The Financing of Education: An Economic Issue?

Eicher, Jean-Claude

doi:10.1111/1467-3435.00004

Cited by 7 publications

(9 citation statements)

References 12 publications

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“…In academic debates regarding the most appropriate investment model in higher education, there exist both instrumentalist and utilitarian attitudes towards higher education, albeit reductionist regarding the understanding of social reality [11], [20], [6]. Arguments in favour of the application of one of the investment models are based on the expected or actual impact of higher education on social, economic and personal development, particularly in terms of the share of public and private investment in higher education.…”

Section: Literature Reviewmentioning

confidence: 99%

Data Envelopment Analysis of Higher Education Competitiveness Indices in Europe

Kabók,

Kis,

Csüllög

et al. 2013

ACTA POLYTECH HUNG

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In this paper, the data envelopment analysis method is used to examine the competitiveness of higher education in selected countries / regions in Europe. The competitiveness of higher education is analyzed on the basis of available information on the chosen indicators, interacting with a model of investment which is applied in the field of higher education. The purpose of the research is to determine the level of competitiveness of higher education of the Republic of Serbia and its Autonomous Province of Vojvodina, as a European region, compared to selected European countries. The research results indicate that the application of the new investment model would improve the unsatisfactory competitiveness of the higher education of the Republic of Serbia and AP Vojvodina. Because of the large differences in the competitiveness of higher education among the analysed countries / regions, the research results point to the need for a unified approach in creating a development strategy and improving the competitiveness of higher education in Europe.

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Section: Literature Reviewmentioning

confidence: 99%

Data Envelopment Analysis of Higher Education Competitiveness Indices in Europe

Kabók,

Kis,

Csüllög

et al. 2013

ACTA POLYTECH HUNG

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“…The overall trends in public expenditure for education described here are not unique to the UK, as similar patterns are evident in France and Germany for example (see Carpentier, 2001b;Carry, 2000;Diebolt 1995;Fontvieille 1990;Michel, 1999). Shifting patterns and reductions in public expenditure are evident also in developing countries (Bourdon, 2002;Bouslimani, 2002;Eicher, 2000;Lange, 2001). Mingat and Tan (1998) outline differences in public investment for education and economic growth between «rich» and «poor» countries and within these countries reflecting different policy choices.…”

Section: Developments In Educational Expenditurementioning

confidence: 99%

“…In this section, we examine current policy debates and developments in relation to funding mechanisms for education in practice. Following the differentiation between funding needs and modalities for post-compulsory education and compulsory education identified by some economists (see Barr, 2000;Eicher, 2000), we look in turn at each of these sectors of provision. In both these sectors, the constraints on public expenditure triggered by the 1973 economic crisis, alongside policy concerns for educational expansion have resulted in changes to funding mechanisms as part of wider reforms of compulsory and post-compulsory provision.…”

Section: Funding Mechanisms and Educational Improvementmentioning

confidence: 99%

“…In developed countries, economists have become increasingly interested in fund-ing modalities for higher education and the dilemmas posed by expanding access and securing adequate funding, particularly in periods of constraints on public expenditure (see Carpentier, 2001a). Eicher (2000) identifies a clear trend towards higher fees in post-compulsory education (university level) -although the manner in which these fees are paid varies considerably. A review of the financing and management of higher education conducted for the World Bank (Johnstone with Arora & Experton, 1998) pointed to three key developments in what they identified as a «worldwide reform agenda» (p. 1):…”

Section: Post-compulsorymentioning

confidence: 99%

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Educational financing and improvement: conceptual issues and policy debates in the UK

Campbell

Carpentier²,

Whitty³

2003

SJER

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This paper explores the ways in which education funding questions relate to key policy issues facing contemporary governments. It demonstrates how decisions about the level and distribution of expenditure have different implications for national education systems, institutions and students. Following a general discussion of social investment in education, the paper identifies some specific policy considerations in recent attempts to improve the compulsory and post-compulsory sectors. Drawing in particular on British experience, the impact of decisions about expenditure and funding mechanisms on access and performance is considered. We conclude that funding issues cannot be resolved in purely technical terms, but are contingent upon ideological perspectives about broader economic and social priorities.

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“…Custos, v. 15, n. 2, p. 28-53, mai./ago. 2020 Essas diferenças podem ser explicadas devido à localização geográfica da instituição de ensino, pois as instituições descentralizadas tendem a possuir uma estrutura de custos mais elevada (Høstmark-Tarrou, 1999), ou ainda, instituições com maior infraestrutura de apoio ao aluno possuem custo por aluno superior àquelas cuja infraestrutura de apoio é menor (Eicher, 2000).…”

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Análise De Custos Em Uma Instituição De Ensino Superior: Um Estudo Aplicado No Instituto Federal Do Tocantins

Alves

Sobrinho

2020

ABCustos

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O objetivo deste trabalho corresponde à aplicação de um modelo de gestão de custos por meio da utilização da premissa do método Custeio Baseado em Atividades (ABC) em um campus do Instituto Federal do Tocantins (IFTO), mediante um estudo de caso. Optou-se pela utilização do método ABC em razão da vasta recomendação pela literatura existente. Constatou-se que cerca de 85% dos custos são referentes a folha de pagamentos dos servidores. Adicionalmente, identificou-se que somente 18,4% dos recursos são alocados em atividades de apoio ao ensino, enquanto 81,6% dos recursos são destinados às atividades primárias da instituição, ou seja, atividades diretamente relacionadas ao ensino, pesquisa e extensão. Por fim, o custo anual médio do aluno matriculado no IFTO campus Porto Nacional no ano de 2017 equivale a R$ 16.596.

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The Financing of Education: An Economic Issue?

Cited by 7 publications

References 12 publications

Data Envelopment Analysis of Higher Education Competitiveness Indices in Europe

Data Envelopment Analysis of Higher Education Competitiveness Indices in Europe

Educational financing and improvement: conceptual issues and policy debates in the UK

Análise De Custos Em Uma Instituição De Ensino Superior: Um Estudo Aplicado No Instituto Federal Do Tocantins

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