Panel evidence from rural Uganda on mobile money, risk sharing, and educational investment

We investigate the influence of the rapidly developing mobile banking service "mobile money" on rural households' capacity to smooth their investment in education following a negative shock. We find that a negative shock reduces per school-age kid educational spending by 9.3 percentage points in families that do not utilize mobile money but by 8.3 percentage points in homes that have used mobile money. The underlying process is a rise in remittance receipts and sender variety as a result of the lower transaction costs afforded by mobile money. We demonstrate that our findings are resistant to alternative processes. We utilize the extension of the mobile money agent network as an exogenous variable in mobile money access.

Economics of Education after Covid

This article looks at the influence of financial accounting procedures on the way that investment in education is conceptualized. This field has been dominated by the idea that investment in public institutions should be seen as contributing to the public deficit, and accounting arrangements that reduce a current charge on the public purse encouraged. Drawing on the work of Kelton and Mazzucato, the authors argue that this thinking will be a blight on educational spending in the aftermath of the Covid pandemic, and that a more thorough-going debate is urgently needed to secure the future of education.

The Effects of Homestead Exemptions for Seniors and Disabled People on School Districts

Homestead exemptions for senior and disabled homeowners disproportionally erode rural tax bases but may still stimulate local educational spending. This article examines one such exemption in Kentucky. Two-stage generalized method of moments is used to estimate the demand for local education spending, then spending in the absence of the exemption is simulated to estimate effects on school district expenditure and academic performance. We combine Census and National Center of Education Statistics data with detailed exemption and academic performance data from Kentucky’s Departments of Revenue and Education into a panel spanning 1999–2013. Results suggest the exemption provides relatively generous tax relief without increasing resource and academic achievement gaps between rural and nonrural districts. This is largely attributable to Kentucky’s strong school finance equalization effort. Our findings can help states with a similarly targeted exemption consider such impacts in relation to their own demography and funding systems.

Get Real! Inflation Adjustments of Educational Finance Data

Use of education finance data is ubiquitous. Yet, because the academic calendar circumscribes two calendar years, researchers have linked the Consumer Price Index (CPI) to three different dates: fall, spring, and academic fiscal years. We demonstrate that linking the CPI to these different academic years results in identifying different trends in U.S. educational spending during the Great Recession. Descriptive inferences should not be sensitive to researcher discretion about merge years. We provide an easy-to-use software package to facilitate implementation of National Center for Education Statistics guidelines in the hope that future analyses of education finance data will explicitly and consistently apply inflation adjustments.

Multiple Dimensions of Human Development Index and Public Social Spending for Sustainable Development

Multidimensional assessment of human development is increasingly recognized as playing an important role in assessing well-being. The focus of analysis is on the indicators measuring the three dimensions of Human Development Index (HDI) — standard of living, education and health, and their relationship with public social spending for achieving the 2030 Agenda for Sustainable Development. The study estimates the effects of public social spending on gross national income (GNI) per capita (in PPP in $), expected years of schooling and life expectancy for a sample of 68 countries. The relationship is robust to controlling for a variety of factors and the estimated magnitudes suggest a positive long-run effect of public educational spending on GNI per capita, public educational spending on expected years of schooling, and public health expenditures on life expectancy.

Development a Teaching Methods using a Cloud ‎Computing Technology in Iraqi Schools ‎

The current state of education is mostly electronic. Factors such as servers, storage space, and software are more prominent than ever before. Cloud Computing is defined as an Internet-based computing space that allows its users to share resources, software and information. In the context of Iraq, increased educational spending has not translated into improved learning environments. This work intends to increase the efficiency of education in Iraq through reviewing the characteristics associated with cloud computing providers, such as Microsoft, Google and Amazon, in the context of enhancing the advantages to students, teachers, and other stakeholders. The work will also try to determine approaches that offered rich and affordable services and tools through posing a suitable Cloud Computing Model for Iraqi Schools (CCIS). This particular model is made up of three major parts; preparation, implementation and monitoring, and evaluating and reviewing. The CCIS model combines public and private clouds in the provision of multiple services to the students and enables the formation of links outside of schools. Problems associated with security and data privacy are quite low and under control in this model, as they are defended beyond firewalls alongside remote services, scalability, low costs, efficiency, and functional plug and play options. This study will also decrease the challenges faced by the model internally and externally via constant appraisals and review.

Investment in education and its impact on economy of nepal (An empirical analysis of educational spending to agriculture productivity)

Using 20 years of time series data, 1994 -2014 , on key macro-economic variables the present paper attempts to examine the significance of public spending in education in GDP through agriculture technical education. We argue that education plays a crucial role in the adaptation of new agriculture technology and methodologies through the availability of more trained agriculture Agriculture manpower including extension workers and thereby help increase agriculture productivity. The increase in agriculture productivity eventually helps to increase the GDP of the country. Results from our econometric analyses revealed that variables like students enrollment in agriculture and forestry institute and agriculture output ratio in GDP are not in expected direction though this one is statistically significant. The result thus signifies that the impact of investment in education especially in agriculture and forestry technical education is inconclusive demanding more deeper analysis is about the possible mechanism of the nexus between the two.

Regression Analysis of Influencing Factors of Public Education in Hungary

The education system in Hungary has been greatly criticized in the last decades regarding the standards and quality of education and its ignorance towards labour market demands. The present study focuses on factors affecting the quality of education. The first part of the research analyses the relationship between public education and competitiveness in Hungary. In the second part of the research, with the help of the linear regression model and of other statistical and mathematical tools, we tried to identify those explanatory variables which influence and mostly determine the quality of public education. The quality of education was chosen as the dependent variable of the model. Based on the data of competency measurements in Hungary, we were able to identify two explanatory variables that would also highly satisfy the goodness of fit of the linear regression model. The educational funding rates (GDP-proportionate educational spending rate) and the number of students learning English language turned out to be the two significant explanatory variables. Results show that increasing the GDP-proportionate educational spending rate with only one per cent increases the average value of competency measures with 10.9571 points without any other variable changes. Also increasing the number of English language learners with one person increases the average value with 0.000177253 points with other variables remaining the same.