Expansion Of Education Research Articles

Exploring the Expansion of Higher Education and Youth Employment Issues from a Development Perspective

Exploring the Expansion of Higher Education and Youth Employment Issues from a Development Perspective

Examining the link: educational expansion and non-marital fertility in Croatia

This paper studies the macro-level relationship between education and non-marital fertility in Croatia. Using vital statistics on first births from 1984 to 2021, we explored non-marital fertility trends by mothers’ education and assessed the influence of women’s educational expansion. We observed a significant increase in the proportion of non-marital births, from under 10% in the mid-1980s to over 30% by 2021. Decomposition analysis showed that behavioural changes, particularly among medium-educated women, significantly influenced the increase in non-marital fertility. This group increasingly opted for childbearing outside of marriage. High-educated women also contributed to the trend, with the behavioural changes more modest in comparison to those of medium-educated women, but amplified by an increase in their group size. Direct standardization showed that higher educational attainment among first-time mothers moderated the proportion of non-marital births, suggesting that the proportion of non-marital births could have been even higher had the educational composition remained constant at 1984 levels. The study confirmed a persistent negative educational gradient, where lower educational attainment was associated with a higher likelihood of non-marital childbearing. The results have important implications for policymakers, as discussed in the paper.

Education and the Timing of Family Formation: Evidence from Quantile Regression Analysis

ABSTRACTThe relationship between educational level and the age at which women start families has been extensively researched. However, studies have primarily explored how additional schooling shifts the mean or, more broadly, only one point of the age at first union and first birth distributions. This ignores variation in the association between education and the timing of family formation, and the fact that schooling might shape behaviours of vulnerable and more privileged women differently. Using quantile regressions, this article examines heterogeneity in the relationship between education and the age at first union and first birth across the distribution of these events within 50 low‐ and middle‐income countries. It investigates whether additional schooling shifts relatively early union formation and childbearing (that is, lower parts of distributions) similarly or differently than it shifts other parts of the distributions. It finds that association between an additional year at school and the age at first union and birth is weaker in the lower than the upper parts of the distributions. Education has a relatively weak effect on the reduction of early first unions and births and plays an unequalizing role in shaping family formation within countries. These findings are key to understanding persistently high levels of early marriage and pregnancy, despite the expansion of education.

Behavioral Intention to Adopt Artificial Intelligence in Educational Institutions: A Hybrid Modeling Approach

The introduction and implementation of Artificial Intelligence (AI) in higher education has brought out new opportunities and obstacles. The utilization of AI will result in a significant transformation of the governance structure within global higher educational institutions. The potential use of AI involves exploring the educational implications of how teachers may enhance their teaching methods, how students can improve their learning experience, and how institutions of higher education can make more accurate and timely judgments. This is significant because the workload has significantly increased as a result of the widespread expansion of higher education. Given the circumstances, AI assistance is crucial. The implementation of artificial intelligence in higher education is a significant matter in this context. The objective of this study is to investigate the feasibility of individuals adopting it. To do this, we have formulated hypotheses and a conceptual framework, which we then validated through a survey by obtaining feedback from a total of 240 respondents. Research has discovered that the model can assist authorities in promoting the implementation of artificial intelligence in higher education. The outcome of this study will help practitioners understand the insights of people’s intentions and psychology in adopting AI in educational sectors.

Predictive Analysis of Online Course Completion: Key Insights and Practical Implications

The rapid expansion of online education has brought significant attention to understanding factors that influence student engagement and course completion. This study aims to predict online course engagement using a dataset from Kaggle, encompassing user demographics, course-specific data, and engagement metrics. Employing a Decision Tree model with 5-fold cross-validation, the research identifies key predictors of course completion, including time spent on the course, the number of videos watched, and quiz scores. The model demonstrates robust performance with accuracy, precision, recall, and F1-scores consistently above 92%, indicating its effectiveness in predicting student outcomes. This predictive capability allows educators and online course providers to identify at-risk students early and implement timely interventions to enhance engagement and completion rates. The study's contributions lie in pinpointing critical engagement metrics and validating the use of Decision Trees in educational data mining. The findings align with existing educational theories that emphasize the importance of active engagement for academic success. Practical implications suggest that online platforms should focus on strategies to increase interaction with course content and provide timely feedback. Future research should explore additional datasets and machine learning models to further refine predictive accuracy and broaden the understanding of factors influencing online learning success. This research provides a foundation for developing more effective online education strategies, ultimately aiming to improve student retention and outcomes

From “transitions” to “trajectories”: towards a holistic interactionistic analysis of educational inequality in contemporary China

This study employs sequence analysis to explore the educational pathways of individuals born in China between 1976 and 1988, a cohort that witnessed substantial educational expansion. The study constructs a typology for classifying these educational trajectories and quantifies the prevalence of each category within the cohort. Utilizing decision tree analysis, the study investigates the relationship between different educational pathways and various background characteristics. Unlike the “waning coefficients” commonly observed in Mare model and its variants, this approach unveils the substantial influence of cumulative advantage and disadvantage in shaping educational trajectories, a process heavily impacted by individuals’ social backgrounds. Despite some exceptions and complexities, several discernible patterns become apparent. For instance, individuals hailing from rural settings generally exhibit a decreased likelihood of progressing along superior educational trajectories throughout their academic endeavors when juxtaposed with their urban counterparts. Moreover, elevated levels of parental education persistently enhance children’s prospects for accessing superior educational pathways, irrespective of their urban or rural origins. This methodology serves as a valuable instrument for scrutinizing the general features and diversity of educational trajectories, providing a complementary perspective to existing research on educational stratification and inequality.

Optometrists’ perspectives on speciality programme development in South Africa

Background: South Africa (SA) has postgraduate research-based master’s and doctorate qualifications in optometry with no clinical coursework qualifications in special interest fields. As a result, it hinders professional growth and career path for optometrists and further limits patients’ access to various care pathways from would-be upskilled optometrists.Aim: To explore optometrists’ perspectives on postgraduate programme development in special interest fields of optometry for SA.Setting: Study population of practicing optometrists registered with the Health Professions Council of South Africa (HPCSA).Methods: A quantitative cross-sectional descriptive design was employed, utilising an online questionnaire developed with the Evasys survey system v8.2. Non-probability sampling was used to access eligible participants.Results: From 424 survey responses, 83.5% had undergraduate qualifications and 95.5% worked in patient-facing environments. Participants responded positively (88%) to this need for educational expansion. Educational needs in Ocular Disease (75.6%), Paediatric Optometry (66.4%), Binocular Vision (65.1%) and sub-specialties of myopia control (41.2%) and Specialised Contact Lens Fitting (31%) were reported. With combined ‘highly important’ and ‘likely important’ responses, participants indicated that obtaining professional recognition (94.9%) and to improve patient care (98.8%) were the main drivers for pursuing additional education and training.Conclusion: A notable demand was found for coursework postgraduate programmes by the study populations from which professional recognition can be awarded in various special interest fields of optometry. The benefit of improved patient care from upskilled optometrists was expressed.Contribution: The findings would contribute towards the development of a conceptual framework for postgraduate education and training for optometrists in SA.

Discussion on the Implications of Expansion in Postgraduate Education

This paper explores the development of postgraduate education in China, including the overall situation of postgraduate education, the trend in enrollment expansion in professional degrees as well as in various academic fields; it also triggers the impact and discussion about the postgraduate enrollment expansion, such as over-education and credential inflation, as well as the concerns about the quality of education and talent cultivation and so forth. Although the expansion brings various problems, the challenges may also become new opportunities for higher education reform, this paper also provides some suggestions on the expansion of postgraduate education.

The Nexus Between Higher Education Expansion and Economic Growth in Ethiopia: An Empirical Examination

Over the past three decades, Ethiopia’s higher education system has undergone substantial expansion, marked by an increase in the number of universities from two to more than 100 and a surge in student enrollment from 48 000 to more than 400 000. Despite this growth, there is a paucity of research on the relationship between higher education expansion and economic growth, with the few quantitative studies that have been undertaken yielding inconsistent outcomes. This research study embraced endogenous economic growth theory, employed the Autoregressive Distributive Lag (ARDL) bound testing model, and used World Bank data from 1991 to 2021 to explore the relationship between economic growth (measured by GDP per capita) and the expansion of higher education (proxied by gross tertiary enrollment). Contrary to prevailing assumptions, the study uncovered an insignificant association between higher education expansion and economic growth. Unlike other studies, it used qualitative analysis to unearth the potential contributing factors and identified subpar educational quality, limited university autonomy, and constrained academic freedom as critical issues. It is recommended that policymakers in countries undergoing similar higher education expansion should not only focus on increasing the number of students, but also prioritise improving the quality of education, granting greater autonomy to universities, and ensuring academic freedom. These factors are crucial for higher education to effectively contribute to economic growth.

Expanded education in formal and informal educational contexts

The manuscript presented aims to encourage reflection on educational practices deployed in formal and informal contexts. In order to address the needs of post-pandemic education, new forms of expanded, invisible, and ubiquitous education are contrasted. This article aims to promote a debate and exchange of knowledge, practices, and pedagogical criteria that would enable the acquisition of emerging knowledge. The factors that enrich the quality of the bond built between the educator and the students based on a dialogic, dynamic, and open relationship are taken into consideration. The results support the importance of promoting the integration of previous experiences and knowledge and openness to learning in unconventional spaces and outside school hours. Finally, guidelines are offered for the future study and design of new forms of educational expansion as a way to strengthen policies and practices in different contexts.

Generalised morality and contemporary fertility dynamics across European regions

ABSTRACT This study focuses on the concept of generalised morality (GM), a cultural trait measured with the values of respect, obedience, generalised trust and control. Since GM drives economic prosperity and the way nations organise their welfare, we investigate how it matters for contemporary fertility trends. We consider the period between 2000 and 2014, when divergent fertility trends in Europe arose and the Great Recession took place. Using Eurostat and Organisation for Economic Co-operation and Development (OECD) data for 177 regions in 23 European countries, we demonstrate that GM plays a moderating role with educational expansion and when there is a global shock – here the Great Recession.

Grade inflation effects of capacity expansion in higher education: a longitudinal study in undergraduate teacher education programs from 2003 to 2022

This study examined the change in the rate of graduates with high honors (>3.50) in teacher training programs and the factors affecting grade inflation and graduation GPAs over a 20-year period. In the study, the weighted grade point average of 173,232 student-teachers who had graduated from 32 teacher training institutions between 2003 and 2022 was analyzed using the random effects estimator, ANOVA, t test, and ANCOVA. The findings suggest that their grade point averages increased from 2.83 to 3.34 within this period. The highest-grade averages were found in 2012, when the number of teacher training institutions was expanded; as well as in 2021–2022, during the COVID-19 pandemic. In addition, the gender of the students, their university admission scores, the teaching field, the establishment year of the program, and the ratio of students per faculty member were found to be important determinants of graduation GPAs. Based on our results, it can be argued that the rapid growth of teacher training programs in Türkiye has caused a decrease in quality, which has triggered an increase in grade averages. One of the most important findings supporting this idea is that programs with lower university admission scores have more students graduating with honors.

Globalization, Competition and the Transformation of German Universities since the 1970s

Abstract Responding to the perceived challenges of globalization, German politicians have sought to transform German universities into competitive ‘entrepreneurial universities’. Based on archival material from six German universities, this article shows how reforms of university governance and new modes of funding have changed power relations within universities as well as within the German scientific community. Even though the breakthrough of ‘New Public Management’ must be situated in the 1990s, some causes of these transformations can be traced back to the 1970s, when the end of the postwar boom, educational expansion and discontent with the democratization of universities gave rise to new visions of the university’s role in society. Even though neoliberal ideas did play a part in the transformation of German universities, this process was more complex than the often-used label ‘neoliberal university’ suggests. International comparisons are applied to assess the scope of change and to highlight some of the peculiarities of the German developments.

The Role of Majlis Taklim in Medan City: Institutional Growth, Religious Education, and Social Transformation

This study examines the historical and social development of Majlis Taklim in Medan City, focusing on its institutional evolution, the expansion of religious education, and its significant role in community empowerment. Using a qualitative methodology with a historical and social science approach, the research reveals how Majlis Taklim has grown from informal gatherings into structured institutions that not only provide religious education but also serve as centers for social and humanitarian activities. The findings highlight three key aspects: the social and political factors behind the establishment of Majlis Taklim, its formal institutional development, and the diversification of activities to include technology, social media, and targeted programs for different segments of society. Additionally, Majlis Taklim’s collaboration with governmental and religious organizations has strengthened its role in promoting Islamic values while addressing contemporary social issues. The study also identifies challenges such as limited resources, leadership issues, and the need for modernization to maintain relevance. The research concludes that Majlis Taklim plays a crucial role in shaping religious understanding, fostering social cohesion, and contributing to the social welfare of Medan’s Muslim community.

ADALÉKOK AZ ÖNÁLLÓ KÁRPÁTALJAI MAGYAR TANNYELVŰ FELSŐOKTATÁS TÖRTÉNETÉHEZ

This study aims to present the path leading to the establishment of independent Hungarian-language higher education in Transcarpathia. Transcarpathia, as a region and administrative unit, was established within the territory of the Czechoslovak Republic following World War I. After World War II, the region became part of Soviet Ukraine. The first higher education institution in Transcarpathia was the Uzhhorod State University, established by the Soviet regime in 1945. In 1963, a Hungarian department was established at the university, followed by the Department of Hungarian Philology two years later. The establishment of the Hungarian college of Higher Education in Berehove, which currently operates as the only independent Hungarian-language higher education institution in Transcarpathia, established the power shifts following Ukraine declares its independence and the period of higher education expansion. Local advocacy organizations and the Hungarian government played a decisive role in the establishment of the Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, ensuring the supply of teachers for Hungarian-language schools in Transcarpathia.

Higher Education Landscape in India: Government Expenditure and Its Implications on Growth and Access

India’s higher education system grapples with myriad challenges perpetuated by scarcity of resources. This study seeks to analyse the quantitative growth of India’s higher education since independence, particularly focusing on the post-reform period. The research employs regression models, including the semi-log, Gompertz and multiple linear models, to determine growth rates and forecast variables up to 2035. The study reveals a significant expansion of higher education during the examined period, though it falls short of meeting the increasing demands. To achieve the goal of a 50 per cent Gross Enrollment Ratio (GER) by 2035, the Government of India must take steps to boost its expenditure on higher education. The analysis powerfully underscores that despite the extensive proliferation of higher education in India, its efficacy might be limited without concurrent implementation of robust policies directed towards amplifying government expenditure within the sector.

Chiefs and the Expansion of Education in Colonial Asante, 1940–1950

Chiefs and the Expansion of Education in Colonial Asante, 1940–1950

Revitalisasi Peran Komite Dalam Meningkatkan Mutu Pendidikan di Sekolah

The School Committee is an independent institution comprised of parents/guardians of students, the school community, community leaders, and education experts who are committed to education. This article outlines the importance of revitalizing the role and contribution that the School Committee must provide in improving the quality of education. The School Committee serves as a bridge between the school and the community, and how their involvement can help achieve better educational goals is discussed. Through comprehensive analysis, this article highlights the importance of the School Committee's involvement in formulating policies, suring transparency, and raising funds for education. Additionally, indicators of the School Committee's involvement in improving the quality of education are presented, including aspects of education quality and relevance, equalization and expansion of education, and educational management. The School Committee can be a platform capable of bringing about significant changes in the education system, and it provides a clear view of how the success of schools can be evaluated according to national education standards. The involvement of the School Committee is considered as a factor in efforts to realize quality education services for all students.

Changes in women’s labor force participation in urban China between 1990 and 2019: an age-period-cohort analysis

This article examines the trends and the factors that led to the historical transformation of women’s labor force participation (WLFP) in urban China over the past three decades between 1990 and 2019. Employing the age-period-cohort-interaction model (APC-I model), we find strong age effects, period effects, and cohort effects upon WLFP over the period under study. The age effects are largely due to life course factors such as schooling, marital status, and parenthood. The period effects may be due to market transition, changes in economic structure, and the expansion of education. As for the cohort effects, we posit a cultural explanation, suggesting that the cohort differences in WLFP can be attributed primarily to intergenerational differences in the values placed on work, due to changes in the social context in which early socialization processes are rooted.

Mismatches in finding a romantic partner: Education and gender values in the Spanish marriage market

The last decades the ‘romantic partner market’ has been changing drastically. Well-known changes in the structure of this market have been found in the discrepancies in educational level of potential spouses due to the educational expansion for women. If there is no potential spouse with similar resources or characteristics available (in a certain population), there is no possibility to partner homogamous, for many being the preference. Research from the Centre d’Estudis Demogràfics (CED) at the Autònoma University of Barcelona (UAB) examines for the first time the aspect of gender role values to mismatches between potential spouses. The importance of the (second) half of the gender revolution cannot be overlooked. We might expect that, as feminism becomes more widespread, the role of men in household tasks increases in importance, and women would therefore more and more look for a potential partner that values such an egalitarian view. Using the only, most recient available, Encuesta de Fecundidad (2018) for young Spanish men and women, the combined education-values gender gap in Spain is examined.