Education policy, growth and welfare

Benos, Nikos

doi:10.1080/09645290802500263

Cited by 12 publications

(5 citation statements)

References 31 publications

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“…Universities should teach students not only the professional knowledge and skills, but also the principles of social equity and humanism, engaging them in social and volunteer activities to benefit all sectors of society. Benos (2010) confirmed that human capital accumulation has been identified as a fundamental source of long-run growth and income inequality in modern economies. In some countries there is a significant public intervention in education, while in others there is extensive private financing of the education sector (e.g.…”

Section: Introductionmentioning

confidence: 67%

“…For another thing, higher education programs allow a person to get professional competencies needed to effectively build a future career. According to the editorial board of the magazine "Academy of Management Learning & Education" (Benos, 2010), http://dx.doi.org/10.15405/epsbs.2017.01.94 eISSN: 2357-1330 responsibility of the Conference Organization Committee education needs to the transition to a new paradigm based on human well-being. It is noted that higher education gives an individual a healthy understanding of humanistic culture.…”

Section: Introductionmentioning

confidence: 99%

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Market Research of Education’s Quality in the University as indicator of Human Well-being

Kapustina¹,

Jadko²,

Izakova³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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The article deals with social problems of higher education sector's significance as a factor for long-term economic development and human well-being from the position of its ability to compete in the labor market after graduating from university. With the increasing availability of higher education in the Russian Federation due to the emergence of paid training, quality of education had deteriorated and resulted in necessity to toughen requirements to universities and introduce criteria for effectiveness of their activities. Under these circumstances it became urgent to conduct selfstudy of universities for compliance with new criteria. The paper presents results of marketing research of education's quality in the Ural state economic university using SERVQUAL method and graphical method of analysis "importance-execution". According to the survey, it was revealed that all indicators of students' expectations have not been met fully. Most successfully the university fulfills a social role in the development of personality, volunteerism and patriotic education. The study revealed that professional development: competences of teachers, employment for graduates and cooperation with employers became a priority for the university.

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Section: Introductionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Market Research of Education’s Quality in the University as indicator of Human Well-being

Kapustina¹,

Jadko²,

Izakova³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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“…This indicator reflects the quality of the learning environment and the incentives for students to attend courses, pay attention, acquire knowledge, and improve their skills. This ratio varied slightly over the last decade and improved slightly, settling at under 19 students per teacher in 2007. Still, in 2005, Tunisia had a much higher student to teacher ratio (19.4:1) compared to those for the LMI countries (17.5:1), the OECD average (14:1), and the world (15:1).…”

Section: Internal Efficiencymentioning

confidence: 79%

Scope, relevance and challenges of financing higher education: The case of Tunisia

Abdessalem

2011

Prospects

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Like other developing countries, Tunisia has allocated increasing levels of resources to education, particularly higher education, over the past few decades, mainly through public funding. From 2005 to 2008, public expenditure on education amounted to around 7.4% of GDP, with 2% allocated to higher education. Recently, however, budgetary constraints have increased, student enrollment is increasing rapidly, and the country needs to improve its higher education so that graduates are more employable. In this context, to enhance access and equity, public policy is required to define orientations and programmes to improve quality and efficiency while reducing costs. This article first assesses public expenditure on higher education in Tunisia, with respect to its adequacy, efficiency, and equity, and then explores the challenges posed to financing by demographic changes, the need for higher quality of education, and private provision. It also examines some strategies for reinforcing financing, and analyzes measures to increase private funding.

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“…It turned out that the developed economies or the economies of the developing countries have more efficient systems of education, science and research. The same holds for the economic welfare, which is inconceivable without continuous accumulation of knowledge arising from the education and scientific system (Benos, 2010).…”

Section: Economic Implications Of Education In Southeast Europementioning

confidence: 93%

Economic Implications of Education in Southeast Europe

Popović

Erić

Bjelić³

2020

IJCRSEE

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This research covers an evaluation of the impact of education system, educational, scientific and other institutions on the economic growth in nine countries of Southeast Europe (SEE). The main hypothesis is the following: GDP pc growth is significant and positively correlates with the indicators of the state of education system. In addition to educational institutions, there are other social and economic indicators on which education and science depend, namely the budget and fiscal system, corruption and protection of intellectual property rights, which also have positive and significant impact on GDP pc. The stated fields are interactive. Besides GDP pc, the analysis includes another 11 variables. Factor analysis for the variables grouped into two factors shows high significance. The F-test result shows significance of the regression model. ANOVA test, too, confirms the aforementioned significance. Both variables (the first and second factor) have positive direction with GDP pc. The results show significance of the institutional-educational variable, while the impact of educational population in the model is not sufficiently significant. Econometric analysis has mainly confirmed the initial hypotheses.

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Education policy, growth and welfare

Cited by 12 publications

References 31 publications

Market Research of Education’s Quality in the University as indicator of Human Well-being

Market Research of Education’s Quality in the University as indicator of Human Well-being

Scope, relevance and challenges of financing higher education: The case of Tunisia

Economic Implications of Education in Southeast Europe

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