Economic Benefits Of Education Research Articles

CRITERIA AND INDICATORS OF FORMATION OF FUTURE MATHEMATICS TEACHERS’ INFORMATION COMPETENCE

The article reveals the problem of determining the criteria and indicators of the formation of future mathematics teachers' information competence. The significance of the competence approach in the educational process has been revealed and the structure, components, levels, indicators of future mathematics teachers' information competence have been characterized. It was found that the basis of the competence approach to the formation of future mathematics teachers' information competence is the desire to implement two main tasks: education should form in future mathematics teachers the qualities necessary for the implementation of professional activities; criteria and parameters for evaluating the results of modern education should be unified and expressed in terms and results that can be interpreted and taken into account in any educational institution of any country. An approach based on human development, or personality development, offers a more open framework for promoting the students' holistic development by expanding all choices to achieve what they value most, not just the economic benefits of education. Information competence, under these conditions, appears as a proven ability of an individual to use information technology for guaranteed mastery and delivery of information in order to meet their own individual needs and meet societal requirements for the formation of general and professionally specialized human competencies. Competence approach to training in many countries is implemented at the level of national educational standards. Analysis of cultural features and specifics of economic development of the vast majority of developed countries leads to the recognition of a common trend in the vocational education system: purposeful transition to professional standards based on performance and systematic description of qualifications in terms of professional and key competencies.

Women’s education, time use and marriage in Iran

ABSTRACTIn many parts of the world, higher education has increased female chances of paid work and reduced the economic benefits of marriage. In Iran, however, female labour force participation has remained in low rates despite considerable improvements in female education. In the absence of direct economic benefits of education for women, this paper uses data from the 2009 Time Use Survey, representing urban areas of Iran, to explore another pathway of the impact of education on transition to marriage. It is postulated that female education can lead to later marriage by changing women’s role priorities, at least in two ways. While enrolment in education is time-consuming and incompatible with requirements of marital life, higher education can increase the chances and desire for engagement in alternatives to the roles related to marriage. The findings provide partial support for both explanations. These findings not only deepen our understanding about differentials in the time use and the potential pathway of the impact of female education on marriage, but also provide important information for policy makers who are concerned with marital and fertility behaviours of the large cohort of young educated women in Iran.

Political discourse on higher education in Denmark: from enlightened citizen to homo economicus

The literature on higher education policy points to changes in the dominant discourse over the years. In particular, the ascendance of a discourse marked by concepts of new public management, using language inspired by neoclassical economic theory which characterizes education as a marketplace where students are customers, has led scholars to critically question the foundations of modern higher education policy. This paper uses critical discourse analysis to trace the development of higher education policy discourse in Denmark from the late 1970s until today. The authors find that the discourse has moved from a pluralistic one embracing not only the economic benefits of education, but also emphasizing on democracy, citizenship, and equality, towards a predominantly economic one, focused squarely on notions of globalization and competitiveness in a knowledge society.

Analysis of Japanese Women in the Economic Benefits of Education and Social Status

Analysis of Japanese Women in the Economic Benefits of Education and Social Status

Education Reform and Cross-Sectoral Financing: A Practice-Based Approach

Recently, the for-profit sector has dramatically increased its market share in the education market. Although many students who otherwise would not have received an education have benefited from this trend, there are worrisome aspects to this development. Evidences suggests for-profit education frequently fails to serve the best interest of its students. Also, for-profit education fuels the focus of public discourse on only the short- and medium-term economic benefits of education, at the expense of longer term benefits to society. One reason the long-term benefits of education tend to be ignored is because they are hard to measure. Short-term economic value is easy to quantify, and it is a value about which there is broad-based consensus among key decision makers. Public value, in contrast, is harder to measure and harder to agree on. Most theoretical frameworks tend to reinforce this shortcoming by assuming, for example, that individual, utility-maximizing agents have pre-given preferences in a relatively static institutional environment. We challenge these assumptions by focusing on a meso-level conception of practices that mediates the relationship between dynamically conceived entities — namely, macro-level institutions and micro-level individuals. Inspired particularly by Alasdair MacIntyre, we present a theory of practices built from the ground up on managerial decision-making practices. In doing so, we uncover the practical mechanisms by which myopic economic values crowd out public values. Legal structures reinforce a strict boundary between for-profit and nonprofit institutions, effectively reinforcing the weaknesses of each: for-profit institutions have good access to financing, but drive out public values; nonprofit institutions foster public values, but fail to find sufficient financing. Legal reform can address these problems by encouraging collaborative financing efforts in a way that is sensitive to the strengths and weaknesses of each sector. Low-profit limited liability companies (L3Cs), for example, offer a way for nonprofit stakeholders and for-profit investors to collaborate, but there are dangers in bringing these different sectors together. Cross-sectoral legal reform must therefore prevent economic interests from co-opting other, public-values-based practices. This could be done, for example, by placing limits on the payouts or take-over provisions of for-profit investors can receive. This would prevent economic, profit-maximizing incentives from dominating the culture of mission-driven institutions, while still allowing mission-driven stakeholders to access financing in ways that are currently not possible.

Economic benefits of education – Kosovo Perspective

The future of economy and society of a country depends largely from the education of the labour force and advancement of their knowledge. The process of individual education does not end with graduation, but is a continuous process, in the function of economic competitively. Economic development and welfare are closely connected to investment in education. Considering that education investment is a heavy burden on taxpayers, high costs of education have been an object of debate in governments in terms of efficiency and rate of return. In circumstances in which economic and social development of Kosovo thrives, education is a challenge, but it is also an opportunity for important and inclusive change.Confident of the key role of education in economic development, the paper puts a special accent on economic benefits of an individual from higher education. Apart from this accent, a summary of empirical studies, which reflect facts and analysis of various countries, on economic benefits of education. Empirical analysis in many countries have shown that the role of education is key in a global competition, where knowledge is the key to success of economy and social development. From this perspective, young and vital population is the most important resource of Kosovo, the relevance of which will be assessed by the knowledge and skills acquired in institutions of higher education, very demanded in the labour market, as an important factor of economic and social change in the country. The results so far have shown that the investment rate of 3.3% of Gross Domestic Product allocated to education (around 6,0% in developed countries) is insufficient for the Kosovo’s economy to compete successfully with economies of other countries, in premises of an already global competition.

Regional Returns to Education, Child Labor, and Schooling in India

In an environment where children's time has an economic value and employment opportunities for educated workers are scarce, parental investments in their children's education may not be driven entirely by poverty and credit constraints. We offer evidence from India that higher returns to primary education increase schooling and decrease idleness but have a negligible effect on child labour. Our results suggest that households that are most dependent on their children's income are too poor to respond to the economic benefits of education. Implementing policies that raise the economic benefits of education - such as creating more high-skilled jobs and improving the quality of education - may increase human capital investments in households that do not rely on their children's incomes for survival. However, child labour will persist unless the poorest households are provided with the opportunity to respond to these benefits.

The Contribution of Canadian Education to Industrial Production

The issues concerning the economic benefits of education have been of public interest in recent years in Canada. To shed some light on these issues, this study examines the impact of education on the employment and wages of labor, and on the use and price of physical capital in Canada. Cross-sectional industrial data grouped by province for the year 1990 obtained from Statistics Canada are used. Three major findings are obtained: (1) workers disaggregated by levels of educational attainment are substitutes for one another; (2) capital and all labor groups disaggregated by education are complements; and (3) as workers' educational attainments increase, wages become less sensitive to changes in the quantity of workers in the same labor group, in general.

Further Evidence on the Returns to School Quality

Further Evidence on the Returns to School Quality

Inequality of Opportunity for Higher Education

IGHER education in American society gains only a part of its significance from the personal satisfactions and self-realization that come from general learning and the mastery of high level skills. More importantly, higher education confers increased chances for income, power, and prestige on people who are fortunate enough to obtain it.' In modern technological societies the allocation of social position is increasingly dependent on higher education. Entrance into an ever enlarging range of valued occupations is restricted to those whose educational attainments beyond secondary school are presumed to have given them the habits of thought, attitudes, and special skills that these occupations require (Sorokin, 1927:169-172, 187-193; Lenski, 1966:389-395; Blau and Duncan, 1967: 401-441; Miller and Roby, 1970:119-141; Hauser, 1970). It has long been accepted that training for the higher professions should be an almost exclusive monopoly of colleges and universities. More recently this near monopoly has been extended to include many subprofessional and technical occupations as well. Even the training required for the skilled blue-collar and lower level whitecollar occupations-which formerly was acquired on the job, through apprenticeships, or in vocational curricula in high schoolshas increasingly been shifted to post-secondary institutions. Recently there has been a good deal of criticism of the overemphasis on credentialism and the certification role that colleges and other educational institutions perform (Miller and Reissman, 1969; Berg, 1970; Newman et al., 1971:38-43). This criticism is particularly persuasive whenever it can be shown that the educational requirements for entry into an occupation have little bearing on the activities of that occupation. It is especially unfortunate that when such requirements are artificially high, many otherwise qualified persons from disadvantaged * Presidential Address, 66th Annual Meeting of the American Sociological Association, August 30, 1971, Denver, Colorado. The research reported herein was supported by grants from the National Institutes of Health, U.S. Public Health Service (M-62 75) and the Social and Rehabilitation Service, Social Security Administration (CRD-3 14). I wish especially to thank Robert M. Hauser for his critical comments and suggestions and for his contribution to the analytical work reported here. David Mechanic and Bryant E. Kearl made valuable suggestions for the revision of an earlier draft of this paper. I wish also to acknowledge the contributions of my professional associates on this project over the years: Archibald 0. Haller, Kenneth G. Lutterman, Vimal P. Shah, Janet A. Fisher, Ronald M. Pavalko, Robert M. Hauser, J. Michael Armer, Alan M. Orenstein, Eldon L. Wegner, Alejandro Portes, George W. Ohlendorf, Herschel Shosteck, Victor Jesudason, Dorothy M. Ellegaard, and Ruth M. Gasson. 1 There is a vast literature on the economic benefits of education which shows that those with advanced education enjoy much higher annual and lifetime earnings than those with lesser education. See especially Schultz (1963), Morgan and David (1963), Becker (1964), Innes et al. (1965), Weisbrod and Karpoff (1968), and Bowman (1971). Our own unpublished results indicate that, even when we control for ability, average annual earnings of college graduates are considerably higher than the earnings of those who obtained less posthigh school education. These results are based on 1967 data, and these earning differentials doubtless will increase over the years as those in the professions and business enter the more productive phases of their careers.