International Educational Expenditures

1987 ◽  
pp. 409-412
Author(s):  
J.W. Graham
Keyword(s):  
Educational Expenditures

scholarly journals Impact of foreign remittances on school enrolment and educational expenditures in district Peshawar, Pakistan

2021 ◽  
Vol 5 (2) ◽  
pp. 193-205
Author(s):  
Sajid Gul ◽  
Ali Zeb ◽  
Obaid Ullah ◽  
Guo Mingyan
Keyword(s):  
Capita Income ◽  
School Attendance ◽  
Simple Random Sampling ◽  
Primary Data ◽  
Per Capita Income ◽  
School Enrolment ◽  
Educational Expenditures ◽  
Point Increase ◽  
Marginal Propensity ◽  
Per Capita

This study aims to identify the effects of foreign remittances on school enrolment and the educational expenditures of children in the Peshawar district. Primary data were acquired by simple random sampling and a questionnaire. Correspondingly, the logit approach and Heckman selection theory were utilized to examine school enrolment and educational expenses. The marginal effects were evaluated to determine the co-efficient. The study's findings indicate that Per Capita Remittances (PCRM) have a highly substantial and beneficial effect on children's school attendance, with a (10.8%) point increase in school enrolment for every 100 rupees rises in Per Capita Remittances (PCRM). Suppose a household's Per Capita Income (PCIM) improves by one hundred rupees, the probability of children enrolling in school increases by (0.17). The results indicate that PCRM and educational costs per kid are significantly and positively correlated. Educational spending per child increases by 12.01 rupees for every 100 rupees rise in family remittances per capita, whereas every 100 rupees increase in per capita income increases educational expenditure per kid by (8.38 PKR). Which leads to an 8.38 % marginal propensity to spend on child education.

The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

2021 ◽  
Vol 62 (2) ◽  
pp. 115-140
Author(s):  
Josef Kuo-Hsun Ma
Keyword(s):  
Digital Divide ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Digital Competence ◽  
International Student Assessment ◽  
Institutional Settings ◽  
Educational Expenditures ◽  
E Learning ◽  
At Home

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

Paying for education among households in Ghana

2017 ◽  
Vol 16 (2) ◽  
pp. 214-226 ◽  
Author(s):  
Abdul Malik Iddrisu ◽  
Michael Danquah ◽  
Peter Quartey
Keyword(s):  
Sub Saharan Africa ◽  
Income Quintile ◽  
Empirical Estimation ◽  
Content Type ◽  
Demand For Education ◽  
Educational Expenditure ◽  
Educational Expenditures ◽  
Education In Ghana ◽  
Sub Saharan ◽  
Quantity Of Education

Purpose Using data from the sixth round of the Ghana Living Standards Survey, this paper aims to take a critical look at issues relating to the demand for education in Ghana. Design/methodology/approach In doing this, the paper develops a model for the determinants of household’s educational expenditure using the full sample of data and an income-quintile disaggregated model of the determinants of household’s educational expenditures. The study adopts robust empirical estimation techniques to estimate the model. Findings The paper finds that household resources importantly influence children’s educational expenditures with wealthier households spending proportionately more in educating their children than poorer households; large-sized households spend more in terms of educational expenses than small-sized households reflecting largely the quantity of education purchased, given that quality and contextual factors matters for educational investments. Strikingly, the findings show that female headship is a significant positive predictor of households’ demand for education. These findings provide valuable policy options relating to the goal of ensuring inclusive and quality education for all and promoting a lifelong learning by 2030. Originality/value While literature on the determinants of households’ educational expenditures abound, very few of this literature focuses on sub-Saharan Africa. Consequently, this study makes an important contribution to the literature by providing evidence on the determinants of households’ educational expenditure in the context of sub-Saharan Africa.

scholarly journals Analysis of the Determinants of Education Expenditures in Malaysia

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Najumunisha Abdul Jabbar ◽  
Doris Padmini Selvaratnam
Keyword(s):  
National Development ◽  
Education Spending ◽  
Education Expenditure ◽  
Educational Expenditures ◽  
Political Concept ◽  
Public Policy Analysis ◽  
Education Expenditures ◽  
Government Education ◽  
The Government ◽  
Malaysian Government

Expenditure on education helps in improving the skill formation and raises the ability of individuals to produce and work. It is said to be an investment in human capital which is closely connected with the economic development. Government education spending is of great importance to national development and plays a prime role in assisting growth and knowledge deepening. The aim of this study is to build on the established theories of public policy analysis on education and to empirically investigate and analyze the determinants of public expenditure on education in Malaysia. For the occasion of this study, it is posited that education expenditure is determined by multidimensional determinants. A number of theories are therefore incorporated regarding economic-demographics and political concept which have been used in the study. The results reveal that the education policy in Malaysia is mainly determined by budget deficit and the revenue collected by the government with a significant coefficient variables of -0.22and 0.15 percent respectively. Besides, unemployment has an inverse but insignificant impact on total educational expenditures. These results imply that the Malaysian government mainly takes into account only certain factors and neglect to incorporate the importance of other factors, such as demographic and educational indicators, when allocating education expenditures. Whereas Malaysian government education expenditure doesn’t focus on the political factor which is well described by the insignificant level of 0.80 percent of the dummy election cycle variable.

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