加纳能负担得起教育方面的可持续发展目标吗?

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-03-03 DOI:10.1080/18146627.2018.1557532
Victor Osei Kwadwo, Obaa Akua Konadu
{"title":"加纳能负担得起教育方面的可持续发展目标吗?","authors":"Victor Osei Kwadwo, Obaa Akua Konadu","doi":"10.1080/18146627.2018.1557532","DOIUrl":null,"url":null,"abstract":"Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"177 - 197"},"PeriodicalIF":0.2000,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/18146627.2018.1557532","citationCount":"4","resultStr":"{\"title\":\"Can Ghana Afford the Sustainable Development Goal on Education?\",\"authors\":\"Victor Osei Kwadwo, Obaa Akua Konadu\",\"doi\":\"10.1080/18146627.2018.1557532\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.\",\"PeriodicalId\":44749,\"journal\":{\"name\":\"Africa Education Review\",\"volume\":\"17 1\",\"pages\":\"177 - 197\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2020-03-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/18146627.2018.1557532\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Africa Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18146627.2018.1557532\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2018.1557532","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4

摘要

2015年,17项可持续发展目标(sdg)的出现让人们欢欣鼓舞,但很少有经验证据表明,各国需要付出多大努力才能实现这些目标。本文通过估算加纳在实现可持续发展目标4:优质教育方面的财政需求,有助于填补这一空白。文章估计了教育差距,这表明加纳的教育指标与可持续发展目标4所要实现的目标之间存在差异。此外,在考虑到国家教育预算和税收收入的财政空间的同时,估计了解决这一差距所需的财政能力。结果表明,加纳的教育资源配置效率低下。平均而言,表现最好的国家在教育上的支出占国内生产总值(GDP)的比例更低(4.18%),但取得的成就却更多,而加纳在教育上的支出占GDP的比例更高(6.16%),但取得的成就却更少。因此,为实现可持续发展目标4,加纳面临的更多是分配和效率挑战,而不是资源挑战。如果中国想要保持低效率,就需要将GDP的0.58%额外分配给教育,以将其教育绩效提高到表现最好的国家的水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Can Ghana Afford the Sustainable Development Goal on Education?
Abstract There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation’s education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
期刊最新文献
Interrogating the Academy: Higher Education Transformation for the Public Good beyond Diversity in Race and Gender Harnessing Academic Integrity Among Students: Implementation of a Novel Web-Based Application for Plagiarism Detection and Prevention The Impact of Educational Innovation on Teachers’ Pedagogical Practices: The Case of the ORELT Project in Kenya Sociological Thinking as an Educational Antidote to Tribalism in Africa Africanising the Curriculum: Exploring the Perspectives of Bachelor of Education Honours Students at an Open Distance Education and Learning Institution
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1