Quality of Education, Earnings and Demand Function for Schooling in Egypt: An Economic Analysis

Biltagy, Marwa

doi:10.1016/j.sbspro.2012.12.123

Cited by 6 publications

(8 citation statements)

References 7 publications

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“…A percentage of 20.3% of the sample articles did not address educational level but referred generally to the education system (such as those of Cuttance, 1994; Knipprath and Arimoto, 2007; Peter and Brockling, 2017; Suominen et al , 2017). In addition, some articles which are included in the category “other,” studied simultaneously institutions from different educational levels meaning higher, secondary, primary, vocational or technical education (Yoshida, 1994; Thonhauser and Passmore, 2006; Thonhauser, 2008; Biltagy, 2012; Sarrico and Rosa, 2016; LeMahieu et al , 2017). It is apparent from the present SLR that almost equal percentages of QM studies were devoted to the whole education system, both primary and secondary education, primary education only and secondary education only.…”

Section: Resultsmentioning

confidence: 99%

“…Quality education is defined by several dimensions that are not of equal importance, but are rather interrelated (Ibrahim et al , 2017), such as curriculum content, instructional materials and equipment, school culture and so on (Cravens et al , 2011; Nawelwa et al , 2015). Quality of education is influenced by many external factors such as background, economic circumstances, poverty (Biltagy, 2012; Mayne, 2014) or a quota admission policy (Zhang et al , 2019). It provides students with the knowledge needed to solve problems and actively contributes to the development of societies (Ezenwaji et al , 2019).…”

Section: Resultsmentioning

confidence: 99%

“…The learning environment in some areas is poor because of inadequate funding, lack of periodic monitoring and maintenance of school (Asaaju, 2012). School infrastructure is related to quality of education (Biltagy, 2012; Asaaju, 2012). Student engagement in learning activities is high when organizational and instructional supports are high in the classroom (Virtanen et al , 2015).…”

Section: Resultsmentioning

confidence: 99%

“…They do not know how to improve disabled students' talents because they are not educated on the subject (Ozberk et al , 2019). Thus, it is important the quality of their educational levels to be increased (Biltagy, 2012; Ismail and Awang, 2017) in parallel with motives for continuous training (Konidari and Abernot, 2006). It is important to establish a preparation program for teachers with high standards, while the licensing standards should be raised and the management of organizations involved in preparing high-quality school teachers should be improved (Mattavarat et al , 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Individual's demand for schooling depends on the number of years of schooling, the ability differences and the quality of education (Biltagy, 2012). Quality influences the decision to enroll less than the decision to carry on (Bergmann, 1996).…”

Section: Resultsmentioning

confidence: 99%

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Findings of quality management studies in primary and secondary education: a systematic literature review

Bouranta

Psomas

Antony

2020

TQM

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PurposeThe aim of this paper is to present the main findings of the studies in the field of quality management (QM) in primary and secondary education. Grouping these findings into themes and these themes, in turn, into broad categories as well as prioritizing the themes of findings are also aims of the present study.Design/methodology/approachA systematic literature review (SLR) of articles focusing on QM in primary and secondary education was carried out based on major publishers, namely Emerald Online, Taylor and Francis, Elsevier/Science Direct, Springer Link, Sage Publishing and Online. In total, 133 articles published in 62 journals during 1983–2019 were collected. The affinity diagram was applied in order to group the findings of the QM studies into logical themes and these themes into broad categories. Moreover, the Pareto diagram was applied to prioritize the themes revealed.FindingsA plethora of articles focusing on QM in primary and secondary education have been published in the last decades. The findings of the QM studies presented in the 133 reviewed articles are grouped into 43 themes and these themes, in turn, into 6 broad categories, namely management practices, school characteristics, teachers, stakeholders, government and pupils. The analysis also reveals themes that can be characterized as “vital” and “useful.”Practical implicationsResearchers and school managers can take into consideration the findings of the QM studies in primary and secondary education as well as the themes of high priority for the design of future studies and QM implementation plans, respectively.Originality/valueThis is the first literature review study which presents analytically the findings of the QM studies in primary and secondary education. This study also contributes to the literature by formulating meaningful themes of these findings and broad categories of these themes and by prioritizing the themes revealed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Findings of quality management studies in primary and secondary education: a systematic literature review

Bouranta

Psomas

Antony

2020

TQM

View full text Add to dashboard Cite

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Sustainability in Higher Education in Egypt

Biltagy¹

2022

The Wiley Handbook of Sustainability in Higher Education Learning and Teaching

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Impact of psychological safety and inclusive leadership on online learning satisfaction: the role of organizational support

Atuahene,

Qian,

Ahotovi

2024

Humanit Soc Sci Commun

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The appeal of online education within the academic community has grown significantly due to advancements in technology and increased investments made during the pandemic. Despite the rapid expansion of research in online education, most studies have concentrated on technology and teaching techniques, overlooking social factors that also play a crucial role in students’ contentment with online learning. This study uses quantitative methods to investigate the impact of selected social variables on students’ satisfaction with online education. The research employed a designed questionnaire to gather data from African students engaged in online studies abroad. The collected data was then analyzed using SPSS-AMOS version 23. The study utilized a hierarchical linear regression model to assess the influence of different variables on students’ satisfaction with online education. The findings revealed that psychological safety and inclusive leadership positively influenced students’ satisfaction with online education. Conversely, perceived organizational support and learner–learner interaction adversely affected students’ satisfaction in the online learning environment. Moreover, the research highlighted that psychological safety, inclusive leadership, and perceived organizational support positively influenced learner–learner interaction. Additionally, perceived organizational support was identified as a moderator, affecting the relationships between other variables and students’ satisfaction with online education. Because of these findings, educational institutions and researchers are recommended to recognize social constructs’ critical role in students’ satisfaction with online education. It is essential to broaden the focus beyond technological aspects and teaching methods, as social variables are equally vital for students to have a fulfilling academic experience in online education.

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Quality of Education, Earnings and Demand Function for Schooling in Egypt: An Economic Analysis

Cited by 6 publications

References 7 publications

Findings of quality management studies in primary and secondary education: a systematic literature review

Findings of quality management studies in primary and secondary education: a systematic literature review

Sustainability in Higher Education in Egypt

Impact of psychological safety and inclusive leadership on online learning satisfaction: the role of organizational support

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