okoye , Julius T. Nganji , Jose Escamilla , Jin Michael Fung , Samira Hosseini
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引用次数: 2

Abstract

To secure an inclusive and development-oriented society where nations can create, access, and utilize a scalable and sustainable infrastructure and resources, an equitable and effective investment in education and human capital development, including science, technology, and innovation (STI) has proven to be inevitable. There have been speculations on how disproportionate the global government investments and expenditures may be in achieving those goals across the regions. This study conducts a comparative analysis of data about global government investment in relation to education, STI and researchers/human capital development. We applied a multivariate analysis of variance (MANOVA) and multiple comparisons (Post Hoc Tukey) tests to determine the association between the different types of regions and the level of Educational and STI investment as per percentage of gross domestic product (GDP) and full-time equivalent (FTE) of researchers between 2015 and 2020, respectively. Three categories of data from The UNESCO's Institute for Statistics (UIS) on sustainable development goals (SDGs) were used for the investigations. The analyzed dataset consisted of information about Education as per GDP (n = 190), STI as per GDP (n = 155), and STI as per Researcher FTE (n = 155). The results show that there were differences in the global government investments in the above constructs between the low- and middle-income vs high-income regions. In turn, the study empirically discussed and shed light on the leading factors by considering their implications, and how those can be used to support decision-making and infrastructural investment policies by the various governments, policymakers, financial investors, and educators towards a global/sustainable practice.

全球政府投资对教育和研究发展的影响:科学、技术、创新和教育难题的比较分析与揭秘
事实证明,为了确保各国能够创建、获取和利用可扩展和可持续的基础设施和资源的包容性和发展导向型社会,在教育和人力资本开发(包括科学、技术和创新)方面进行公平和有效的投资是不可避免的。有人猜测,在实现这些目标方面,全球政府的投资和支出可能是多么不成比例。本研究对全球政府在教育、科技创新和研究人员/人力资本开发方面的投资数据进行了比较分析。我们应用多元方差分析(MANOVA)和多重比较(Post Hoc Tukey)检验来确定2015年至2020年间不同类型地区与教育和科技投资水平(占国内生产总值(GDP)和研究人员全职当量(FTE)的百分比)之间的关系。联合国教科文组织统计研究所(UIS)关于可持续发展目标(SDGs)的三类数据被用于调查。所分析的数据集包括教育占GDP的比例(n = 190)、科技与创新占GDP的比例(n = 155)和科技与创新占研究者FTE的比例(n = 155)。结果表明,中低收入地区与高收入地区在上述结构上的全球政府投资存在差异。反过来,该研究通过考虑其影响,以及如何利用这些因素来支持各国政府、政策制定者、金融投资者和教育工作者的决策和基础设施投资政策,从而实现全球/可持续实践,从而对主要因素进行了实证讨论和阐明。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Global Transitions
Global Transitions Social Sciences-Development
CiteScore
18.90
自引率
0.00%
发文量
1
审稿时长
20 weeks
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