scholarly journals A Proposal for Developing the Cost Sharing of Higher Education in Saudi Arabia in Light of Some International Experiences

2017 ◽  
Vol 10 (1) ◽  
pp. 3-32
Author(s):  
Mohamed Mokhles ◽  
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Cost Sharing ◽  
International Experiences ◽  
The Cost

scholarly journals Economic Models of Higher Education: An International Perspective

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Pierre-Bruno Ruffini
Keyword(s):  
Higher Education ◽  
Cost Sharing ◽  
Economic Models ◽  
State Intervention ◽  
Developed Countries ◽  
International Perspective ◽  
Tuition Fees ◽  
Market Mechanisms ◽  
High Level ◽  
The Cost

As other sectors, higher education can be characterized by the combination of market mechanisms and state intervention in its funding and organization. Although higher education systems of developed countries pursue similar goals (provide high-level manpower, meet individual and social demands, etc.) and face similar challenges (massive expansion, internationalization, MOOCs, etc.) their economic models differ significantly. In some countries, universities are public and charge no or very low tuition fees, whereas in other countries, the cost-sharing with parents and students is much more demanding. The paper will try to underscore and explain these differences by drawing on the lessons of economic analysis and on the historical and cultural background of countries.

Book Reviews

2011 ◽  
Vol 49 (1) ◽  
pp. 154-158
Keyword(s):  
Higher Education ◽  
Cost Sharing ◽  
Comparative Perspective ◽  
International Comparative ◽  
The Cost ◽  
Financing Higher Education ◽  
Public Revenues

Martin Hall of University of Salford reviews “Financing Higher Education Worldwide: Who Pays? Who Should Pay?” by D. Bruce Johnstone and Pamela N. Marcucci.. The EconLit Abstract of the reviewed work begins, “Explores the financing of higher education from an international comparative perspective, focusing on the strategy of cost-sharing. Discusses diverging trajectories of higher education's costs and public revenues worldwide; financial austerity and solutions on the cost side; the perspective and policy….”

scholarly journals Making Student Loans Work in Africa

2016 ◽  
Vol 2 ◽  
Author(s):  
D. Bruce Johnstone
Keyword(s):  
Higher Education ◽  
Cost Sharing ◽  
Cost Of Capital ◽  
Student Loans ◽  
Student Loan ◽  
Sub Saharan Africa ◽  
Net Revenue ◽  
African Student ◽  
Sub Saharan ◽  
The Cost

Cost-Sharing—meaning the shift of a portion of the costs of higher education (including the costs of student living) that may once have been borne predominantly or even exclusively by governments, or taxpayers, to parents and students—has been deeply contested, but found to be financially necessary (and according to many analysts more equitable) in more and more countries, including in Sub-Saharan Africa. Student loans have been part of this process, allowing students the opportunity to invest in their own further educations, placing needed revenue in the hands of students supposedly at less cost to taxpayers than outright grants (presuming loan recovery), and providing colleges and universities (again presuming loan recovery) with revenue that would not be forthcoming from governments. However, African student loan programs have been largely unsuccessful at providing significant net revenue supplementation: that is, after covering the cost of capital as well as the costs of originating, servicing, and collecting plus covering the substantial costs of defaults. This essay analyzes some of these problems and suggests some principles for making student loans work better in Africa. Le partage des coûts – c’est-à-dire le transfert aux parents et étudiants d’une partie du coût de l’enseignement supérieur (y compris le coût de la vie), qui était auparavant pris en charge majoritairement ou même exclusivement par le gouvernement, ou plutôt les contribuables– a été fortement contesté mais est devenu nécessaire (et selon de nombreux analystes est plus équitable) dans un nombre croissant de pays, notamment en Afrique sub-saharienne. Les prêts étudiants font partie intégrante de ce processus, donnant aux étudiants l’opportunité d’investir dans leur propre éducation, en mettant les revenus nécessaires entre les mains des étudiants, en principe à moindre coût pour le contribuable que les bourses (en présumant le remboursement du prêt), et fournissant aux établissements d’enseignement supérieur (toujours en présumant le remboursement du prêt) des revenus qui ne proviennent pas des gouvernements. Cependant, les programmes de prêts étudiants en Afrique ont largement échoué à fournir d’importants revenus complémentaires, une fois couverts le coût du capital ainsi que les frais de dossier, de service, de collection, et le coût considérable des défauts de paiement. Cet essai analyse certains de ces problèmes et propose quelques principes pour que les prêts étudiants fonctionnent mieux en Afrique.

Besteuerung des Humanvermögens

2012 ◽  
Vol 13 (1-2) ◽  
pp. 82-102 ◽  
Author(s):  
Wolfram F. Richter ◽  
Berthold U. Wigger
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Cost Sharing ◽  
Capital Investment ◽  
Income Taxation ◽  
The Public ◽  
Sharing Scheme ◽  
Disincentive Effect ◽  
The Cost ◽  
Progressive Income Taxation

AbstractThe present article discusses the question of how to share the cost of higher education between the benefitting individual and the public optimally when labour income is taxed. Building on some previous work on the efficiency effects that income taxation has on human capital investment, the article demonstrates that in the presence of progressive income taxation a strong case can be made for the public to assume a fair share in the cost of higher education. The mix of private and public financing is shown to be efficient when the public share just neutralizes the negative effect that income taxation has upon the willingness to invest in higher education. The article then examines the efficient pattern of cost sharing in more detail. The article argues in favour of a two-part cost sharing scheme. The first part requires that the public subsidizes the cost of higher education to such an extent that the disincentive effect of progressive income taxation is neutralized. The second part requires that all remaining private expenditures are granted tax deduction against the income earned after studying. A particular virtue of the proposed two-part cost sharing scheme is that it gives individuals proper incentives to deploy effectively the stock of human capital acquired by studying.

scholarly journals Cost-Sharing in Higher Education in Tanzania: The Experiences of the 1990s and One Decade Later

2009 ◽  
Vol 38 (1) ◽  
Author(s):  
Grace Puja
Keyword(s):  
Higher Education ◽  
Cost Sharing ◽  
Dar Es Salaam ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Premier Cycle ◽  
The Cost ◽  
The University

This article discusses the cost- sharing experiences of 73 Tanzanian female undergraduates who took part in a 1997 study. It also integrated views and suggestions of the 2007 students from the University of Dar es Salaam and Sokoine University of Agriculture, Mazimbu campus. The University of Dar es Salaam was closed in 2007 because First Year students boycotted classes to protest the government’s policy that required them to pay 40% for their higher education. I advocate for partnership in student financing and the introduction of graduate tax for recovering higher education students’ loans. Cet article traite les expériences du partage des coûts de 73 tanzaniennes du premier cycle qui ont pris part à une étude en 1997. Il a également intégré les avis et les suggestions des étudiants de 2007 venant de l’Université de Dar es Salaam et de l’Université d’agriculture Sokoine du campus de Mazimbu. L’Université de Dar es Salaam a été fermée en 2007 car les étudiants de première année ont boycotté les cours afin de protester contre la politique du gouvernement qui leur a exigé de payer 40 % des frais pour l’enseignement supérieur. Je préconise un partenariat de financement des étudiants ainsi que l’introduction d’un impôt gradué afin de recouvrir les prêts des étudiants de l’enseignement supérieur.

scholarly journals PORTUGUESE HIGHER EDUCATION STUDENT’S COSTS: TWO LAST DECADES VIEW

2012 ◽  
Vol 47 (1) ◽  
pp. 16-26
Author(s):  
Luisa Cerdeira ◽  
Tomás Patrocínio ◽  
Belmiro Gil Cabrito ◽  
Lourdes Machado ◽  
Rui Brites
Keyword(s):  
Higher Education ◽  
Cost Sharing ◽  
Private Institutions ◽  
Education Students ◽  
Public And Private ◽  
Cost Distribution ◽  
Higher Education Costs ◽  
Portuguese Higher Education ◽  
The Cost

Based on the Cost-Sharing theory (Johnstone, 1986, 1991, 1992, 2002, 2003), the research on student costs in higher education (HE) plays an important role in the educational policy, namely concerning the equity in cost distribution among students, the State and stakeholders. This study is focused on the socioeconomic characterization of Portuguese HE students and on the research of the costs these students support, as well as the remaining stakeholders (families, governments/ taxpayers and others), according to Johnstone’ cost-sharing theory and mobilized the analysis of the results of three nation-wide surveys in the academic years of 1994-1995 (Cabrito, 2000); 2004-2005 (Cerdeira, 2009) and 2010/2011 (Cerdeira, Cabrito, Patrocínio, Machado & Brites, 2012) to three higher education’s students representative samples (universities and polytechnics, public and private institutions). The study 1) discusses the contribution of Portuguese higher education students for the HE funding; 2) analyses the findings coming from a nationwide study concerning the student’s role on HE funding, in Portugal; 3) places those results in a European perspective. From the comparison undergone between the data coming from the studies on the higher education costs in Portugal, it can be verified that on the period 1994-2010 there was a change on social strata recruitment to HE. In fact, it is possible to realize that the percentage of students coming from rich strata had increased along the period analyzed, fact that can allow us to question about the equity of the Portuguese HE System. On the other side, the studies also allow to conclude that the affordability of Portuguese HE students is minor that homologous indicators taking into account some of the EU and OECD members. Key words: accessibility, affordability, financing, HE costs.

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