Rethinking the Financing of Post-Compulsory Education

Abstract

Throughout the world, the .financing of education is in a state of crisis, a condition made even more acute by the simultaneous appearance of a doctrinal crisis with regard to the ends and the utility of education. For European higher education, the situation calls for the diversification of funding mechanisms. The public authorities, which up until now have borne most of the burden of higher education financing, must transfer a goodly portion of the burden to users, i.e., students and parents, and to the private sector. Various methods for financial diversification are explored as well as different formulae for user-financing.

Whose curriculum is it anyway? Stakeholder salience in the context of Degree Apprenticeships

“…Although undertaken in a context of financial constraint, this shift has not been taken purely for pragmatic reasons—there is an underlying commitment to a market ideology which is reflected in the assumptions embedded in the policies. Some (such as Eicher & Chevaillier, ; Kupper, ; Ziderman & Albrecht, ) believe that ‘in countries where public powers have a strong control over the institutions, fees increase their autonomy and their capacity for innovation’ (Eicher, , p. 36) thereby increasing the financial independence of universities. They feel that private contributions more effectively coordinate demand and supply, act to motivate students and perform the role of price in highlighting the perceived value of degree programmes (Nkrumah‐Young & Powell, , p. 6).…”

The Influence of Students’ Loans Borrowers’ Characteristics on Default Rate in Tanzania

“…According to Eicher and Chevaillier (2002a) increased repayment by reduction of default rate through controlling the characteristics associated with default rate among loans beneficiaries results into efficiency in provision of students loans hence improvement in human capital investment, improvement of occupation and income, contribution to the productivity of the workers as well as reduction of the social inequalities. However the human capital theory concepts which advocate that improvement in human investment through education will results into improvement in occupation and income has been criticized by Psacharopoulos and Patrinos (2002) who argues that sometimes improvement in education and income depends much on other factors such as number of years in service, which is also true for the case of Tanzania.…”

Do Business Executives Give More to Their Alma Mater? Longitudinal Evidence from a Large University

“…Giving to annual fundraising campaigns is an important source of unrestricted funds for colleges and universities, constituent schools, and programs. Alumni giving can offset some of the declines in tax-funded appropriations for student scholarships and distinguished faculty retention (Eicher and Chevaillier 2002). Colleges and universities further target increased alumni charitable gifts as leverage for raising the likelihood of receiving greater corporate and foundation gifts.…”