Public Funding Of Education Research Articles

Empty shelves: How your academic library can address food insecurity

Researchers have only recently begun looking at food insecurity on college campuses. Food insecurity is characterized by the U.S. Department of Agriculture (USDA) as limited or uncertain access to nutritionally adequate and safe foods or the ability to acquire acceptable foods in socially acceptable ways due to limited financial resources. Harmony Reppond illustrates this point when writing, “food insecurity for college students can mean running out of food between paychecks, attending campus events in search of food, reducing food intake, purchasing minimally nutritious food that costs less, skipping meals, and deciding between paying for textbooks or food.” Food insecurity is often an invisible condition because of the stigma associated with hunger and poverty. However, the extent and severity of food insecurity on college campuses is alarming. The U.S. Government Accountability Office (GAO) conducted a literature review and found that college student food insecurity rates exceeded 30% in the majority of published studies. The Hope Center at Temple University conducts an annual survey on student basic needs, which originally covered food and housing insecurity, and has since been expanded to include transportation, childcare, stress, and mental health. Over the last five years this survey has been completed by more than 330,000 students attending 411 colleges and universities, and the Hope Center has found that on average over the last five years 39% of respondents reported being food insecure in the prior 30 days. The rise of student food insecurity is linked to a decrease in public funding for higher education, which in turn has caused a steep increase in tuition rates, combined with more low-income students entering college.

Think globally, act locally: Case study BSU summer school in Shanghai, China 2018

Aim: This article focuses on the teaching and learning style, intercultural knowledge, and educational abilities as experienced by both; the Chinese students and faculty. Advancing the idea of world citizenship among college students coupled with the framework of decreasing state and federal funding for public education in the United States, scuffle for students, and strong academic desire for the internationalization of higher education, colleges and universities turned their attention to the world. As a medium-sized public institution, Bridgewater State University (BSU) was among the pioneering institutions to do both; signing partnership and working with a third-party organization in China to recruit students.Method: The analytical discussion analysis is based on a qualitative and quantitative methodology. Theories of interpersonal communication and the development of communication and management highlighted the international educational model KAP: Knowledge, Attitudes, and Practice in this article.Findings: The results show that the BSU summer program in Shanghai seems attractive to students from different parts of China. Student home universities and colleges in the U.S. and Canada have no issue recognizing, accepting, and transferring credits from American institutions such as Bridgewater State University and Canadian university summer programs.Implications/Novel Contribution: The significance of this case is 1) to showcase the innovative approach of BSU to provide academic opportunities for international students to complete a portion of required and elected courses that taught by BSU faculty, and 2) to avoid the cost of building and maintaining international campuses or branches abroad.

Education in a Heterogeneous-Agent Economy: Revisiting Transatlantic Differences

I propose a novel heterogeneous-agent model featuring public and private education in the choice set of households, positive human capital externalities, and distortionary taxes for public education financing to study transatlantic differences in public versus private education investment, tax rates, and economic distributions. I show that exogenous tax differences alone can generate most of the observed transatlantic disparities in this model. I also demonstrate that this model can explain how either of the calibrated US and European tax regimes can gain public support due to the U shape of aggregate variables over taxes, as also seen in the data.

Modern Trends in Public Funding of Higher Education

Public funding currently plays a key role in the stability and success of higher education systems in the world leading countries. As governments are often the main sources of funding for higher education, the effectiveness of public policies in allocating financial flows is a matter of concern. This paper discusses the main mechanisms of financing higher education systems and analyzes the structures and features of these mechanisms using the examples of the largest countries of Western Europe and Asia – Germany, Spain, Italy, France, and China.Materials and methods. In order to identify current trends in public funding of higher education, the authors used two main groups of materials, which can be conditionally divided into official regulatory documents and statistical (analytical) reviews. Systemic-structural and statistical data analysis methods were applied in the research.Results. The study of trends in public funding of higher education revealed their great diversity not only in terms of the share in the overall structure of university income, but also in the mechanisms of distribution of financial flows. Nevertheless, this study presents the main groups of these mechanisms, structured according to the methods of their implementation.Discussion and Conclusion. In the course of the study, the authors concluded that the existing diversity of the world’s higher education financing systems is primarily due to the sustainability of traditions that have developed in national education systems, and the lack of international initiatives aimed at unifying the mechanisms of education financing, as was done earlier on the structure, levels and qualifications in the implementation of the bologna Process. In addition, the constantly changing financial situation in the world encourages states to look for alternative sources of support for higher education, which leads to the creation of new independent financing mechanisms.

Minuscule but Impactful: The Effects of Educational Crowdfunding on Student Performance

Despite the growing popularity of online public funding for education (i.e., crowdfunding), controversy persists about whether teachers’ efforts to use this channel are justified and whether donations thus received can actually make a difference in students’ academic performance. We present the first empirical evidence of the positive influence of online education crowdfunding after teachers successfully raise funds. Using data from California public school teachers and their students, as well as the teachers’ fundraising activities on DonorsChoose.org, we find significant academic performance improvements among students after their teachers receive donations through this platform. Such improvements in students’ academic performance are stronger when more local donors participate in teachers’ fundraising campaigns. Notably, teachers who attempt to raise funds online but are unsuccessful are still able to improve their students’ performance. These findings not only document the positive impact of online education crowdfunding on students’ academic performance, but also demonstrate that such impacts are at least partially attributable to the non-financial motivational benefits on teachers from receiving such donations. Our study therefore contributes to the literature on crowdfunding, as well as the ongoing debates surrounding the financing of public education.

Análise dos Recursos Financeiros Aplicados nas Instituições Federais de Educação Profissional, Científica e Tecnológica: 1996-2016

The general objective of this study was to analyze the trends and logics of the funding of Brazilian Federal Institutions of Vocational, Scientific and Technological Education (EPCT) from Brazil between 1996 and 2016. The data indicated a change in the action perspective of the Public Fund from 2003 onwards. While the public funding of Vocational Education was previously accomplished under the public-private partnerships regime, in this new period (2009-2016) the Public Fund, despite having maintained the partnership regime, substantially increased public spending in the modality through the creation and subsequent expansion of the EPTC Federal Network. From 2009 to 2016, the structuring of a Federal Network was observed with national capillarity and a remarkable process of interiorization, with a substantial increase in the expenses with Staff and Social Charges, Other Current Expenses and Investments.

Adjunct Faculty Development: A Kenyan Perspective

Much development has happened in the education sector in African countries. In Kenya, there has been a proliferation of institutions of higher learning. Severe cuts in government funding for public higher education have resulted in the privatization of higher education and the need for adjunct faculty as a way to cut costs. Research suggests that although there is a rise in reliance on adjunct faculty in many institutions of higher learning around the world, these faculty are not always adequately prepared for the challenges they meet in the classroom. This article explores the need for full-time as well as adjunct faculty development in institutions of higher learning in Kenya. It looks at ways in which adjunct faculty can be specifically offered professional development and how they can be integrated into the life of the institutions in which they teach. Finally, it proposes possible implications for carrying out adjunct faculty development.

Bad Faith: Teachers, Liberalism, and the Origins of McCarthyism by Andrew Feffer

Reviewed by: Bad Faith: Teachers, Liberalism, and the Origins of McCarthyism by Andrew Feffer Stephen Leberstein (bio) Bad Faith: Teachers, Liberalism, and the Origins of McCarthyism By Andrew Feffer. New York: Fordham University Press, Empire State Editions, 2019. 328 pages, 6" x 9". $35.00 paper. In the first few years of the 1940s, the New York State Legislature authorized a committee known by the name of its dual chairs, Herbert Rapp and Frederick Coudert, Jr., to investigate the state's financing of public education and allegations of Communist influence in New York City's public schools and colleges. By the end of 1941 50 faculty and staff at the City College of New York and Brooklyn College lost their jobs before the Rapp-Coudert Committee suspended its investigation following the Nazi invasion of the Soviet Union. This incident inaugurated the anticommunist purges of faculty at public schools and colleges that lasted until the 1960s. Despite the notoriety of the Rapp-Coudert Committee in its time, no full-length study of it appeared before the recent publication of Andrew Feffer's book, Bad Faith: Teachers, Liberalism, and the Origins of McCarthyism. It remained largely unknown in our time despite its long-term influence, more recent scholarly articles, and an official apology to the surviving victims by the City University's Board of Trustees in 1981.1 Andrew Feffer has done an excellent job of explaining the history of this attack on the faculty of New York City's municipal colleges, mainly Brooklyn and City Colleges. While we might ascribe the purge that resulted to reactionary political forces, he shows how it was liberal intellectuals and politicians who took charge of this attack, claiming that [End Page 147] left-wing faculty were guilty of "bad faith" for their supposed radicalization of students. But he shows the depths of the "bad faith" of investigators who built their case solely on allegations that their suspects were guilty of refusing to admit to membership in the Communist Party. In its 1942 Report to the State Legislature, Paul Windels, chief of staff of the Rapp-Coudert Committee, stated that the committee's real intent was to change the culture of the public colleges, to instill the instinct of self-censorship and self-policing in the academic community, "that amorphous section of the public referred to under the collective heading 'liberals' and 'intellectuals.'"2 In his efforts to purge the public colleges of their troublesome teachers, Windels perversely showed how well he understood the importance of academic freedom for public discourse. If that purge succeeded in its aim of ridding the public colleges of their troublemakers, it did so by substituting the judgment of politicians for the professional autonomy that is the indispensable mainstay of academic freedom. Feffer's new book is an important contribution to a broader understanding of public higher education and its importance in the creation of an informed public forum. Perhaps the University of Wisconsin at Madison said it best when it adopted its inspirational motto in 1894 following the trial of Prof. Richard T. Ely, then director of the university's School of Economics, for participating in a printers' strike in Madison: "Whatever may be the limitations which trammel inquiry elsewhere, we believe that the great state University of Wisconsin should ever encourage that continual and fearless sifting and winnowing by which alone the truth can be found."3 Unfortunately, the Rapp-Coudert Committee rode roughshod over the fragile protection of academic freedom at the municipal colleges. The origins of the attack stemmed from turmoil in the New York Teachers Union, Local 5 of the American Federation of Teachers. In the early 1930s newly hired teachers began joining the union, among them some members of the Communist Party and other left organizations, including Isidore Begun who helped assemble the Rank and File faction which fought for democratization of the union. Among other things, Begun put forward resolutions calling for the union to support the Scotsboro Boys in addition to "democratization" of the union. Other activists in the left factions were especially active in schools in Harlem and Bedford Stuyvesant, allying themselves with parents' groups fighting what they often saw as the...

FORMATION AND DEVELOPMENT OF THE INTERNAL SYSTEM OF EDUCATION QUALITY ASSURANCE AT THE UNIVERSITY AS A FACTOR OF STATE SOCIO-ECONOMIC DEVELOPMENT

The article is devoted to the description and analysis of factors that potentially and actually affect the socio-economic development of the state on the example of the higher education institution. It is established that at the system level the level of ensuring the quality of educational activities and the quality of higher education has a decisive influence on the formation of a positive image of a higher education institution. The results of a survey of students on the criteria for choosing a university to study are presented. Statistics on public funding of education in general and higher education in particular are presented and analyzed. It is established that, despite the formally high percentage of education funding from the level of GDP in absolute terms, the actual funding is low and needs to be strengthened by attracting external funding from customers. Attention is also paid to the state of development of educational services for foreign students. In a competitive environment at the national and international level, the decisive influence on the involvement of foreign students in the university is influenced by the structure of the training program, teacher qualifications, organization of the educational process in the classroom and so on. The article on the example of a higher education institution presents the main stages of formation and development of the internal system of quality assurance of education as an object of influence on the socio-economic development of the state. The development and/or improvement of internal quality assurance systems in universities is becoming a powerful basis for increasing university funding from external (personally involved) sources, reducing the outflow of applicants abroad and the successful provision of educational services to foreign students. At this stage, given the limited opportunities for funding of educational activities by the state (compared to EU countries), the successful implementation of the university development strategy is possible provided that systematic work is done to improve the quality of educational services for domestic and foreign citizens. As part of further research, it is planned to analyze the mutual impact of the education quality assurance system on the effectiveness of scientific activities, the provision of additional paid educational services, training for external customers and other sources.

DEMOGRAPHICALLY-DETERMINED CHANGES IN PUBLIC SPENDING ON EDUCATION IN UKRAINE IN THE CONTEXT OF FISCAL SUSTAINABILITY

Introduction. Ensuring the sustainability of the public finance system forms the basis for sustainable development and growth of the national economy. The sustainability of the public finance system is influenced by both macro-financial indicators and indicators of government spending and debt. It is well known that the demographic burden on the budget will grow in the future. This will be manifested in an increase of government’s social spending. Therefore, studies of the impact of demographically-driven costs on the sustainability of public finances in the future are relevant. Insufficiently studied – in this particular context – are the government’s spending on education, which led to the choice of the subject of the study. Purpose. The purpose of the research is in analytical assessment of the impact of changes in the volume of spending on education (caused by the demographic aging in Ukraine) on budgetary sustainability. Method (methodology). The methodological basis of the study is the theoretical provisions of the economic science of public finance in general and public funding of education in particular. The article uses general scientific methods of theoretical and empirical knowledge: analysis and synthesis of data on financing of various levels of education and their age structure; mathematical modeling and forecasting in assessing the demographic impact on public finance’ sustainability; systemic analysis of the results. Results. The article reflects the main results of the analysis of demographically determined trends in the volume of financing of various levels of education in Ukraine, determines the age proportions of financing of education in the base year and decomposes the corresponding spending by the age structure of the population; changes in the volume of budget financing of various levels of education in Ukraine in the medium and long term (taking into account forecasts of demographic aging of the population), estimates the impact of demographically determined changes in the volume of budget financing of education on the sustainability of public finance in the medium term. The results can be applied in budget planning, in the development of a budget declaration and program-targeted documents regarding financing of the education sector in Ukraine.

Pattern of Mammography Utilization by Women Attending Asokoro District Hospital, Abuja, Nigeria.

Introduction: Mammography is a major tool for the screening and diagnosis of breast cancer globally. Poor funding and lack of good public health education for mammography in resource-limited countries limit access to mammographic services. In these settings, patients bear the cost of breast cancer screening from out-of-pocket expenses. The aim of this study was to interrogate the pattern of utilization of mammography by women of childbearing age, who attended Asokoro District Hospital (ADH) for Healthcare, with the view to increase uptake.Materials and Methods: This was a 4-year retrospective, cross-sectional study of 534 women who attended ADH from July 2015 to June 2019 for screening or diagnostic mammography. Data were extracted from completed questionnaire by women who had mammography during the period under review. The data were entered into Statistical Package for the Social Sciences version 27 by IBM for analysis.Results: The mean age of the women was 47.8 years ± 7.7 with a range of 30–82 years. Most of the women, 525 (94.9%), were referred for mammography by health workers; only nine (5.1%) had mammography on self-referral. In all, 71% of the women paid for their mammography from their pockets, whereas 28.1% made payments through the National Health Insurance Scheme (NHIS). A total of 100% of women who reported for mammography on self-referral paid for the services from their pockets. The association between the funding options and mode of referral was statistically significant, P = 0.049.Conclusion: This study showed that referral for mammography by health workers was responsible for not only most of the mammograms conducted but also all the women who utilized NHIS to pay for this service. Resources should therefore be directed towards creating awareness among health workers, especially with the present level of NHIS coverage in the population, in order to increase the uptake of screening mammography in the population.

Access to Higher Education in New Mexico: Racial, Ethnic and Geographic Disparities

This chapter, written for a collected volume on Race in Rural America, assesses the intersections of race and ethnicity with rurality in relation to higher education access and attainment in the State of New Mexico. New Mexico is one of the nation’s most rural states and is home to a distinct population in terms of race and ethnicity: the greatest percentage Latinx/Hispanic population—right at half and growing fast—and the third smallest population of non-Hispanic whites among all states. Further, more than a tenth of New Mexicans identify as American Indian, the second greatest percentage among the states. The fifth most sparsely populated state in the nation, New Mexico struggles chronically with a lagging economy, high poverty and child poverty rates, and low educational attainment. Against that demographic and economic backdrop, the analysis in this chapter reveals disappointing educational attainment among Hispanic and American Indian students as measured against these groups’ proportion of the state’s broader population, but particularly in relation to New Mexico’s college-aged population. In other words, young Hispanics’ status as a majority does not appear to be a protective factor—or at least not a sufficiently protective one—when it comes to higher educational attainment. American Indian students struggle to an even greater degree, falling far behind both their non-Hispanic white and Hispanic counterparts. While rural residents’ education level consistently falls behind that of metropolitan residents, it is impossible to determine the extent to which this is due to a rural brain drain—the phenomenon of young people raised in rural areas who migrate to urban areas to obtain their college degrees and then stay, often because of better economic opportunities. Indeed, the data suggest bleak higher education outcomes for all low-income and rural residents, regardless of race or ethnicity. We attribute this in part to inadequate state funding of public higher education and to a mismatch between how that funding is currently spent, e.g., four-year institutions, merit-based student aid, and how it could be better spent to promote access and attainment for the most vulnerable students. We close the chapter with recommendations for policy makers seeking to achieve equity in education and thus also foster a brighter economic future for the entire state. We emphasize the need for the collection of more nuanced data so that the State of New Mexico can better understand trends and shift resources in ways that will make education access more equitable across race, ethnicity and geography.

State expenditures to public higher education and regional funding norms: a panel data analysis

Using well understood regional indicators we seek to understand if and how region influences state expenditures to public higher education. We employ an econometric technique that allows for estimation of parameter estimates on time-invariant regressors (Census divisions) from 1995-1996 through 2007-2008. Additionally, we are able to provide solid evidence that region matters while also including other well-known drivers of state expenditures to public higher education. We conclude that these relationships are often overlooked in higher education economics research, for better or for worse, and hence warrant further investigation since implications exist for future and prospective policy.

State expenditures to public higher education and regional funding norms: a panel data analysis

Using well understood regional indicators we seek to understand if and how region influences state expenditures to public higher education. We employ an econometric technique that allows for estimation of parameter estimates on time-invariant regressors (Census divisions) from 1995-1996 through 2007-2008. Additionally, we are able to provide solid evidence that region matters while also including other well-known drivers of state expenditures to public higher education. We conclude that these relationships are often overlooked in higher education economics research, for better or for worse, and hence warrant further investigation since implications exist for future and prospective policy.

Some aspects of financing higher education in Ukraine in modern conditions

The article raises questions about the functioning and implementation of new mechanisms for financing higher education institutions in the context of reforming this sector. The authors emphasize that a new approach to the sources and procedures of higher education funding is a major challenge for educational institutions and a driving force for changing traditional thinking patterns. However, in order to rationalize management education processes, it is essential to take the necessary steps to implement the ongoing reforms in higher education. The purpose of this article is to analyze the features and trends of reforming higher education funding in Ukraine, taking into account the reforms proposed by the Ukrainian government. In order to increase the effectiveness of public education funding policies, it is first and foremost necessary to improve the planning of spending for the current year on the maintenance of educational institutions; to develop the independence of education institutions in the use of budgetary resources, and in particular, the revenues from the implementation of additional activities and paid services; improve the pricing system; implement tax optimization measures. In order to make better use of all financial resources by higher education, it is necessary to broaden the financial autonomy of universities on the one hand, which will significantly increase their financial and economic autonomy and stimulate improvement of indicators that affect the level of funding from the state. On the other hand, an effective mechanism for state crediting of educational services should be put in place, which will make the student feel responsible for learning success. The increase in the financial resources of universities due to budgetary and extra-budgetary sources of funding and their adequate use in the future will increase the possibilities of using the academic potential of most universities, and will contribute to the development of higher education as one of the prerequisites for further progressive development of society.

Improving the funding efficiency of higher education: Ukraine’s strategic guidelines in a global challenges

The article highlights the strategic guidelines for increasing the efficiency of higher education funding as a driver of social development in the context of globalization challenges. The author's approach to the definition of the concept of "higher education funding efficiency" is proposed. The most significant manifestations of globalization and modern global trends impacting the processes of funding the higher education are summarized. The patterns of higher education public funding in European countries are determined. To substantiate the choice of the strategy for funding the higher education in Ukraine, a system of strategic guidelines based on the trajectory of its development is suggested to be used. Clustering of European countries by the level of budgetary funding and population coverage with higher education is carried out. Based on this results the possible options for the development trajectories of higher education in Ukraine are identified. The results of implementation of possible strategies for the development of higher education in Ukraine are calculated and the most effective of them are determined. The article concludes that the educational and financial policies of the state and institutions of higher education must adapt to global challenges, to the state of the external globalized environment, which will contribute to increasing the level of their competitiveness both in the country and abroad.

Public Financing in Education and Economic Growth of Nepal

Education serves as the foundation of human capital, enhancing productivity and innovation, and ultimately driving economic growth. This study aims to assess the relationship between public financing in education and Nepal's economic growth. Utilizing the ARDL error correction model with data spanning from 1982 to 2018, the findings indicate that public funding for education in Nepal negatively impacts long-term economic growth. In the short term, the enrollment of technical students at various institutions under Tribhuvan University also exhibits a negative association with Nepal's economic growth. The short-term setbacks may be attributed to the drain of technical expertise or insufficient investment in technical education, potentially impeding economic growth. Consequently, policymakers and stakeholders should prioritize technical education and domestic employability to foster sustainable economic growth in Nepal.

Education and Labour Market Earnings in Low Income Countries

This paper intends to examine the private returns to education in Tanzania using three different Integrated Labour Force Survey data collected in 2001, 2006 and 2014. The estimation of the rate of returns to education was presented separately by each year data. The estimation was also carried out by comparing between males and females sub-samples. Using Ordinary Least Squares (OLS) technique, we find private returns to education increases with the levels of education over the 2001-2014 periods. We observed further the patterns tend to decrease over time, despite rising average levels of schooling attainment. Additionally, females experience a higher rate of return than males. These findings have important policy implications with respect to strengthening the public funding of tertiary education suggesting that increasing public expenditure on tertiary education is necessary for greater equality and poverty alleviation in Tanzania.

Privatised sources of funding and the spatiality of inequities in public education

ABSTRACTK-12 public education finance policy in the province of British Columbia, Canada, responsibilises school district administrators to engage in competitive entrepreneurial practices, not only to increase public funding, but also to generate supplementary funding from private sources. We focus specifically on the generation of revenue from international student tuition. Our goal is to deepen our understanding of the spatial dimensions of inequities within the context of marketised education finance using the conceptual framework of spatiality and a mixed-methods approach to data collection. Quantitative data demonstrate how the amount of revenue generated from international student tuition differs between geographically diverse school districts. Qualitative data illuminate how the spatial contexts of local school districts shape administrators’ reasoning, decision making, and marketing practices within a marketised education finance system. Both sets of data illustrate how spatiality exacerbates inequities within a market-oriented approach to education finance.

DIVERSIFICATION OF FINANCING SOURCES OF HEIS IN UKRAINE

In the conditions of information economy, is growing the role of sectors capable of generating new knowledge, thus contributing to the country's economic development. The intellectual and innovative potential of the higher education system can transform the higher education institutions (hereinafter HEI) into one of the key drivers for activating the processes of the information economy formation.In modern social-economic conditions, is becoming urgent to modernize the higher education system in response to the actual demands of the external economic environment; the modernization processes require adequate funding. Taking into account the potential and the tendency of HEIs transformation into economic entities, it is important to create the preconditions for diversification of their funding sources at the state level.The financial aspects of the HEIs functioning, the aspects of diversification of funding sources of higher education system are being researching by the number of scientists: Kaleniuk I., Bogolib T., Kuklin O., Tsymbal L., Buchkovskaya Ya., Radionova I., Komarova I., Volikov V., Devol R., Lee J., Ratnatunga M., etc.Problems of diversification of financial sources require further research, in particular — the prospects of commercialization of universities’ research results.The research objective: study of diversification of financing sources of the Ukrainian higher education institutions.The article analyzes tendencies of financing of the Ukrainian higher education system. The analysis demonstrated a gradual reduction of public funding for higher education. Exogenous and endogenous problems of commercialization of universities research results are specified in the article.The author comes to the conclusion about the necessity of diversification of funding sources of the Ukrainian higher educational institutions. The author identifies the commercialization of research results of higher educational institutions as one of priority funding sources.