This paper introduces the Special Issue of four empirical studies on the provision of family support to older people that have been written members of the Family Support for Older People : Determinants and Consequences (FAMSUP) network. They have in common the use of individual-level data and recognition of the importance of demographic forces, cultural variations and public policy in shaping patterns of elder care. The four papers are also explicitly comparative, and emphasise both between-and within-country differences. The European countries examined by the FAMSUP researchers exhibit several broadly similar demographic trends, but these are superimposed on very different policy regimes. The ' macro ' focus of much comparative policy-oriented research facilitates the identification and description of population ageing, while illuminating the policy issues raised by demographic change. A macro-focus is also characteristic of much comparative welfare-state analysis. The 'micro' orientation of the research presented in this collection typically treats the policy environment as an implicit or residual category. We argue that progress in understanding comparative patterns of elder care, and in developing policy responses to demographic change, will be facilitated through blending the macro and micro perspectives, in which variations in the policy environment are explicitly linked to individual-and family-level behaviour.KEY WORDS -elder care policy, cross-national, family support, older people.
While tax and expenditure limitations (TELs) are intended to restrain government taxing and spending, empirical research has arrived at different, sometimes contradictory, conclusions on their impact. In this article, we use meta-regression analysis (MRA) to sort out these differences and to draw conclusions regarding the effect of TELs on one of the largest areas of state and local spending, education. We find evidence that TELs are associated with increases in state funding for education, relative to local or combined state and local funding. The results also suggest that some methodological factors may affect study results and that study publication is associated with findings of negative TEL effects on education resources.
Using an 11-year panel data set containing information on revenues, expenditures, and demographics for every school district in the United States, we examine the effects of state-adopted school accountability systems on the adequacy and equity of school resources. We find little relationship between state implementation of accountability systems and changes in school finance equity, though we do find evidence that states in which courts overturned the school finance system during the decade exhibited significant equity improvements. Additionally, while implementation of accountability per se does not appear linked to changes in resource adequacy, states that implemented strong accountability systems did experience improvements.
This study represents a first report of a regional cross-country analysis of patterns in equity and growth in tertiary education in Sub-Saharan Africa. In it, we analyse country-level surveys and regional statistics to see how expansion affected equity, how equity is explained by household characteristics and other factors, and what the intrinsic characteristics of the tertiary education system are that influence equity. Data show that in many instances, Sub-Saharan African countries fall behind other regions in terms of equity; and whereas some policies, such as diversification and more equitable pre-tertiary education can help, more efforts and more effective policies need to be introduced to make the system more equitable. The report argues that growth itself will not necessarily lead to improved equity and more equitable access to tertiary education can help the sector in achieving its higher-level objectives, including its contribution to competitiveness and prosperity.Cette étude constitue le premier rapport d'une analyse de l'équité et de la croissance de l'enseignement supérieur en Afrique sub-saharienne. Nous analysons des enquêtes nationales et des statistiques régionales pour montrer la manière dont la croissance affecte l'équité, comment l'équité peut être expliquée par les caractéristiques des ménages ainsi que par d'autres facteurs et quels facteurs propres au système d'enseignement
This work is a product of the staff of the World Bank with external contributions. The findings, interpretations, and conclusions expressed in this volume do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent.The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.
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