The Returns of the Education in the Context of Micro-macro Analysis

Cebeci, Esra; Algan, Neşe; Çankaya, Seda

doi:10.1016/j.sbspro.2015.01.712

Cited by 3 publications

(4 citation statements)

References 16 publications

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“…Education can be defined as a long-term process important for the development of individuals and communities. As such, it is essential for economic development and the preservation and enhancement of the cultural heritage of societies (Cebeci, Algan, and Cankaya, 2015). Education is to fulfil four genuine functions over many years: (1) socialisation, (2) the assimilation of attitude, behaviour and habit, (3) the acquisition of knowledge and skills, (4) the propensity to the profession, bringing certain professional opportunities (Schulz, 2008).…”

Section: Education As a Publicly Funded Task: A Literature Reviewmentioning

confidence: 99%

Education Financing: Explaining the Expenditure Concentration Gap between the State and Local Governments in Poland 2008-2019

Kotlińska¹,

Nucińska²,

Bednarz³

2021

ERSJ

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Purpose: The aim of this article is to explain the differences between the educational expenses of municipalities and cities in Poland and the educational subvention received by them from the state budget, in particular the scale of the violation of the actual educational expenses of municipalities and cities by their original structure as a result of aggregated decisions of local authorities. Design/Methodology/Approach: The concentration degree of educational expenditure and subvention streams using the Herfindahl-Hirschman Index (HHI), for 2008-2019 from the database of the Local Data Bank of the Central Statistical Office has been used. Findings: The educational subvention was universal (nationwide), which is evidenced by the low degree of its concentration for all the studied groups of entities, the highest HHI values for educational expenses were recorded in the cities with county rights in terms of expenses on subsidies, property expenses, expenses on materials and services, as well as total expenses, and the higher degree of concentration of these expenditures as measured by the HHI results from uncoordinated financial decisions of the cities authorities concerning expenditures on education, disturbing the universal character of the nationwide educational subvention in aggregate were observed. Recommendations: There is a need for systemic actions of central and local authorities to reduce the level of imbalance in financing education by local governments. Practical Implications: for the empirical identification of determinants of the educational expenditure and subvention level of municipalities as a starting point for a discussion on the actual scale of financial responsibility for education in Poland. Originality/Value: To estimate the concentration gap between educational expenditure and subvention for groups of entities under study, local governments, municipalities and cities.

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Section: Education As a Publicly Funded Task: A Literature Reviewmentioning

confidence: 99%

Education Financing: Explaining the Expenditure Concentration Gap between the State and Local Governments in Poland 2008-2019

Kotlińska¹,

Nucińska²,

Bednarz³

2021

ERSJ

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“…At an individual level, the basic idea underpinning human capital investment requires the sacrifices of resources today for the expected stream of benefits in the future (Psacharopoulos, 2006;Cebeci, Algan, & Cankaya, 2015). For instance, in pursuing a four-year degree program, a student would incur the direct costs of attending a university such as the tuition fees, books and stationery and daily expenses.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Returns to education investment also depend on employer's perspective on the qualification obtained by the workers (Mohamad Yunus, 2017). Given today's complex labor market environment, employers, in general, view that it is essential for workers to demonstrate the capacity to think critically, communicate clearly, and solve complex programs regardless their undergraduates major (Cebeci et al, 2015). To achieve the employer's expectations, rather than just providing students with specific skills and knowledge, education now are are expected to; (i) encourage an individual to socialize, (ii) equip a person to acquire more and better knowledge, skill, attitude, behaviour, and habit, and (iii) groom an individual to develop professional capabilities (Cebeci et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

The Economic Benefits of Malaysian University Degrees

Arshad

Baharuddin

2020

IJES

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This study analyzes the net returns of educational investment in Malaysia using the net present value approach. The estimations consider the tuition payments of nine different bachelor degree programs of public and private universities in Malaysia and the forgone earnings while undertaking the degree programs as the cost of investments in human capital. The returns to education investment are based on the expected income accrued by the individual over the employment period until retirement. Under the assumptions that an individual would work until the retirement age of 60 years and a discount rate of 4 percent, the estimations show that holding a computer science degree from Universiti Sains Malaysia would give the highest net present value. Holding a medical degree, in general, would give the lowest net returns on educational investment as compared to the other selected programs. The net returns are sensitive to the costs of education, earnings and the duration of undertaking the degree programs.Keywords: Human capital investment, net present value, private rate of return, educational investment, Malaysian degree programmes

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“…This transition and mobility of human capital within an economic ecosystem leads to significant economic output arising from increased productivity per worker and technological progress [6,7]. The increment in demand for knowledge in the production processes simultaneously leads to rapid human capital driven economic growth [8]. Therefore, a better understanding of the relationship between investments in education and agriculture sector growth for an agriculture-dependent country like Uganda that has over 70% of its labour force directly employed in the agriculture sector is critical.…”

Section: Introductionmentioning

confidence: 99%

Output Growth of Uganda’s Agriculture Sector: Does Public Expenditure on Education Matter?

Owuor

Bett

Mwenjeri

2020

JSRR

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We examine the multiple dimensions of the effect of public investment in education on agriculture sector output in a multivariate econometric framework. The study is underpinned by the growing interest in empirical investigations on the effects of public education expenditure on economic growth in developing countries to inform the education sector policy environment. The research employed a longitudinal study approach to examine the extent of public investment in education and effects on agriculture sector output in Uganda. The study relied on data from national statistics for the period 1982- 2017. Overall, public expenditure on education has a net positive effect on agriculture sector output. The impact of education on agriculture output has been proven to promote agriculture output through supporting farmer adoption of new productivity-enhancing technologies.

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The Returns of the Education in the Context of Micro-macro Analysis

Cited by 3 publications

References 16 publications

Education Financing: Explaining the Expenditure Concentration Gap between the State and Local Governments in Poland 2008-2019

Education Financing: Explaining the Expenditure Concentration Gap between the State and Local Governments in Poland 2008-2019

The Economic Benefits of Malaysian University Degrees

Output Growth of Uganda’s Agriculture Sector: Does Public Expenditure on Education Matter?

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