Pub Date : 2020-05-20DOI: 10.1504/ijeed.2020.10029584
C. Tran
Since the undertaking of the reform policy, Vietnamese private higher education has made remarkable contributions to a nation's socio-economic development via providing high qualified human resources to the labour market. In integration of the world's higher education, the 2005 Higher Education Reform Agenda (HERA) has proposed an increase in private enrolments to 40% of total tertiary enrolments by 2020. Whether this target could be achievable as planned is still questionable. This paper aims to measure a productivity growth of private universities using the Malmquist productivity index and examine if they can obtain the target of the 2005 HERA. The findings indicate that private universities have regression in productivity at 8%. The main source of this regression results from a decline of technological innovation at 14%. Private universities could potentially fail to obtain the target of the 2005 HERA. Policy implications are suggested for enhancing efficiency and productivity of private universities.
{"title":"Is there a productivity growth in private universities in Vietnam Revisiting the 2005 Higher Education Reform Agenda","authors":"C. Tran","doi":"10.1504/ijeed.2020.10029584","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10029584","url":null,"abstract":"Since the undertaking of the reform policy, Vietnamese private higher education has made remarkable contributions to a nation's socio-economic development via providing high qualified human resources to the labour market. In integration of the world's higher education, the 2005 Higher Education Reform Agenda (HERA) has proposed an increase in private enrolments to 40% of total tertiary enrolments by 2020. Whether this target could be achievable as planned is still questionable. This paper aims to measure a productivity growth of private universities using the Malmquist productivity index and examine if they can obtain the target of the 2005 HERA. The findings indicate that private universities have regression in productivity at 8%. The main source of this regression results from a decline of technological innovation at 14%. Private universities could potentially fail to obtain the target of the 2005 HERA. Policy implications are suggested for enhancing efficiency and productivity of private universities.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45885312","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 : 2020-05-20DOI: 10.1504/ijeed.2020.10029581
Ben Ozougwu
This study quantitatively analyses the differences in levels or size of financial returns to education, by gender in the Nigerian labour market with particular emphasis on estimating gender earning differentials across the country, at zonal levels and at different levels of educational attainments. The analysis is static, employing Mincer's wage equation on a cross sectional dataset. An attempt is made at solving the endogeneity problem that often arise from the violation of the strict exogeneity assumption associated with education, using instrumental variable. The study finds skewed earnings against the female gender, especially in Northern Nigeria. Private returns at all levels of education are lower in the Northern region. Based on the findings, the study suggests that developmental programs aimed at curbing gender and regional inequalities in returns especially for the Northern part of Nigeria be encouraged.
{"title":"Learning and earning in Nigeria: who works for less","authors":"Ben Ozougwu","doi":"10.1504/ijeed.2020.10029581","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10029581","url":null,"abstract":"This study quantitatively analyses the differences in levels or size of financial returns to education, by gender in the Nigerian labour market with particular emphasis on estimating gender earning differentials across the country, at zonal levels and at different levels of educational attainments. The analysis is static, employing Mincer's wage equation on a cross sectional dataset. An attempt is made at solving the endogeneity problem that often arise from the violation of the strict exogeneity assumption associated with education, using instrumental variable. The study finds skewed earnings against the female gender, especially in Northern Nigeria. Private returns at all levels of education are lower in the Northern region. Based on the findings, the study suggests that developmental programs aimed at curbing gender and regional inequalities in returns especially for the Northern part of Nigeria be encouraged.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44237798","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 : 2020-05-20DOI: 10.1504/ijeed.2020.10029583
V. Brinia, George Economou, Georgios Gialos, A. Panagiotopoulou, Marianna Spanidi, Maria Beloyianni
The aim of the present study is to present how social entrepreneurship can find its place in higher and secondary education by involving students, through experiential learning, in the creative development of solutions for sustainable development of an area with rich cultural heritage. To this end, the present study followed the qualitative research method and constitutes a case-study of the town of Orchomenus in Boeotia, Greece. This case-study is based on field-research at the important historical monuments of the area organised by the DIAZOMA Association and the Teacher Education Program of Athens University of Economics and Business. Proposals made by groups of the student-teachers were formed through the research method and aimed at exploiting the rich heritage of the area in favour of its financial and cultural development, and showed that students' ideas were diverse, following objective and realistic criteria that responded to the needs and prospects of Orchomenus town. The study is the first of its kind in Greece and abroad, as it introduces for the first time the way students can learn the notions of social entrepreneurship and cultural sustainability through field-research and the project method.
{"title":"An innovative approach to entrepreneurship in higher and secondary education: cultural routes and economy of experience - a case study","authors":"V. Brinia, George Economou, Georgios Gialos, A. Panagiotopoulou, Marianna Spanidi, Maria Beloyianni","doi":"10.1504/ijeed.2020.10029583","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10029583","url":null,"abstract":"The aim of the present study is to present how social entrepreneurship can find its place in higher and secondary education by involving students, through experiential learning, in the creative development of solutions for sustainable development of an area with rich cultural heritage. To this end, the present study followed the qualitative research method and constitutes a case-study of the town of Orchomenus in Boeotia, Greece. This case-study is based on field-research at the important historical monuments of the area organised by the DIAZOMA Association and the Teacher Education Program of Athens University of Economics and Business. Proposals made by groups of the student-teachers were formed through the research method and aimed at exploiting the rich heritage of the area in favour of its financial and cultural development, and showed that students' ideas were diverse, following objective and realistic criteria that responded to the needs and prospects of Orchomenus town. The study is the first of its kind in Greece and abroad, as it introduces for the first time the way students can learn the notions of social entrepreneurship and cultural sustainability through field-research and the project method.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47034971","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 : 2020-03-27DOI: 10.1504/ijeed.2020.10027912
Y. Akinwale
This paper examines the extent and nature of interaction between the university and firms in the Nigerian oil sector. The study through the use of questionnaire elicits information from 150 indigenous oil firms operating at the upstream sub-sector of the industry. Path analysis and correlation analysis were used to determine the weights and the significant impact of the industrial relationship with the university. The result revealed that there is a low level of interactions between the indigenous firms in oil industry and university in Nigeria. The outcome of this study further showed that engagement of academic staff in project/consultancy, joint research between university and oil industry, attendance of training program/workshops and student internship are found to have more effect in contributing to university-industry interactions; and these factors are positively and statistically significant to university-industry interaction. However, while licensing of university held patents and the use of university laboratory have weak correlations to university-industry interaction, path analysis further showed that the use of university laboratory was not statistically significant to university-industry interactions.
{"title":"Exploratory analysis of university-industry interactions: the case of Nigerian oil sector","authors":"Y. Akinwale","doi":"10.1504/ijeed.2020.10027912","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10027912","url":null,"abstract":"This paper examines the extent and nature of interaction between the university and firms in the Nigerian oil sector. The study through the use of questionnaire elicits information from 150 indigenous oil firms operating at the upstream sub-sector of the industry. Path analysis and correlation analysis were used to determine the weights and the significant impact of the industrial relationship with the university. The result revealed that there is a low level of interactions between the indigenous firms in oil industry and university in Nigeria. The outcome of this study further showed that engagement of academic staff in project/consultancy, joint research between university and oil industry, attendance of training program/workshops and student internship are found to have more effect in contributing to university-industry interactions; and these factors are positively and statistically significant to university-industry interaction. However, while licensing of university held patents and the use of university laboratory have weak correlations to university-industry interaction, path analysis further showed that the use of university laboratory was not statistically significant to university-industry interactions.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43767720","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 : 2020-03-27DOI: 10.1504/ijeed.2020.10027916
Akinola Gbenga Wilfred, Josue Mbonigaba
This paper investigates the factors that determine higher education enrolment (HEE) in selected Sub-Saharan African (SSA) countries over the period 1980-2015. The hypothesis of the paper is that certain factors have significant positive effects on HEE in the region. A panel auto regressive distributive lag (P-ARDL) is adopted as the estimating technique and the results suggest that there is no long- or short-run relationship between HEE and GDP per capita. Furthermore, while the impact of variables such as secondary school graduates (SSG), population growth rate (PGT) and employment rate (EMR) on HEE is positive and significant in the long run, the reverse is true for population age group (PAG). Short-run causality tests conducted to detect if pairs of independent variables would jointly affect HEE suggest that the results are reliable. The error correction model (ECM) value of −0.024202 suggests a possible 2.4% speed of adjustment in the system from the short-run deviation to the long-run equilibrium. These results imply that improvement is possible in HEE in the long run if policy makers act on the identified variables of interest.
{"title":"Higher education enrolment in Sub-Saharan Africa: determinants and policy implications","authors":"Akinola Gbenga Wilfred, Josue Mbonigaba","doi":"10.1504/ijeed.2020.10027916","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10027916","url":null,"abstract":"This paper investigates the factors that determine higher education enrolment (HEE) in selected Sub-Saharan African (SSA) countries over the period 1980-2015. The hypothesis of the paper is that certain factors have significant positive effects on HEE in the region. A panel auto regressive distributive lag (P-ARDL) is adopted as the estimating technique and the results suggest that there is no long- or short-run relationship between HEE and GDP per capita. Furthermore, while the impact of variables such as secondary school graduates (SSG), population growth rate (PGT) and employment rate (EMR) on HEE is positive and significant in the long run, the reverse is true for population age group (PAG). Short-run causality tests conducted to detect if pairs of independent variables would jointly affect HEE suggest that the results are reliable. The error correction model (ECM) value of −0.024202 suggests a possible 2.4% speed of adjustment in the system from the short-run deviation to the long-run equilibrium. These results imply that improvement is possible in HEE in the long run if policy makers act on the identified variables of interest.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43543702","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 : 2020-03-27DOI: 10.1504/ijeed.2020.10027910
Alice S. Etim, J. Etim
North Carolina ranked 40th out of the 50 states in the USA in a new report card on public education. Generally, schools are graded A, B, C, D and F grades where 80% of school grades are based on the percentage of student tests scores that are at or above grade-level performance. In Economically Disadvantaged communities, specifically, those in one large county in Central North Carolina, schools there tend to perform poorly, scoring 'D' and 'F' grades in the state schools' report cards. The main research question was: Do students in low performing schools also score low on the Incoming Readiness scale? A survey and secondary data (North Carolina School Report Cards for 2016-2017) were collected and analysed. The key finding was low performing schools had higher percentage of students with low Incoming Readiness. The study covers issues of social justice and the need to improve school performance.
{"title":"Economically disadvantaged communities: a solution-based study through education and information communication technology","authors":"Alice S. Etim, J. Etim","doi":"10.1504/ijeed.2020.10027910","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10027910","url":null,"abstract":"North Carolina ranked 40th out of the 50 states in the USA in a new report card on public education. Generally, schools are graded A, B, C, D and F grades where 80% of school grades are based on the percentage of student tests scores that are at or above grade-level performance. In Economically Disadvantaged communities, specifically, those in one large county in Central North Carolina, schools there tend to perform poorly, scoring 'D' and 'F' grades in the state schools' report cards. The main research question was: Do students in low performing schools also score low on the Incoming Readiness scale? A survey and secondary data (North Carolina School Report Cards for 2016-2017) were collected and analysed. The key finding was low performing schools had higher percentage of students with low Incoming Readiness. The study covers issues of social justice and the need to improve school performance.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44118081","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}
There are many studies indicating the relation between innovation and competitiveness, and the importance of education for both. In addition, such issues are on the United Nations agenda for the millennium goals until 2030. There is little research seeking to establish the relations between these three elements. The objective of this study was to investigate the education as a determining factor for a country's competitiveness, and to understand its role in the context of the innovation generation. The research used structural equation modelling and data from 138 countries included in the Global Competitiveness Report of the World Economic Forum 2016/2017. The results showed that education is the predecessor of innovation and competitiveness and it comprehends basic education and technical training provided by companies. The study contributes mainly to develop and test education, innovation and competitiveness through a unique integrated structural model.
Pub Date : 2020-03-27DOI: 10.1504/ijeed.2020.10027904
Majlinda Gjelaj, Fjolla Kaçaniku, Blerim Saqipi
This research aimed at investigating how mentor teachers perceive their role as mentors of student teachers in an education system that is undergoing transition and faces significant challenges in quality of teacher education. The study was conducted in Kosovo and involved 220 mentor teachers trained at the University of Prishtina's Faculty of Education and an analysis of the course syllabi that intended to prepare students for school placement. This research concluded that mentor teachers are aware of their roles but prioritise tasks related to classroom management rather than broader roles of teachers in the school system. Also, the course syllabi indicated a general link with anticipated teacher roles while there is a need to ensure a better coherence between the school placement and university input. The research concludes that developments in teacher professionalism in the system should be a driving force behind the preparation of mentor teachers.
{"title":"Understanding mentoring role as a step towards improving quality of teacher education: Kosovo experience","authors":"Majlinda Gjelaj, Fjolla Kaçaniku, Blerim Saqipi","doi":"10.1504/ijeed.2020.10027904","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10027904","url":null,"abstract":"This research aimed at investigating how mentor teachers perceive their role as mentors of student teachers in an education system that is undergoing transition and faces significant challenges in quality of teacher education. The study was conducted in Kosovo and involved 220 mentor teachers trained at the University of Prishtina's Faculty of Education and an analysis of the course syllabi that intended to prepare students for school placement. This research concluded that mentor teachers are aware of their roles but prioritise tasks related to classroom management rather than broader roles of teachers in the school system. Also, the course syllabi indicated a general link with anticipated teacher roles while there is a need to ensure a better coherence between the school placement and university input. The research concludes that developments in teacher professionalism in the system should be a driving force behind the preparation of mentor teachers.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43277419","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}
The debate surrounding education in developing countries has mainly centred on the respective importance of school-related and family-related factors to both academic access and academic success. Studies on developed countries have already highlighted issues regarding the aspirations of children. In developing countries these issues are still under study. Our study fills in this gap. The aim of this article is to present an analysis of the determinants of children's aspirations. For this we use the theoretical framework of capabilities. This framework is innovative as it was not applied on this issue on developing countries. Our study concerns a case study of talibe children in Mauritania. We use a database on 116 children. The results indicate that cultural factors and parental involvement in children's schooling are decisive, in contrast to the quality of education and material living conditions, which have no significant effect.
Pub Date : 2020-01-01DOI: 10.1504/ijeed.2020.10026044
Mohsen Ayyash, Tareq Sadeq, S. Sek
This paper presents an empirical method to find more efficient estimates of returns to schooling using Bayesian linear regression instead of OLS method. The private returns to schooling in Palestine using the Palestinian labour force survey (PLFS) for the year 2017 have been estimated, where on average, males earn 40.7% more than females. Separate regressions have been performed for males and females, in which the returns to schooling for females are found higher than their males' counterparts. Bayesian inference has also been applied into Heckman two-step procedure with logit and probit models to correct self-selection bias for females' sample. It is found that logit Heckman correction yields positive and higher coefficient of years of schooling than probit and OLS. The wage disparities in Palestine have been found influenced by various factors like age, sex, and occupational groups. These findings are useful for policymakers to plan for future investment in higher education.
{"title":"Returns to schooling in Palestine: a Bayesian approach","authors":"Mohsen Ayyash, Tareq Sadeq, S. Sek","doi":"10.1504/ijeed.2020.10026044","DOIUrl":"https://doi.org/10.1504/ijeed.2020.10026044","url":null,"abstract":"This paper presents an empirical method to find more efficient estimates of returns to schooling using Bayesian linear regression instead of OLS method. The private returns to schooling in Palestine using the Palestinian labour force survey (PLFS) for the year 2017 have been estimated, where on average, males earn 40.7% more than females. Separate regressions have been performed for males and females, in which the returns to schooling for females are found higher than their males' counterparts. Bayesian inference has also been applied into Heckman two-step procedure with logit and probit models to correct self-selection bias for females' sample. It is found that logit Heckman correction yields positive and higher coefficient of years of schooling than probit and OLS. The wage disparities in Palestine have been found influenced by various factors like age, sex, and occupational groups. These findings are useful for policymakers to plan for future investment in higher education.","PeriodicalId":38013,"journal":{"name":"International Journal of Education Economics and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66751050","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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