TRANSITIONAL EXPERIENCES OF TERTIARY EDUCATION SUBSIDY GRANTEES: A QUALITATIVE STUDY

This is a qualitative research describing the transitional experiences of Tertiary Education Subsidy grantees in Eastern Visayas. The participants were fifteen (15) purposively selected key informants from different SUCs in Region VIII. Using thematic analysis, the results revealed that prior to inclusion to the Tertiary Education Subsidy Grant the participants experience financial difficulties in sustaining their school and household needs; as a TES grantee, participants indicated a positive impact of the grant to their family and personal economic capacity; participants reported the problems they encountered such as delayed release of fund and difficulty in the enrolment of new cash card; the grantees claimed that they were thankful for the said grant and expressed their gratitude to the government. KEYWORDS: TES Grantees, transitional experiences, personality adjustments, subsidy

PERSONALITY ADJUSTMENTS AS FACTORS AFFECTING ACADEMIC PERFORMANCE OF TERTIARY EDUCATION SUBSIDY (TES) GRANTEES

This is a correlation research describing the personality adjustments and academic performance of Tertiary Education Subsidy grantees. A total of 265 randomly TES grantees were the respondents for the study. Data were gathered through adapted questionnaires using online platforms. The null hypothesis was tested using the Spearman’s Rank Correlation. The level of significance was set at .05 for rejecting or accepting the null hypothesis. Results of the study revealed the following: delaying gratification on food, physical pleasures, social interaction, money, and achievement were sometimes practiced by the grantees; giving importance to aspects of identity such as relational, social, and collective identities were frequently practiced while giving importance to personal identity was seen to be always practiced by the grantees; majority of the grantees exhibited satisfactory academic performance; the relationship between personality adjustments in terms of delayed gratification and academic performance was statistically not significant while identity orientation had significant relationship with the academic performance of the grantees. KEYWORDS: TES Grantees, personality adjustments, academic performance, subsidy

The Role of Higher Education Policies in Science Production (Case Study; Graduate Degrees in University)

The present study aimed to investigate the role of higher education policies in science production in postgraduate education. This study was considered causal research in terms of the method used. In the present study, the statistical population of this study includes graduate students of Arak University. Morgan's Table was used for sampling, and the convenience sampling method (also known as availability sampling) was used. The sample size was 323 people. According to the results, higher education policies can positively and significantly affect science production through structuring higher education, subsidy allocation to graduate education, investment in higher education, building culture for higher education, the applicability of higher education, innovation support).

Differential Education Subsidy Policy and Wage Inequality Between Skilled, Semi-skilled and Unskilled Labour: A General Equilibrium Approach

The article investigates the effects of secondary (including vocational) and higher-education subsidies on wage inequalities between skilled, semi-skilled and unskilled workers, and unemployment in a small open developing economy in terms of a two-sector Harris–Todaro dynamic general equilibrium framework. The results show that skilled–unskilled and skilled–semi-skilled wage inequalities depend on factor intensity conditions, while semi-skilled–unskilled wage inequality is determined by the level of skill formation in the economy. There is a trade-off between the wage inequalities of skilled–semi-skilled and semi-skilled–unskilled workers due to secondary education subsidy; the trade-off also exists with respect to higher-education subsidy if the manufacturing sector is more skilled labour intensive. However, if the manufacturing sector is capital intensive, higher-education subsidy is detrimental for both types of wage inequalities in the initial years of skill formation but might have favourable effects when the skill endowment is high. Both types of subsidies reduce unemployment in the initial periods, but higher-education subsidy accentuates it when skilled labour supply expands in the economy.

Do elite colleges matter? The impact on entrepreneurship decisions and career dynamics

Elite college attendance significantly impacts students' entrepreneurship decisions and career dynamics. We find that an elite college degree is positively correlated with entrepreneurship (i.e., owning an incorporated business) but not with other self‐employment forms. Our overlapping generations model captures self‐selection in education and career choices based on heterogeneous ability and family wealth endowments over the life cycle. Our estimates show that (1) entrepreneurs and other self‐employed individuals require different types of human capital, and (2) elite colleges generate considerably more human capital gain than ordinary colleges, particularly for entrepreneurs. Distinguishing between elite and ordinary colleges improves our prediction of entrepreneurship decisions. Providing subsidies for elite colleges is more efficient than subsidizing their ordinary counterparts to encourage entrepreneurship, enhance intergenerational mobility, and enhance welfare. In contrast, although start‐up subsidy increases entrepreneurship, it does not improve their performance, and it is inferior to education subsidy in generating efficiency, equality, and intergenerational mobility.

HIGHER EDUCATION SUBSIDY POLICY AND R&D-BASED GROWTH

We examine how a subsidy policy for encouraging more individuals to pursue higher education affects economic growth in an overlapping generations model of R&D-based growth, including both product development and process innovation. We show that such a policy may have a negative effect on the long-run economic growth rate. When the market structure adjusts partially in the short run, the effect of an education subsidy on economic growth is ambiguous and depends on the values of the parameters. However, when the market structure adjusts fully in the long run, the education subsidy expands the number of firms but reduces economic growth. These unfavorable predictions of an education subsidy on economic growth are partly consistent with the empirical findings that mass higher education does not necessarily lead to higher economic growth.

ENVIRONMENTAL POLICY AND GROWTH WHEN ENVIRONMENTAL AWARENESS IS ENDOGENOUS

This paper examines the relationship between environmental policy and growth when green preferences are endogenously determined by education and pollution. We consider an environmental policy in which the government implements a tax on pollution and recycles the revenue to fund pollution abatement activities and/or an education subsidy (influencing green behaviors). When the sensitivity of agents' environmental preferences to pollution and human capital is high, the economy can converge to a balanced growth path equilibrium with damped oscillations. We show that this environmental policy can both remove the oscillations, associated with intergenerational inequalities, and enhance the long-term growth rate. However, this solution requires that the revenue from the tax rate must be allocated to education and direct environmental protection simultaneously. We demonstrate that this type of mixed-instrument environment policy is an effective way to address environmental and economic issues in both the short and the long run.