Investment in human capital through upper-secondary and tertiary education

Blöndal, Sveinbjörn; Field, Simon; Girouard, Nathalie

doi:10.1787/eco_studies-v2002-art3-en

Cited by 76 publications

(66 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The average return (across both countries and gender) is 8.5%, which is lower than previous OECD estimates (see Blöndal, Field and Girouard, 2002) but still substantially higher than current market interest rates adjusted for inflation. The range of returns for women is somewhat wider than for men (from over 4 to over 14% vs. 5 to 12%).…”

Section: Cross-country Differences In the Internal Rates Of Return Tocontrasting

confidence: 70%

The policy determinants of investment in tertiary education

Martins

Boarini

Strauß³

et al. 2009

OECD Journal: Economic Studies

View full text Add to dashboard Cite

The purpose of this article is to discuss how policies can affect investment in tertiary education in ways that would eliminate some of the perceived shortcomings of existing systems, while preserving or (preferably) enhancing equality of access to higher education. To this end, the analysis focuses on the institutional set-up of tertiary education that provides incentives for supplying quality educational services; the private returns from higher education which act to attract prospective students; and, individual funding mechanisms to help overcome the liquidity constraints that may restrict participation in higher education. These mechanisms should also be designed so as to prevent uncertainty about future incomes from unduly deterring investment in tertiary studies by risk-averse individuals. Joaquim Oliveira Martins, Romina Boarini, Hubert Strauss and Christine de la Maisonneuve

show abstract

Section: Cross-country Differences In the Internal Rates Of Return Tocontrasting

confidence: 70%

The policy determinants of investment in tertiary education

Martins

Boarini

Strauß³

et al. 2009

OECD Journal: Economic Studies

View full text Add to dashboard Cite

show abstract

“…A similar overall finding is reported by Blöndal et al (2002), although their analysis focuses on participation rates for those aged 18-24 half a decade earlier (1994/95) and for a partially different pool of countries: Belgium, Denmark, Finland, France, Greece, Ireland, Italy, Netherlands, Portugal, Spain, Sweden and the USA. They also tried to investigate, for a separate pool of countries, if the influence of parental background has changed over time by comparing two generations of adults, twenty open question as the PISA 2003 study does not contain corresponding information, whereas PISA 2006 will.…”

supporting

confidence: 76%

An equity perspective on access to, enrolment in and finance of tertiary education

Asplund

Adbelkarim

Skalli

2008

Education Economics

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in ABSTRACT:The failure to achieve equitable access to university studies has turned the focus to the funding of European higher education systems. Since the large amounts of public subsidies injected in tertiary-level education have not succeeded in reducing disparities in access for children from different social backgrounds, this is seen as compelling evidence for there being a need to revise higher education financing not only on efficiency but also on equity grounds. Such policies are already pursued, planned or intensively discussed in most of Europe.More equitable access to and participation in university education through changes in the funding sources and mechanisms is a challenging policy with long-term implications. Hence, it should preferably be based on reliable empirical evidence. This raises the question of what the theoretical and empirical literature actually tells us about these matters. How severe is the under-representation of students from a socially disadvantaged background? Has this inequality changed over time across and within European countries? What role does funding play? Have the changes in funding systems already undertaken in several European countries improved the participation of students from low-income families? This review paper aims to answer these important questions by drawing together the available evidence, by contrasting it against pursued educational policies and by pointing to still existing knowledge gaps. TIIVISTELMÄ:Epäonnistuminen oikeudenmukaisen jakauman saavuttamisessa korkeakoulutukseen hakeutumisessa on kohdistanut huomion eurooppalaisten korkeakoulujärjes-telmien rahoitukseen. Niihin sijoitetut julkiset tuet eivät ole onnistuneet vähentämään eroja eri sosiaaliluokista tulevien lasten hakeutumisessa korkeakoulutukseen, mikä on nähty vakuuttavana todisteena siitä, että korkeakoulutuksen rahoitusta tulee uudistaa paitsi tehokkuuden, myös oikeudenmukaisuuden näkökulmasta. Monissa Euroopan maissa näistä uudistuksista keskustellaan, niitä suunnitellaan tai niitä jo toteutetaan.Rahoituslähteiden ja -mekanismien muutosten kautta saavutettava oikeudenmukaisempi pääsy yliopistokoulutukseen on haastava projekti jolla on pitkäaikaisia seurausvaikutuksia, joten se olisi suotavaa perustaa luotettavaan empiiriseen näyttöön. Tällöin herää kysymys, mitä teoreettinen ja empiirinen kirjallisuus sanovat asiasta. Kuinka vakava on vähempiosai-sista sosiaaliluokista tulevien opiskelijoiden aliedustu...

show abstract

“…Bireylerin eğitim düzeyi arttıkça teknik değişimlere uyum sağlamak kolaylaşacak böylece ekonomik büyüme de hızlanacaktır (Habacı, Ürker, İncekara, Atıcı ve Habacı, 2013). Bu nedenle eğitimli işçilerin işgücü piyasasına katılım olanağı alt düzey eğitim alan işçilerden daha yüksektir (Blöndal, Field, Girouard, 2002). Ekonomik ve sosyal kalkınma politikalarında üzerinde durulan önemli bir konu ise kadınların eğitimidir.…”

Section: Introductionunclassified

Girls’ barriers to access secondary education<p>Kız öğrencilerin ortaöğretime devamlarının önündeki engeller

Çal¹,

Karaboğa²

2017

HumanSciences

View full text Add to dashboard Cite

The purpose of this study is to understand the barriers to education from the perspectives of girls those who can not continue their secondary education. 26 girls who graduated from primary education in 2011-2012 academic year and did not enroll in secondary education in Mersin province participated in the research. In this study, interview method was used. The interview form used in data collection was developed by the researchers depending on the review the literature. The interview form includes 26 questions about family related barriers, school-based barriers, and sociocultural barriers that are considered to represent the main dimensions of barriers in front of secondary school attendance of girls. The interview form was administered on a sample consisting of 26 girls who completed primary education but did not register to secondary education in Akdeniz (14 participants), in Toroslar (7 participants) and Yenişehir (5 participants) which are central districts of Mersin. The interviews have been tape recorded by getting the permission from the participants. The recorded interviews were content analyzed. According to the results of the analysis, the barriers preventing girls to continue their secondary education were determined as: "barriers based on family characteristics", "barriers based on gender", "barriers based on Özet Bu çalışmanın amacı ortaöğretime devam edemeyen kız öğrencilerin eğitime devamlarının önündeki engellerin anlaşılmasıdır. Araştırmaya 2011-2012 eğitim öğretim yılında Mersin ili merkez ilçelerinde ilköğretimden mezun olan ancak ortaöğretime kayıt yaptırmayan kız öğrenciler katılmıştır. Bu çalışmada görüşme yöntemi kullanılmıştır. Görüşme formu, kız öğrencilerin ortaöğretime devam etmelerinin önündeki engelleri temsil ettiği düşünülen aileye bağlı engeller, okula bağlı engeller ve sosyo kültürel engeller başlıklarında 26 soruyu kapsamaktadır.Mersin ili merkez ilçelerinde ilköğretim okullarından mezun olan ancak ortaöğretime kayıt yaptırmayan Akdeniz'de 14 katılımcı, Toroslar'da 7 katılımcı ve Yenişehir'de 5 katılımcı olmak üzere toplamda 26 kız öğrencinin oluşturduğu bir örneklem grubu üzerinde uygulanmıştır. Görüşmeler katılımcıların izni alınarak ses kayıt cihazına kaydedilmiştir. Kaydedilen görüşmeler yazılı hale getirilmiş ve görüşme dökümleri üzerinde içerik analiz yapılmıştır. Yapılan analizler sonucunda kız öğrencilerin ortaöğretime devam etmelerinin önündeki engeller "aile özelliklerine bağlı engeller", "cinsiyet özelliklerine bağlı engeller", "öğrenci özelliklerine bağlı engeller", "okul özelliklerine bağlı engeller" ve "sosyal çevre özelliklerine bağlı engeller" olmak üzere beş tema altında 1 This article is based on a master's thesis prepared by Fidel Öksüz at

show abstract

Investment in human capital through upper-secondary and tertiary education

Cited by 76 publications

References 30 publications

The policy determinants of investment in tertiary education

The policy determinants of investment in tertiary education

An equity perspective on access to, enrolment in and finance of tertiary education

Girls’ barriers to access secondary education<p>Kız öğrencilerin ortaöğretime devamlarının önündeki engeller

Contact Info

Product

Resources

About