Investment in Human Capital Through Post-Compulsory Education and Training

Blöndal, Sveinbjörn; Field, Simon; Girouard, Nathalie

doi:10.1787/778845424272

Cited by 41 publications

(3 citation statements)

References 37 publications

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“…In the case of boys, whether both parents had stayed in education was significant, whereas, in the case of girls, the finding related to the mother (p. 132). A similar finding was revealed by Blondal, Field and Girouard (2002) in a report for the OECD (Figure 10, p. 44), although the paper by Webber and Thomas reveals more complexity than is initially apparent.…”

Section: Ethnicity Gender Identity and Access To Post-16 Educationsupporting

confidence: 79%

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

Brewster¹

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Whose interests? Gaming, school type, social justice and pupils' post-16 access Access to post-16 education has critical implications for young people's life chances. An important aspect of access to this provision is the qualification mix and attainment level that learners achieve at the end of compulsory schooling. In England, this mix usually consists of academic qualifications, GCSEs, and qualifications that are vocationally related. Previous research has shown that schools can implement strategies that seek to maximise pupil outcomes for accountability purposes rather than meeting learners' needs. This is defined in the literature as gaming. The focus of this study is to ascertain if gaming by certain school types and contexts is being used to meet accountability measures and if there is a relationship with post-16 access. After conducting a critical scoping exercise that considered the educational and political background and landscape, four research questions were devised that enabled the issue to be examined. Using a critical-realist approach, a mixed-methods study was designed to respond to the questions and address the key issue. The methods used included; a quantitative study to examine issues of qualification access and use and variable interactions, a qualitative study of nine school and college leaders across contexts, and a series of interviews with twenty-one learners undertaking post-16 programmes in a lowperforming and disadvantaged location in a northern city. It would be remiss of me not to mention and thank my excellent and supportive supervisory team. My Director of Studies, Sean Demack, has been an invaluable source of help and advice. Without his support and guidance there is no doubt that this project would not have been completed. Prof. Mark Boylan is a real critical friend. His advice has been so helpful, especially regarding the construction of the discourse and narrative. Prof. Colin McCaig has kept a keen eye on my line of argument and ensured that I remained focused on the key issues. You have made me think differently and taught me so much. Thank you. My fellow research students in Unit 7 have also been there for me; supportive, helpful and ensuring that I remain grounded whilst we journey together. They know who they are. I would, however, especially like to thank Dr Chris Bailey for his help with my illustrations. I would also like to thank all those who gave generously of their time to participate in this study, both pupils and staff. You continue to inspire me.

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Section: Ethnicity Gender Identity and Access To Post-16 Educationsupporting

confidence: 79%

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

Brewster¹

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“…The application of this model for calculating the rate of return on investment is assumed that the age-income profiles at a given time also reflect how an individual may expect to earn income over his or her lifetime (Psacharopoulos, 1981(Psacharopoulos, , 1995Psacharopoulos & Ng, 1992;Maani, 1999;Stark, 2007). This method was applied by (Constantatos, & West, 1991;Dickson et al, 1996;Boothby & Rowe, 2002;Blondall et al, 2002;Collins & Davies, 2005;Wahrenburg & Weldi, 2007;Kara, 2009;Heckman et al, 2008;García-Suaza et al, 2009;Harberger & Guillermo-Peon, 2012) and others who were evaluating the return to investment in human capital (education) in their studies.…”

Section: The Modelmentioning

confidence: 99%

Evaluation of Return to Investment in Human Capital in Lithuania in the Context of Other Countries

Tamašauskienė

Potelienė

2013

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The research literature presents a strong positive relationship between economic development and human capital, which is usually measured by education. The standard approach assumes that an individual invests some time in education, and then it shows up in terms of enhanced future earnings as a return, i.e. investment in education helps to increase the individuals' future earnings. How much to invest in education is one of the most important economic decisions that individuals have to face. Hundreds of studies in many different countries and time periods have confirmed that bettereducated individuals earn higher wages, suffer less unemployment and work in more prestigious occupations, have other social returns like honour and status than their less-educated counterparts. This positive correlation between education (schooling) and earnings is well established in the empirical literature. Despite the fact, that the rate of return to education (human capital) has been widely studied in the world since the late 1950s and even though hundreds of papers have studied this issue in various countries at different time periods and with alternative estimation methods, studies concerning Lithuania's case remain limited. This study focuses on the evaluation of investments in human capital. Problem question raised: Once education, which plays a very important role in development and growth of a country, is treated as an investment, the immediate natural question is: what is the profitability of this investment comparing to alternatives? Therefore it is important to investigate the return to investment in education in order to evaluate effectiveness of investments in human capital in Lithuania and compare it to the other countries in the development process. The object of the researchthe return to investment in human capital. The aim of the research is to estimate the private rate of return to human capital in Lithuania and to study the changes of these returns during the time (2003-2011) and compare calculated data with analogical data in other countries. In the first part of the paper the concept of "human capital" is defined, before estimating the returns to human capital. In order to reveal the return to investment in human capital, it was limited to investment in education overview. Further, the research methodology is presented. One of the main ways to calculate the rate of returns to investment in human capital, which is used in the empirical practice, is the "full-discounting" or "elaborate" method, which consists in calculating the internal rate of return, was employed. 2003-2011 statistical data were used for the study. The conclusions reveal that the rate of return to investment in human capital varies over time and rate of return for females is lower than for males. The rate of return of investment in human capital varies, reflecting the effect of constantly decreasing income tax, average wage and cost changes of higher increments of education (increase / decrease). After comparing Lithuania's and other countries' r...

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“…Studies have argued employees must be involved in all plans in order to boost performance of the learning institution because their knowledge and skills are vital for social development (Sadlak, 2000). In the era of globalisation, economic competitiveness often depends on the extent to which a country can participate in improving its university performance which will be reflected in its producing quality graduates for the nation (Blondal et al, 2002). Budhwar et al (2019) in their review on HRM studies in the Middle East concluded that majority of these studies are focused on western states (Saridakis and Cooper, 2017;Jashari and Kutllovci, 2020;Aguta and Balcioglu, 2015;Della Torre, 2019) with fewer studies on their Asian counterparts.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Employee Participation, Careerplanning, Training and Development, and Private University Performance: The Mediating Role of Organisational Learning

Alsharif¹,

Som²,

Mahmood³

2022

IJARBSS

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This study examines the mediating role of organisational learning in the relationship between employee participation, training & development, career planning, and private university performance. It proposes a conceptual framework to analyses these relationship. The framework is based on key theories and relevant literature in human resources management practices and organisation performance. The framework can be used to empirically test the above relationship. Data will be collected through a cross sectional survey. Methodologically, the framework will be tested using a quantitative method and SmartPLS will be used for data analysis. The proposed framework is predicted to have major managerial implications for the private higher education system seeking to improve its competitive advantage.

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Investment in Human Capital Through Post-Compulsory Education and Training

Cited by 41 publications

References 37 publications

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

Evaluation of Return to Investment in Human Capital in Lithuania in the Context of Other Countries

The Relationship between Employee Participation, Careerplanning, Training and Development, and Private University Performance: The Mediating Role of Organisational Learning

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