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This briefing has been produced for the Enterprise and Culture Committee to assist in its inquiry into the ‘Impact of England’s University fees on Scottish Higher Education’. It should be read in conjunction with Briefing 03/68, ‘Methods of funding higher education’ (indexed at TD/TNC 76.175), which looks at global trends and funding figures for higher education in various systems throughout the world. After briefly outlining the extent of higher education in Scotland, this paper will summarise the proposals contained within the English White Paper, ‘The future of higher education’ (Department for Education and Skills), before looking at the levels of funding for higher education institutions in Scotland and England. The paper will also look at some of the potential key issues that may be of interest to the Committee inquiry.

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This document provides a brief description of the context for, and use of, the ETF Financing Prism, and includes a call for evidence regarding the development and implementation of VET financing policies, as well as the use of the prism itself. The components of the prism are described in detail, and a series of steps is outlined which can be used to organise the policy dialogue. This document concludes that the critical success factors are familiarity with the ETF Financing Prism, forward planning, and a steady level of political will.

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This report provides a comparison of the English and Australian higher education funding systems, specifically the student loan arrangements. The report focuses on four themes: entitlement; default rates; the balance between public and private contributions; and repayment. The report concludes that there are remarkable similarities, as well as important differences, between the Australian and English higher education systems, and Australia's approach to higher education provides an excellent opportunity for British policymakers to learn from the experience of another country with a comparable system.

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There is significant irresolution in many countries concerning the design of student loan schemes. In no country recently has there been more uncertainty as to the form that loans should take than Thailand. The Student Loans Fund (SLF), a conventional approach to financing, was introduced in 1996, discontinued at the end of 2005, and re-introduced in 2007. In its place an income contingent loan (ICL) was implemented for one year only, 2006. As part of this debate we contribute to an understanding of the repayment burdens associated with the SLF in Chapman, Lounkaew, Polsiri, Sarachitti and Sitthipongpanich (in this issue). There are important issues with all ICL, and in this paper we consider the critical matter of interest rate subsidies. These are calculated for four different possible ICL arrangements for Thailand: the Thai Income Contingent and Allowance Loan (TICAL), a variant of TICAL, and two alternatives. With a broad-brush approach the subsidies for TICAL-type arrangements and for current debt levels turn out to be between 25 and 40 per cent, but are about zero for our suggested alternative ICLs. Using a better, more disaggregated, approach, subsidies for TICAL-type schemes are estimated to be about 30-55, and 3 and 18 per cent for our alternative ICLs. But with very large debts, the subsidies of all schemes are very high, implying that ICL are likely to be expensive until Thai graduate incomes rise. Importantly for equity however, the interest rate subsidies are delivered to graduates with relatively low lifetime incomes.

Published abstract reprinted from ‘Economics of education review’, copyright 2010, with permission from Elsevier. Show less

A growing number of students are working in college and to a greater extent. Using nationally representative data from the 1997 National Longitudinal Survey of Youth, [the author] analyzes the effect of working on grades and credit completion for undergraduate students in the United States. [The author] examines the consequences of working for heterogeneous subgroups, with a particular focus on differences between full-time and part-time students. There is no evidence to show that students' grades are harmed by marginal work hours, but that full-time students complete fewer credits per term when increasing work.

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Known as the Karmel Report and tabled in 1973, this report greatly influenced how schools in Australia were funded. On 12 December 1972 the newly elected Whitlam government appointed an Interim Committee for the Australian Schools Commission. Chaired by Peter Henry Karmel, the Committee was to examine the position of government and non-government primary and secondary schools throughout Australia and to make recommendations on the financial needs of those schools, and the measures to assist in meeting them. The report identified many inequities in the funding system, which for the first time led to the federal government providing funding to state schools. The Interim Committee consisted of Peter Karmel (Chairman), Jean Blackburn (Deputy Chairman), Greg Hancock, Edward T. Jackson, A. W. Jones, F. M. Martin, Peter Tannock, M. E . Thomas, Alice Whitley, and Wilfred A. White. The report was also issued as Parliamentary paper no. 55 of 1973.

Edited excerpt from Australian Policy Online website. Show less

This paper considers the influence of taxes on the financial incentive to invest in human capital and explores the tax treatment of private investment by individuals and employers in post-compulsory education and lifelong learning in 31 OECD countries, India and South Africa. The paper describes targeted personal, corporate and value added tax measures related to education and training and analyses them in terms of their impacts on the incentive to acquire skills and their distributional effects. The desirability of different forms of tax relief for skills formation is examined from the point of view of efficiency, equity and administrative simplicity within the broader context of fiscal policy and the role of government in skills formation beyond compulsory education.

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In October 2020, CCRC published 'Funding guided pathways: a guide for community college leaders' (Jenkins et al.) [available in VOCEDplus at TD/TNC 143.655], which was designed to help college leaders understand the costs involved in implementing guided pathways reforms and develop plans for funding and sustaining them. The guide was based on field research at six colleges chosen to represent a range of institutions by region, governance structures (e.g., union vs. non-union), and size. Only one of these colleges, however, was a smaller institution: Cleveland State Community College in Tennessee, which enrolls approximately 3,200 students in credit programs.

In our presentations, workshops, and institutes on guided pathways, we often hear from small colleges that the challenges they face in implementing guided pathways reforms are notably different from those facing larger colleges. In particular, smaller colleges lack economies of scale that can generate revenue to support investments in technology, staff training, and release time for staff to participate in reforms. Taking on the multi-year systemic change process involved in implementing guided pathways in a small college means that faculty and staff, who already wear many hats, have to take on even more roles and responsibilities to plan and manage the process.

This report summarizes lessons learned about how small colleges can fund and sustain guided pathways reforms. It is based on activities at three small Ohio community colleges that have made large-scale changes in practice based on the guided pathways model over the past several years. These colleges - North Central State College, Washington State Community College, and Zane State College - have successfully implemented these reforms in an environment that has challenged community colleges, especially smaller institutions.

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The articles in this book examine various aspects of educational planning and national development within the context of the Indian Government's ninth five year plan (1997-2002). The main priorities of this plan are the universalisation of elementary education, the elimination of illiteracy, and the strengthening of vocational education and training. The author provides an overview of the education sector and then covers a range of aspects including: the efficient use of the substantial investment of government funds in education; institutional planning and planning strategies to address regional disparities in educational development; aspects of higher education such as planning for relevance, quality, equity and efficiency; and strengthening values education. Two chapters deal with technical and vocational education and training which is being emphasised at the secondary education level and in higher education by the University Grants Commission (UGC). Show less

Technical and Further Education (TAFE) is the largest provider of post-secondary education in Australia. TAFE systems are administered by eight State and Territory authorities of varying size and character. This book is essentially a history of TAFE policy and administrative arrangements at both State and national levels. It provides, in chapter 2, a brief review of the history of technical education in Australia and of Commonwealth involvement in TAFE prior to 1970, which is intended to enrich understanding of the present day TAFE system and structure. The main themes of the following chapters are: the impact of the increasing level of Commonwealth Government intervention in TAFE policies and programs; the inter-relationship between the Commonwealth and the States over the past twenty-five years; and the structural changes that have occurred at Commonwealth and State levels. The final chapter looks at TAFE in the late 1990s, bringing the document up-to-date. The future of TAFE is also briefly discussed.

This document is a revised and updated edition of 'Development of TAFE in Australia: an historical perspective' (TD/TNC 42.27), published in 1995, which is a revised and updated edition of the original 'Development of TAFE in Australia: an historical perspective' (TD/TNC 35.13), published in 1993. Show less