Tuition Expenses Research Articles

Non-Tuition Expenses and Coping Strategies of Tertiary Students in Jamaica

For less developed countries to grow and develop there is an urgent need to graduate relevant high-quality students at the tertiary level. But students have cited non-tuition expenses such as housing, food, and transportation as the greatest barrier to tertiary education access, especially since many funding opportunities are geared towards the coverage of tuition costs only. The low access to tertiary education in Jamaica remains a threat to national development. Furthermore, with Jamaica being ranked second on the human flight and brain drain global index, it is critical for policymakers to address the concurrent low access to tertiary education and barriers to completion, through the development of evidence-based policies. This study which explores the often overlooked burden of non-tuition expenses on students and the potential impact on their academic performance is therefore scientifically relevant. The study analysed the non-tuition expenses of housing, transportation, and food in three tertiary institutions. Nine hundred and seventy-nine students completed the questionnaires through a quantitative approach to collect data from students in different disciplines. The study also evaluated the coping strategies of these students. Descriptive and relational analyses were done to determine the association between non-tuition expenses and several variables including hunger and academic performance.Non-tuition expenses among tertiary students in Jamaica are staggering. The key findings were: (1) non-tuition expenses exceeded tuition costs by more than 100% with housing contributing more than 50% to that cost. (2) Approximately 38% of students were found to be suffering from severe hunger and a statistically positive relationship was found between severe hunger and housing expenses. (3) Food insecurity was found to be a consequence of burdensome non-tuition expenses as students reported they skipped meals and reduced food consumption as cost-saving measures. (4) Students who enrolled part-time coped by working full-time jobs to help offset their financial obligations. (5) Despite the high non-tuition burden and innovative coping strategies the study found no statistical relationship between the non-tuition costs and the academic performance, measured by grade point average.The high opportunity cost of attending tertiary institutions in Jamaica is real. The coping strategies employed by students may present challenges for completing tertiary studies and for maintaining good physical and mental health. If left unaddressed, the non-tuition expenses associated with tertiary education may further decline access and reduce the number of graduates and by extension stifle the potential for national development. Keywords: Non tuition expenses, coping strategies, academic performance, Jamaica. DOI: 10.7176/JEP/14-4-05 Publication date: February 28 th 2023

Factors associated with stress among high school students preparing for University Admission in Bangkok

Background: Many students futures are determined by their performance on the university entrance exam. To enter the university, you must achieve good test scores, which might be stressful and possibly exacerbate frustration. Therefore, by gathering this information, I intend to evaluate the problems with the Thai educational system and improve it for students. Objective: To assess level of stress among high school students and analyze factors associated with level of stress.Study Methods: A cross sectional online survey, the data was collected from 172 students from grades 10-12 from Sarasas Ektra School in Bangkok from 15 September to 19 October 2022. The data were collected via Google Forms by using the DASS21 Questions. The data were analyzed for the prevalence and associated factors by using descriptive statistics and IBM SPSS.Results: A total of 172 high school students participated in this study, the results showed that participants had a moderate level of stress (M=3.69, SD=1.20). Male participants (N=111, 64.5%) reported a higher level of stress than female participants (N=61,35.5%). Grade 12 participants (N=72, 41.9%) had the highest stress level. Participants who enrolled in the Science-Math program (N=107, 62.2%) reported the highest level of stress among other participants who studied in other programs. Majority of the participants who were in a group of GPAX between 3.5 and 4.00 (N=108, 62.8%) had the highest level of stress. Additionally, those who spent monthly tuition expenses more than 10,000 Baht per month (N=13, 7.6%) reported the highest level of stress. Most of the participants spent more than 4 hours on social media (N=85, 49.42%) per day and spent less than 7 hours per week on special tuition(N=112, 65.12%).The vast majority of the participants spent more than 6 hours on leisure activity per week (N=78, 45.35%). The analysis of factors associated with participants stress level included GPAX (p=0.008), Monthly Tuition Expenses (p=0.007), Be Able to study as planned (p=0.002),Be Able to get admitted into target faculty is important(p=0.000),Future Income Factor(p=0.040),Perception of Parental Conclusion: Most participants reported a moderate level of stress. Factors associated with participants level of stress contributed from both internal factors and external factors of participants, depending on different individuals.

Impact of COVID-19 on Personal Life: an Analysis Based on the Data Centric Approach

COVID-19 is the most used and significant word in this year. It has taken many lives, created fear among people and changed people’s and country’s perspective and decision. The virus has kept people isolated in their homes, and borders have been blocked. The third wave of Covid-19 variants has finally come to an end. Based on an online questionnaire, this paper investigated the impacts of Covid-19 on people’s lives for four essential daily necessities: education, social, economic, and psychological. As the pandemic interrupted the normal world’s circumstances, we tried to determine the association between various factors related to Bangladeshi people in this study. This research is essential because the findings help stakeholders and decision makers decide what to do in the sectors of education, the economy, social, and psychology. This study introduces a new interestingness measure, the “IM-Score,” which aims to discover the association between various parameters. Covid-19 impedes 25.6 percent of educational factors, 23.5 percent of social concerns, 25.9 percent of economic life, and 25.0 percent of psychological factors among the four most basic demands of people’s daily lives, according to the findings. Finally, we concluded that people are concerned about the period of online classes, tuition expenses, financial situation, social interaction, and mental health.

Penetapan Harga Jasa Pendidikan di Perguruan Tinggi Keagamaan Islam Negeri (PTKIN)

Pricing is a critical decision that supports the successful operation of profit and non-profit organizations. Price is the only element of the marketing mix that generates revenue for the organization. However, decisions regarding prices are not easy to make. All for-profit organizations and many non-profit organizations charge prices for their products or services. This study aims to determine the amount of single tuition fee (UKT) that is applied at State Universities in Indonesia. With the literature study method, it can be explained that the determination of the single tuition fee is a policy aimed at helping and reducing the cost of student education. No other additional fees will be charged for 8 semesters. The determination of a single tuition fee also makes it easy to predict student tuition expenses each semester. The size of the costs incurred also follow the size of the needs such as the cost of practicum in each study program

Social Communication Predictors of Successful Inclusion Experiences for Students With Autism in an Early Childhood Lab School

Purpose This study examined predictors of preschool enrollment and attendance in an inclusive, university-based lab preschool (Preschool Education Lab [PEL]) serving children with and without autism spectrum disorder (ASD). Method PEL operates as a full-day, state-licensed preschool and consists of three classrooms serving 2-, 3-, and 4-year-olds (class sizes of 12, 16, and 18 children, respectively). Between July 2018 and October 2019, parents of 84 children with a prior diagnosis of ASD or parental concerns about ASD contacted PEL to seek enrollment. Parents completed several eligibility surveys, including a demographic survey and the MacArthur-Bates Communicative Development Inventories (MB-CDI). The process for determining eligibility and enrollment consisted of four steps: Step 1, review of eligibility surveys to select children for an in-person eligibility observation (EO); Step 2, completion of an in-person EO to determine program eligibility; Step 3, enrollment of eligible and interested families; and Step 4, sustained PEL attendance. Results We used logistic regression analyses to identify child or demographic characteristics that predict decisions at each step. Results show that parent-reported early gestures (MB-CDI) were the strongest predictor of PEL's decision to invite children for an EO (Step 1). Furthermore, higher parent-reported language skills (MB-CDI, Words Produced) and a younger chronological age were the strongest predictors of PEL's decision to invite families to enroll (Step 2). Whether eligible families chose to enroll (Step 3) and whether enrolled families chose to remain enrolled (Step 4) were best explained by practical family considerations such as tuition expenses, daily commute, and alternative programming options. Conclusion This research paints a complex picture of forces that influence placement decisions for children with ASD who seek enrollment in an inclusive early childhood education program. A better understanding of these forces is necessary to evaluate outcomes and increase access to inclusive preschool options for children with ASD.

Practical Applications of 529 College Savings Plans under the TCJA: Evaluating Age-Based Portfolios

Practical Applications Summary In 529 College Savings Plans under the TCJA: Evaluating Age-Based Portfolios, from the Fall 2019 edition of The Journal of Wealth Management, Ross A. Riskin of the American College of Financial Services discusses the effects of the Tax Cuts and Jobs Act of 2017 (TCJA) on 529 college savings plans. The TCJA expanded the types of educational expenses for which 529 plans can be used to include qualified K–12 tuition expenses. However, investors should be aware that certain investment options within 529 plans may not be optimal when planning for these educational opportunities. For instance, most age-based portfolios in 529 plans assume that the beneficiary will be 18 years old when the disbursement of funds begins. This assumption is reflected in allocations to equity, which may be overallocated for beneficiaries younger than 18 and underallocated for beneficiaries older than 18 when planning for K-12 or post-graduate tuition expenses, respectively. Additionally, states vary in both the tax laws pertaining to 529 plans and the different levels of risk assumed by the portfolios. Riskin suggests that investors may be better off pursuing static portfolios or individual investment options if they plan to use the funds to pay for qualifying non-undergraduate education expenses. TOPICS:Legal/regulatory/public policy, portfolio construction

529 College Savings Plans under the TCJA: Evaluating Age-Based Portfolios

The enactment of the Tax Cuts and Jobs Act of 2017 (TCJA) introduces some of the most sweeping tax law changes in more than 30 years and enhances the flexibility investors have when using 529 college savings plans for more than just qualified higher education expenses. Investors can now use funds from these accounts to pay for qualified K–12 tuition expenses without being taxed or penalized on the earnings associated with the distributions at the federal level. While this new provision may make 529 college savings plans more attractive, investors may now need to reevaluate their investment holdings in these plans especially if they are using age-based portfolios and are planning for pre-undergraduate education expenses, post-graduate education expenses, or are considering using a combination of in-state and out-of-state 529 college savings plans to achieve their education planning goals. TOPICS:Portfolio management/multi-asset allocation, fundamental equity analysis

Getting Ahead by Spending More? Local Community Response to State Merit Aid Programs

In more than half of U.S. states over the past two decades, the implementation of merit aid programs has dramatically reduced net tuition expenses for college-bound students who attend in-state colleges. Although the intention of these programs was to improve access to enrollment for high-achieving students, it is possible that they had unanticipated effects. We analyze whether state funding for higher education and K-12 education changed as a result of program implementation, and whether local school districts attempt to counter any such changes. We employ two methodologies to study whether this has been the case: a difference-in-differences model and a synthetic control estimation strategy. We find robust evidence that implementation of state merit aid programs led to an economically (and statistically) significant decline in state funding for K-12 education, which was mostly offset through increases in local revenues by school districts. These results have important implications for understanding how merit aid policies could have unintended consequences for the students they aim to support.

Empowering Future Women Leaders Through GATE: The Way Forward

The underlying premise of the human capital theory in education is that higher education and training are costly but there are concomitant tangible and intangible benefits to the microcosm and macrocosm. The aforementioned theoretical underpinning of this study set the tone for this qualitative research project which encompasses informal face-to-face interviews with 61 full-time and part-time-female students at the University of the West Indies School of Business and Applied Studies Limited (trading as ROYTEC) concerning their experiences with Government Assistance for Tuition Expenses (GATE). The positive impact of GATE on each female student's life is unquestionable as her empowerment, development, and commitment are reflected in her answers to three open-ended questions. Further expenditure in higher education would be of benefit to any country seeking to improve its citizen's quality of life and standard of living.

Teach Me to Write; but Respec’ Meh Right: A Critical Exploration of Vernacular Accommodation in Tertiary Education for all in Trinidad and Tobago

Since the introduction of the Education for All policy of the Government Assistance for Tuition Expenses (GATE) in Trinidad and Tobago, more tertiary level classrooms have been furnished with mixed linguistic and academic abilities and have accommodated more non-traditional tertiary-level entrants into the educational system. The expansion of the tertiary sector has also fostered lower minimum requirements for candidates entering tertiary institutions of learning (TILs), which differ from higher institutions of learning (HILs). More inclusive strategies in English composition courses are therefore needed to manage the reality of mixed abilities and greater non-standard language use among some of these learners, as part of the educational process. Therefore, the author proposes limited vernacular accommodation as a response to sectoral diversity and as a viable strategy for more inclusive education that would match the learner characteristics and the socio-educational contexts of TILs. In support of this recommendation, evidence-based findings from a case study among 39 students at a large private university exemplify the outcomes of vernacular accommodation in relation to student performance, linguistic identity and learner confidence. These outcomes further the cause of vernacular integration policies in education towards ensuring that true inclusion is upheld in the educational process. Moreover, the participatory power balance between students and teachers in this context will provide students with greater confidence and success in the short- and long-term, and will provide teachers with the critical awareness for transacting more equitable appraisals and for resisting hegemonic teaching and learning practices. In this way, true inclusion will extend beyond the mere financial ease of the GATE funding which is now available to all eligible students by consolidating the voice of marginalised learners in a conservative tertiary education system.

Higher Fees Paid To US Physicians Drive Higher Spending For Physician Services Compared To Other Countries

Higher health care prices in the United States are a key reason that the nation's health spending is so much higher than that of other countries. Our study compared physicians' fees paid by public and private payers for primary care office visits and hip replacements in Australia, Canada, France, Germany, the United Kingdom, and the United States. We also compared physicians' incomes net of practice expenses, differences in financing the cost of medical education, and the relative contribution of payments per physician and of physician supply in the countries' national spending on physician services. Public and private payers paid somewhat higher fees to US primary care physicians for office visits (27 percent more for public, 70 percent more for private) and much higher fees to orthopedic physicians for hip replacements (70 percent more for public, 120 percent more for private) than public and private payers paid these physicians' counterparts in other countries. US primary care and orthopedic physicians also earned higher incomes ($186,582 and $442,450, respectively) than their foreign counterparts. We conclude that the higher fees, rather than factors such as higher practice costs, volume of services, or tuition expenses, were the main drivers of higher US spending, particularly in orthopedics.

A Yearly Contract With Everybody and His Brother: Durham County, North Carolina Black Female Public School Teachers 1885-1927

. . .Like a root stopped by a stone you turn back questioning the tree you feed. But what the leaves hear is not what the roots ask. Martin Carter A brief description of the life of Mary Pauline Fitzgerald provides insights into the social context of being an African-American school teacher in the South during the late 19th and early 20th centuries. Like the root in the poem, African-American female teachers often questioned a stone-deaf administration. Though quietly, like a root moving under a house, tearing up a foundation, they often succeeded in accomplishing the seemingly impossible. On September 25, 1870 Mary Pauline's father, Robert B. Fitzgerald, entered into his diary: . . .Went up to Hillsboro after some things. Medicine, &c. When I returned there was a little stranger on hand named Mary Pauline Fitzgerald. . . . May sunshine cheer this little traveler on her way through the checkered scenes of life and may she be a light to others are the wishes of her father.(1) Mary Pauline would become a light to others by becoming a public school teacher in Durham County, North Carolina.(2) She was the oldest of six and being the oldest was delegated the responsibility of helping to raise her siblings. At six, she climbed up on a stool and washed clothes and cooked meals,(3) and by the age of eight, she was responsible for a large share of the household chores. Her father was often away from home teaching and there were four other children she helped look after.(4) Education was highly stressed by her father, and some of her first memories were of chalk and board. By 1880 her father was almost blind and Pauline's mother attempted to send her to St. Augustine's School, a high school for blacks, in Raleigh, North Carolina.(5) She was asked to spell, solve arithmetic problems, and answer questions concerning history and literature. They said that I knew the work all right but I was too young to stay. They sent me home again and told me I could come back when I was ten. My tenth birthday came that September, so Mother me on the train again and I entered st. Aug's.(6) Mary Pauline worked while in school and her mother sent butter, eggs, or chickens to defray tuition expenses. Mary Pauline left St. Augustine's in the spring of 1885 because the U. S. Pension Office had denied her father's application and the sixth sibling was only a few weeks old. In September 1886 she put up her hair, on a long grown-up dress and went to take the county teacher's examination.(7) With many men and women twice her age, she was afraid the examiners would find out that she was only fifteen and send her home. They evidently did not ask her about her age because she received a First Grade Certificate, fifteen days before her sixteenth birthday.(8) She began a teaching career, like that of many other Southern African-American females, faced with obstacles such as not being able to receive an education beyond the sixth or seventh grade in their own community. Many had to work during the school year as well as serve as domestics or work in tobacco factories in the summer in order to pay tuition. Parents financially assisted their children's education by paying tuition to a private school while also paying taxes to support local high schools for whites only. Another obstacle for African-American female teachers was age. Because of their families' economic status many, like Mary Pauline, did not give their age or lied in order to secure a job. And many board members eager to hire because of a growing demand for African-American teachers, did not ask. Nevertheless, once they became teachers, most demonstrated an unrelenting commitment to educating the race. Mary Pauline's commitment to teaching and to her race were two of the determining factors in her deciding to divorce her husband, who wanted them to pass for white.(9) She felt that the education professional was a calling and that her job was never done. …