ERN: Government Expenditures & Education (Topic)最新文献

{"title":"A Hybrid Approach to Estimating the Efficiency of Public Spending on Education in Emerging and Developing Economies","authors":"F. Grigoli","doi":"10.11114/AEF.V2I1.609","DOIUrl":"https://doi.org/10.11114/AEF.V2I1.609","url":null,"abstract":"The measurement of the efficiency of public education expenditure using parametric and non-parametric methods has proven challenging. This paper seeks to overcome the difficulties of earlier studies by using a hybrid approach to measure the efficiency of secondary education spending in emerging and developing economies. The approach accounts for the impact of the level of development on education outcomes by constructing different efficiency frontiers for lower- and higher-income economies. We find evidence of large potential gains in enrollment rates by improving efficiency. These are largest in lower-income economies, especially in Africa. Reallocating expenditure to reduce student-to-teacher ratios and improving the quality of institutions could help improve the efficiency of education spending. Easing the access to education facilities and reducing income inequality could also help improve efficiency.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122267158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public Education, Technological Change and Economic","authors":"K. Prettner","doi":"10.2139/ssrn.2200398","DOIUrl":"https://doi.org/10.2139/ssrn.2200398","url":null,"abstract":"We introduce publicly funded education in R&D-based economic growth theory. The framework allows us to i) incorporate a realistic process of human capital accumulation for industrialized countries, ii) reconcile R&D-based growth theory with the empirical evidence on the relationship between economic prosperity and population growth, iii) revise the policy invariance result of semi-endogenous growth frameworks, and iv) show that the transitional effects of an education reform tend to be qualitatively different from its long-run impact.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121651041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study on the Dropout Problem of Primary Education in Uttar Dinajpur District, West Bengal","authors":"C. Roy","doi":"10.2139/ssrn.2601969","DOIUrl":"https://doi.org/10.2139/ssrn.2601969","url":null,"abstract":"The Right to Education Act came into effect on 1st April 2010 which ensures free and compulsory education to every child between the ages 6-14 years. “Free education” means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges. On the other hand, “Compulsory education” casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age groups. India is currently having 8.1 million eligible students who are either dropouts or have never gone to school. Therefore, bringing them back to school can be considered as one of the major challenges in implementing Right to Education (RTE).The target of RTE actually follows from a global set target, namely Millennium Development Goals, which states that every child must achieve primary education by 2015. The 1990 world conference on “Education for All” was held in Thailand, where few global goals were set, including achievement of universal primary education by 2000. Again in 2000, the World Education Forum in Senegal reaffirmed and extended the Thailand commitment. Universal Primary educations along with gender parity were reaffirmed again in the Millennium Summit at New York. However the world cannot reach its goal unless all the nations proceed forward. This clarifies the prioritization and relevance of the Right to Education Act in India.According to India’s “Education for All Middle Decade Assessment”, primary school enrolment has increased by 13.7% in between 2001-2005, which reaches close to universal enrolment in Grade I. Despite this success, 1 out of 4 children left school before reaching Grade V and almost half before reaching Grade VIII in 2005. Thus Drop-Out seems to be the major hurdles in the pace of achieving RTE.Jayachandran (2007) has shown that there is a common tendency to show inflated enrolment rates through official statistics mainly to project a successful trend, but that ultimately leads to magnifying dropout rates. Therefore we can say that the Official Statistics of Ministry of Human Development & Resources (1997-98) always project an exaggerated number. On the other hand NSS Data depends upon household sample survey, which believes to reflect the true trend. But calculation of dropout rate through 52-Round NSS data projects a much lower trend for dropout. Surprisingly in both the cases, West Bengal captures the second highest position in the dropout statistics. According to official statistics (MHRD, 97-98) the dropout rate in West Bengal is as high as 35.8% while calculation from NSS 52 Round data shows it is 11.5%.Uttar Dinajpur is the lowest ranking district in the state in achieving literacy rate and highest ranking state in dropout. The greatest challenge in achieving RTE in the district is to reduce its 34.75% dropout r","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133340452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Benchmarking of Governmental Support Measures for University-Industry Cooperation","authors":"Kärt Rõigas, Marge Seppo, U. Varblane","doi":"10.15157/TPEP.V20I2.842","DOIUrl":"https://doi.org/10.15157/TPEP.V20I2.842","url":null,"abstract":"This paper aims to benchmark Estonian governmental support measures targeted toward enhancing university-industry collaboration to European best practice and make suggestions for the development of these measures. The intensity and scope of university-industry cooperation support measures varies heavily in Europe. The survey of European University-Business Cooperation, Pro Inno Europe and Erawatch database of policy measures, and Community Innovation Survey reveal that Finnish, German and Austrian support systems are best balanced and provide good university-industry cooperation intensity. The cooperation measures in Estonia are weak and improvement should be made by increasing the Estonian governmental funding, mandatory cooperation in support measures, networking and applied research in universities, on-going application possibilities, reducing the bureaucracy, and improving the timing of measures.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"827 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133848692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Providing Breakfast on Student Performance: Evidence from an In-Class Breakfast Program","authors":"Scott A. Imberman, Adriana Kugler","doi":"10.3386/W17720","DOIUrl":"https://doi.org/10.3386/W17720","url":null,"abstract":"In response to low take-up, many public schools have experimented with moving breakfast from the cafeteria to the classroom. We examine whether such a program increases performance as measured by standardized test scores, grades and attendance rates. We exploit quasi-random timing of program implementation that allows for a difference-in-differences identification strategy. Our main identification assumption is that schools where the program was introduced earlier would have evolved similarly to those where the program was introduced later. We find that in-class breakfast increases both math and reading achievement by about one-tenth of a standard deviation relative to providing breakfast in the cafeteria. Moreover, we find that these effects are most pronounced for low performing, free-lunch eligible, Hispanic, and low BMI students. We also find some improvements in attendance for high achieving students but no impact on grades.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116652629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Schooling Supply and the Structure of Production: Evidence from Us States 1950-1990","authors":"A. Ciccone, Giovanni Peri","doi":"10.2139/ssrn.2337544","DOIUrl":"https://doi.org/10.2139/ssrn.2337544","url":null,"abstract":"We find that over the period 1950-1990, US states absorbed increases in the supply of schooling due to tighter compulsory schooling and child labor laws mostly through within-industry increases in the schooling intensity of production. Shifts in the industry composition towards more schooling-intensive industries played a less important role. To try and understand this finding theoretically, we consider a free trade model with two goods/industries, two skill types, and many regions that produce a fixed range of differentiated varieties of the same goods. We find that a calibrated version of the model can account for shifts in schooling supply being mostly absorbed through within-industry increases in the schooling intensity of production even if the elasticity of substitution between varieties is substantially higher than estimates in the literature.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133517847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficiency and Heterogeneity of Public Spending in Education Among Italian Regions","authors":"T. Agasisti, P. Sibiano","doi":"10.2139/ssrn.1890497","DOIUrl":"https://doi.org/10.2139/ssrn.1890497","url":null,"abstract":"The Italian educational system is strictly regulated by the Ministry of Education. However, there are strong differences in educational inputs and outputs among Regions, as can be noticed by analyzing the allocation of public budgets to the Regions and their students' (average) performance in national and international test scores. A general institutional change is ongoing in Italy, that is, the decentralization of competencies from the State to the Regions (federalism). Some insights are necessary about the efficiency of public spending on education in a comparative perspective across Regions. To estimate efficiency scores, a non-parametric technique called DEA (Data Envelopment Analysis) was used. The unit of analysis are the 18 Italian Regions, with the focus on the lower- secondary education. Then a second-stage Tobit regression was used to detect the factors affecting efficiency. The results corroborate the difference between the North and South of Italy (the Regions in the North outperform their counterparts in the South). When looking at the Regional socio-economic context, GDP per capita appears as the key determinant of efficiency.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130476798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing German and Italian Universities: Convergence or Divergence in the Higher Education Landscape?","authors":"T. Agasisti, Carsten Pohl","doi":"10.2139/ssrn.1890568","DOIUrl":"https://doi.org/10.2139/ssrn.1890568","url":null,"abstract":"In this paper we examine and compare the efficiency of Italian and German public universities and its evolution in the period 2001-2007. This topic is particularly important because of two main reasons: (i) as the universities are funded through public money in both countries, it is necessary to assess whether it has been used efficiently – especially in a period of pressures on public budgets; (ii) the comparison among (similar) European countries can stimulate a benchmarking exercise that can be useful for managerial and policy making purposes. Using data envelopment analysis (DEA) we first derive efficiency scores for higher education institutions in both countries. In a second step, we apply a Tobit regression in order to detect external factors associated with the efficiency of universities. Overall, the results show that German universities are more efficient than their Italian counterparts. However the latter are catching-up: in the period 2001-2007 their efficiency improved more rapidly. Among the external factors, three are statistically related to efficiency: the presence of a medical faculty, the regional unemployment rate, and the regional share of workers employed in science and technology.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131911064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What do Early Childhood Education Teachers Need the Most?","authors":"P. Kiriakidis","doi":"10.2139/ssrn.1772143","DOIUrl":"https://doi.org/10.2139/ssrn.1772143","url":null,"abstract":"The research problem was that students, at the data site, were not meeting the required academic standards of proficiency as measured by state testing. The local school district, which is located in the northeastern United States of America, supported Early Childhood Education Teachers (ECE) through a mentoring program to address this academic problem. The purpose of this research was to assist stakeholders, at the data site, with research-based findings that resulted from the evaluation of the mentoring program. A sample of 66 ECEs was purposefully selected and interviewed. The findings revealed that ECE teachers need more mentoring. Institutes of higher education, professional development providers, administrators’ associations, and school districts and leaders may benefit from having an awareness of why mentoring helps ECE teachers. Effectiveness of teachers can be increased through professional development opportunities that are ongoing and both systemic and systematic.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132516925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fiscal Effects of Local Option Sales Tax on School Facilities Funding: Evidence from North Carolina","authors":"Wen Wang, Z. Zhao","doi":"10.2139/ssrn.1669931","DOIUrl":"https://doi.org/10.2139/ssrn.1669931","url":null,"abstract":"Since the 1970s, the North Carolina Legislature has authorized its counties to levy four local option sales taxes (LOST). Proceeds from two of them are partially restricted for school capital needs; two other LOST are used to augment counties’ general revenues that may also affect school capital funding. Experiences from other states have raised concerns that the adoption of LOST may increase inequality in school finance, but the empirical results have been mixed. Using a data set of one hundred North Carolina county school districts from 2004 to 2006, this study examines how public school facilities are funded, and investigates whether the adoption of LOST aggravates or alleviates inequality in public school capital revenues in the state.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117307263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}