The main goal of the National Project ‘Education’ – to ensure Russia’s placement in the top ten countries in general education quality ranking – is quite achievable. However, there exist some risks that the motivation of the project participants may dwindle, and the approach to implementing the project will be purely formal.
{"title":"National Project Education: Advantages and Risks","authors":"T. Klyachko","doi":"10.2139/ssrn.3405613","DOIUrl":"https://doi.org/10.2139/ssrn.3405613","url":null,"abstract":"The main goal of the National Project ‘Education’ – to ensure Russia’s placement in the top ten countries in general education quality ranking – is quite achievable. However, there exist some risks that the motivation of the project participants may dwindle, and the approach to implementing the project will be purely formal.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"699 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134063083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper builds on Padilla and Cachanosky (2018) and examines if immigrants’ educational attainments matter, particularly for immigrants with low educational attainments, when it comes to test the impact immigrants have on the economic freedom of the US states. Except in the area of government transfers and subsidies, we don’t find any evidence to support such hypothesis. In addition, our results indicate that the economic significance associated with immigrants without a high school diploma’s negative impact on economic freedom score for the area of government transfers and subsidies is likely trivial. Our results are robust to various specifications.
{"title":"Immigration and Economic Freedom: Does Education Matter?","authors":"Alexandre Padilla, N. Cachanosky, J. Beck","doi":"10.2139/ssrn.3396748","DOIUrl":"https://doi.org/10.2139/ssrn.3396748","url":null,"abstract":"This paper builds on Padilla and Cachanosky (2018) and examines if immigrants’ educational attainments matter, particularly for immigrants with low educational attainments, when it comes to test the impact immigrants have on the economic freedom of the US states. Except in the area of government transfers and subsidies, we don’t find any evidence to support such hypothesis. In addition, our results indicate that the economic significance associated with immigrants without a high school diploma’s negative impact on economic freedom score for the area of government transfers and subsidies is likely trivial. Our results are robust to various specifications.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127547291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How do charter schools impact the academic growth of their local school districts? While the literature focuses on large districts with many charters, the most common experience is for districts to have one or no charter school within their jurisdiction. We compile 15 years of data for California districts and use fixed effects analyses to estimate the changes in enrollment and academics after a first, second, or third charter school opens. After first and second charters open, districts experience an average annual decrease in enrollment of 60 students – less than 1% of total district enrollment and revenue. However, charters appear to have a non-significant or small positive (+0.02 SD) average annual impact on district academics. These and additional analyses suggest that charter schools trigger competition with their local school districts that encourage academic growth – enough competition to counter or even overcome the negative effect on academics via finances.
{"title":"The Impact of Charter Schools on Districts in California","authors":"Dominic Zarecki","doi":"10.2139/ssrn.3176661","DOIUrl":"https://doi.org/10.2139/ssrn.3176661","url":null,"abstract":"How do charter schools impact the academic growth of their local school districts? While the literature focuses on large districts with many charters, the most common experience is for districts to have one or no charter school within their jurisdiction. We compile 15 years of data for California districts and use fixed effects analyses to estimate the changes in enrollment and academics after a first, second, or third charter school opens. After first and second charters open, districts experience an average annual decrease in enrollment of 60 students – less than 1% of total district enrollment and revenue. However, charters appear to have a non-significant or small positive (+0.02 SD) average annual impact on district academics. These and additional analyses suggest that charter schools trigger competition with their local school districts that encourage academic growth – enough competition to counter or even overcome the negative effect on academics via finances.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121587076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-06DOI: 10.15294/jils.v4i01.26973
Muhammad Bahrul Ulum, Dina Tsalist Wildana dinawildana
In 2015, the Indonesian government unveiled the Smart Indonesia Program, or Program Indonesia Pintar (PIP). The program consisted of educational subsidies through cash transfers exclusively granted to students aged from 6 to 21 years old from poor families. This paper examines the role of the PIP subsidy pertaining to the fulfilment of the right to education. As a consequence, it resulted in a competing account between cash transfers and the minimum standard of government duties to fulfil the need for adequate educational support. There is a paradox in the government's educational policy on the fulfilment of human rights to education in dealing with the PIP program. While educational complexities faced in remote areas cannot be hindered and it is granted not solely to students from vulnerable families. Such discrepancies in programs circumstantially affirm that the government ignores the root of Indonesia's educational problems, including providing free education as its obligation to human rights. The research conducted concludes by suggesting the government to evaluate the current policies by considering budget priorities and the efficiency of providing inclusive education.
{"title":"Promoting the Right to Education Through a Card: A Paradox of Indonesia's Educational Policy?","authors":"Muhammad Bahrul Ulum, Dina Tsalist Wildana dinawildana","doi":"10.15294/jils.v4i01.26973","DOIUrl":"https://doi.org/10.15294/jils.v4i01.26973","url":null,"abstract":"In 2015, the Indonesian government unveiled the Smart Indonesia Program, or Program Indonesia Pintar (PIP). The program consisted of educational subsidies through cash transfers exclusively granted to students aged from 6 to 21 years old from poor families. This paper examines the role of the PIP subsidy pertaining to the fulfilment of the right to education. As a consequence, it resulted in a competing account between cash transfers and the minimum standard of government duties to fulfil the need for adequate educational support. There is a paradox in the government's educational policy on the fulfilment of human rights to education in dealing with the PIP program. While educational complexities faced in remote areas cannot be hindered and it is granted not solely to students from vulnerable families. Such discrepancies in programs circumstantially affirm that the government ignores the root of Indonesia's educational problems, including providing free education as its obligation to human rights. The research conducted concludes by suggesting the government to evaluate the current policies by considering budget priorities and the efficiency of providing inclusive education.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124602274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study I explore effects of adoption of the four-day school week policy, a permanent reduction in annual days of schooling, on parental labor supply and related outcomes. Using a difference-in-differences empirical model, I estimate causal effects of four-day school week adoption on parental employment, hours worked, weeks worked, earnings, and location choice across four states—CO, ID, OK, OR—with large increases in the use of the policy in the last decade. Estimates indicate that, among mothers with children all between ages 5 and 13, increasing four-day week enrollment from zero to 25% of an area’s students causes an 11% decrease in employment (7.6 percentage points) and decreases of a similar magnitude in hours and weeks worked, and the probability of reporting any wage or salary income, relative to baseline levels. In contrast to these estimates, among single mothers I find no negative employment effects and also find that the policy led to an 18% increase in the incidence of working year-round relative to working fewer weeks per year. The labor supply of married fathers was not affected by adoption of the four-day school week in a statistically significant manner. Finally, I estimate small but precise increases in moving in response to the policy in subsequent years and show that there is significant heterogeneity in labor supply responses among married mothers according to educational level, with most of the negative effects accruing to mothers with a four-year college degree or greater.
{"title":"The Four-day School Week and Parental Labor Supply","authors":"J. Ward","doi":"10.2139/ssrn.3301406","DOIUrl":"https://doi.org/10.2139/ssrn.3301406","url":null,"abstract":"In this study I explore effects of adoption of the four-day school week policy, a permanent reduction in annual days of schooling, on parental labor supply and related outcomes. Using a difference-in-differences empirical model, I estimate causal effects of four-day school week adoption on parental employment, hours worked, weeks worked, earnings, and location choice across four states—CO, ID, OK, OR—with large increases in the use of the policy in the last decade. Estimates indicate that, among mothers with children all between ages 5 and 13, increasing four-day week enrollment from zero to 25% of an area’s students causes an 11% decrease in employment (7.6 percentage points) and decreases of a similar magnitude in hours and weeks worked, and the probability of reporting any wage or salary income, relative to baseline levels. In contrast to these estimates, among single mothers I find no negative employment effects and also find that the policy led to an 18% increase in the incidence of working year-round relative to working fewer weeks per year. The labor supply of married fathers was not affected by adoption of the four-day school week in a statistically significant manner. Finally, I estimate small but precise increases in moving in response to the policy in subsequent years and show that there is significant heterogeneity in labor supply responses among married mothers according to educational level, with most of the negative effects accruing to mothers with a four-year college degree or greater.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115122169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Corporate universities have existed for a long time to disseminate corporate knowledge. Several such corporations have partnered with academic institutions to teach. An even fewer number of corporations started in-house full-length degree programs and this article discusses its aspects.
Methodology: A systematic review of qualitative and quantitative research examined degree granting corporate universities. A configurative analysis and thematic synthesis were conducted of mixed methods case studies.
Findings: There are many reasons for corporations to establish degree granting corporate universities. The reasons for past failures do not have the same validity as they once did.
Research limitations: There have been less than two dozen degree granting corporate universities and even fewer are written about in the literature. This research may be biased towards only those cases published in the literature. Not all studies around the topic may have been included in this study.
Practical implications: Corporations and employees both can significantly benefit by establishing the scholastic activity of corporate learning within the corporation, which grants formal degrees.
Originality/value: Modern factors were considered that may impact decisions about degree granting corporate universities.
{"title":"Degree Granting Corporate Universities: Another Look","authors":"M. Assadullah","doi":"10.2139/ssrn.3566561","DOIUrl":"https://doi.org/10.2139/ssrn.3566561","url":null,"abstract":"Purpose: Corporate universities have existed for a long time to disseminate corporate knowledge. Several such corporations have partnered with academic institutions to teach. An even fewer number of corporations started in-house full-length degree programs and this article discusses its aspects.<br><br>Methodology: A systematic review of qualitative and quantitative research examined degree granting corporate universities. A configurative analysis and thematic synthesis were conducted of mixed methods case studies. <br><br>Findings: There are many reasons for corporations to establish degree granting corporate universities. The reasons for past failures do not have the same validity as they once did.<br><br>Research limitations: There have been less than two dozen degree granting corporate universities and even fewer are written about in the literature. This research may be biased towards only those cases published in the literature. Not all studies around the topic may have been included in this study. <br><br>Practical implications: Corporations and employees both can significantly benefit by establishing the scholastic activity of corporate learning within the corporation, which grants formal degrees. <br><br>Originality/value: Modern factors were considered that may impact decisions about degree granting corporate universities.<br>","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133460834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.18843/ijms/v5i3(8)/10
S. Tiwari, Sanjeev Singhal
A university is an institution of higher education and research which grant academic degree in a variety of subjects. University can be divided into two which are public university and private university. This research paper emphasizes the current scenario of public and private universities about the issue choosing the best of them. Now a day, after completion of senior secondary school one of the biggest problem faced by students is that where should they go private or public university. Because of this problem, we analyses current scenario of public and private universities.
This analysis considers many current scenario and issues as Gross Enrollments Ratio (GER), Faculty Ratio, Number of universities, Enrollment in professional courses and differences of public universities and private universities in India.
This paper descriptive in nature and utilize the data shared by MHRD Report, HEC and its Websites and compare the total scores for research to evaluate issues related to private and public universities.
{"title":"Current Scenario of Public Universities Vs Private Universities in India: A Brief Discussion","authors":"S. Tiwari, Sanjeev Singhal","doi":"10.18843/ijms/v5i3(8)/10","DOIUrl":"https://doi.org/10.18843/ijms/v5i3(8)/10","url":null,"abstract":"A university is an institution of higher education and research which grant academic degree in a variety of subjects. University can be divided into two which are public university and private university. This research paper emphasizes the current scenario of public and private universities about the issue choosing the best of them. Now a day, after completion of senior secondary school one of the biggest problem faced by students is that where should they go private or public university. Because of this problem, we analyses current scenario of public and private universities.<br><br>This analysis considers many current scenario and issues as Gross Enrollments Ratio (GER), Faculty Ratio, Number of universities, Enrollment in professional courses and differences of public universities and private universities in India.<br><br>This paper descriptive in nature and utilize the data shared by MHRD Report, HEC and its Websites and compare the total scores for research to evaluate issues related to private and public universities.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"42 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120917559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-31DOI: 10.17323/2411-7390-2018-4-1-79-91
M. Orr, Samer Annous
Since 1997, children in Lebanese state schools are taught most of the curriculum in English or French. The children’s first language, Arabic, may be used even less in private schools, which educate 70% of children. In many countries, mother tongue education is seen as a right but in Lebanon it is taken for granted that children are taught in English or French. Written opinions were collected from seventy-five university students who were asked about the language in education policy. The results of a thematic analysis were discussed with a focus group of eight students. Findings point to a widespread acceptance of the policy, partly based on an underlying belief in the unsuitability of Arabic for the 21st century and a perception that the Lebanese are culturally predisposed to learn languages. Using the concept of linguistic imperialism, we discuss these results with reference to French colonialism and the global spread of English medium instruction. We also use a critical definition of ideology to discuss how a discourse in favour of the language in education policy, which actually favours the interests of the Lebanese elite, has been internalised by the students who see emigration as their only future. This article is published under the Creative Commons Attribution 4.0 International License.
{"title":"There is No Alternative! Student Perceptions of Learning in a Second Language in Lebanon","authors":"M. Orr, Samer Annous","doi":"10.17323/2411-7390-2018-4-1-79-91","DOIUrl":"https://doi.org/10.17323/2411-7390-2018-4-1-79-91","url":null,"abstract":"Since 1997, children in Lebanese state schools are taught most of the curriculum in English or French. The children’s first language, Arabic, may be used even less in private schools, which educate 70% of children. In many countries, mother tongue education is seen as a right but in Lebanon it is taken for granted that children are taught in English or French. Written opinions were collected from seventy-five university students who were asked about the language in education policy. The results of a thematic analysis were discussed with a focus group of eight students. Findings point to a widespread acceptance of the policy, partly based on an underlying belief in the unsuitability of Arabic for the 21st century and a perception that the Lebanese are culturally predisposed to learn languages. Using the concept of linguistic imperialism, we discuss these results with reference to French colonialism and the global spread of English medium instruction. We also use a critical definition of ideology to discuss how a discourse in favour of the language in education policy, which actually favours the interests of the Lebanese elite, has been internalised by the students who see emigration as their only future. \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124935875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From 1 January 2013, students in New Zealand who entered postgraduate qualifications other than Honours were no longer eligible to receive student allowances. We use individual-level administrative data that includes tertiary enrollment information, student allowance receipt, student loan borrowing, and wage earnings to investigate whether the policy affected students’ choices. We use a student’s allowance receipt as an undergraduate or her borrowing for course fees as a postgraduate to proxy for her counterfactual allowance eligibility. We use this proxy to compare allowance-eligible and allowance-ineligible students who enter an affected postgraduate qualification or an unaffected Honours degree. Although we are not able to cleanly estimate the causal effect of the policy, our results do not suggest that the policy affected the number or type of postgraduate entrants, their choice between part-time and full-time study, the amount of paid work they performed while studying, or their rates of dropping out. However, our results strongly suggest that students who became ineligible for allowances increased their student loan borrowing for living expenses.
{"title":"How Did Removing Student Allowances for Postgraduate Study Affect Students’ Choices?","authors":"Isabelle Sin, Eyal Apatov, David C. Maré","doi":"10.2139/ssrn.3164062","DOIUrl":"https://doi.org/10.2139/ssrn.3164062","url":null,"abstract":"From 1 January 2013, students in New Zealand who entered postgraduate qualifications other than Honours were no longer eligible to receive student allowances. We use individual-level administrative data that includes tertiary enrollment information, student allowance receipt, student loan borrowing, and wage earnings to investigate whether the policy affected students’ choices. We use a student’s allowance receipt as an undergraduate or her borrowing for course fees as a postgraduate to proxy for her counterfactual allowance eligibility. We use this proxy to compare allowance-eligible and allowance-ineligible students who enter an affected postgraduate qualification or an unaffected Honours degree. Although we are not able to cleanly estimate the causal effect of the policy, our results do not suggest that the policy affected the number or type of postgraduate entrants, their choice between part-time and full-time study, the amount of paid work they performed while studying, or their rates of dropping out. However, our results strongly suggest that students who became ineligible for allowances increased their student loan borrowing for living expenses.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121973460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2012, graduate students borrowed more than $35 billion in loans to finance their education. Like some other fields of study, tuition and fees for Law school has increased precipitously in the past few decades. Using data from the National Study of Postsecondary Student Aid (NPSAS) this study examined changes in education debt for Law students from 2008 to 2012, with Law graduates reporting a mean cumulative debt of almost $122,000 in 2012. Increasing education debt may discourage students from even considering enrollment and/or may motivate degree completers to seek more lucrative jobs after graduation simply to pay off loans. Additional implications are discussed.
{"title":"Law Student Debt: Changes From 2008 to 2012 and Implications for the Future","authors":"K. Webber, Rachel A. Burns","doi":"10.2139/SSRN.3099917","DOIUrl":"https://doi.org/10.2139/SSRN.3099917","url":null,"abstract":"In 2012, graduate students borrowed more than $35 billion in loans to finance their education. Like some other fields of study, tuition and fees for Law school has increased precipitously in the past few decades. Using data from the National Study of Postsecondary Student Aid (NPSAS) this study examined changes in education debt for Law students from 2008 to 2012, with Law graduates reporting a mean cumulative debt of almost $122,000 in 2012. Increasing education debt may discourage students from even considering enrollment and/or may motivate degree completers to seek more lucrative jobs after graduation simply to pay off loans. Additional implications are discussed.","PeriodicalId":188711,"journal":{"name":"EduRN: Educational Policy (Topic)","volume":"25 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133685473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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