Search Results

This study describes and analyzes the development of the Norwegian student finance system since 1947. The Norwegian case is of interest in that the government redistributes more private income through public funding than in most other countries, and it has long been considered that parents cannot be expected to pay for their children's higher education. Although most countries are not in a position to offer this kind of generous support, the development of the system and the societal choices involved should be of wide interest. Moreover, the study emphasizes questions that have to be addressed in most systems, regardless of the level of subsidy.

Abstract from publisher's website. Show less

This briefing note addresses the following questions: (1) How much financial support will be available to undergraduate students entering university in 2014? (2) How does it vary across different types of students (e.g. by income) and groups of universities? (3) How does it compare to preceding cohorts, who enrolled in 2012 and in 2013? (4) What are the effects of recent policy changes on universities' design of financial support schemes? In particular, [the brief examines how] universities have responded to the unexpected cut to the [National Scholarship Programme] NSP for the 2014 cohort (which was announced after universities made plans of student support schemes).

Abstract from publisher's website. Show less

Most governments around the world offer student loans to help disadvantaged students to enroll in college to reduce the attainment gap between rich and poor. However, we know little about the consequences of these loans. The reduction of the gap depends not only on initial enrollment but also on the dropout rate before graduation. This paper shows how the availability of loans affects the dropout rate in college. Two programs in Chile assign loans based on a cutoff in the national college admission test, enabling a regression discontinuity design. The analysis uses on students who were not induced by the loan to enroll in the first year. I show that access to loans reduces the dropout rate by 25 percentage points and is highly persistent over time (up to the fifth year after initial enrollment). At the cutoff, access to loans allows eliminating the differences in the dropout rate by family income. Finally, I find that students are not sensitive to tuition costs when loans are available.

Published abstract. Show less

Despite increasing financial pressures on higher education systems throughout the world, many governments remain resolutely opposed to the introduction of tuition fees, and some countries and states where tuition fees have been long established are now reconsidering free higher education. This paper examines the consequences of charging tuition fees on university quality, enrolments, and equity. To do so, we study the English higher education system which has, in just two decades, moved from a free college system to one in which tuition fees are among the highest in the world. Our findings suggest that England's shift has resulted in increased funding per head, rising enrolments, and a narrowing of the participation gap between advantaged and disadvantaged students. In contrast to other systems with high tuition fees, the English system is distinct in that its income-contingent loan system keeps university free at the point of entry, and provides students with comparatively generous assistance for living expenses. We conclude that tuition fees, at least in the English case supported their goals of increasing quality, quantity, and equity in higher education.

Published abstract. Show less

This working paper is based on a discussion paper produced in 1998 [see TD/TNC 57.66] and outlines Australia's major vocational education and training (VET) sector participation in bilateral aid projects to South East Asia and the Pacific Region (SEAP) in the period 1980 to 1997. The paper first provides some general information on technical and vocational education (TVE), and training assistance to developing countries. It then examines Australia's aid program in terms of its underlying economic and educational assumptions, in particular the acceptance of the need to work within a host country's existing structural and policy framework. An overall picture of the bilateral aid program is given with details of individual country programs in Western Samoa, Indonesia, the Philippines, Solomon Islands and Papua New Guinea. The final sections of the paper look at program effectiveness and sustainability, and possible future directions within the context of current models. Show less

This report aims to inform the quality improvement policies of the Learning and Skills Council (LSC) and the Quality Improvement Agency (QIA) and focuses on the role of funding incentives in promoting quality improvement in further education colleges. The data used was gathered from structured interviews with principals and senior managers at 28 further education colleges. The report presents the findings from this research along with the views of a sample of representatives from the LSC and concludes that while funding enables quality improvements, it does not drive them. Three recommendations are given: (1) that colleges should be able to rely on consistent funding as an enabler of, but not a driver for, quality improvement; (2) that resources should be focused on developing capabilities; and (3) that change instruments should be based on flexibility and balance. Show less

Total expenditure per student on tertiary educational institutions is increasing in OECD countries. Although tertiary educational institutions across OECD countries are mainly funded from public sources, private expenditure (including public-to-private transfers) remains a significant source of funding. Reliance on private funding by tertiary educational institutions has been growing. On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016 on average across OECD countries, although this varies from country to country. Participation in tertiary education is not correlated to the funding model in tertiary institutions and high levels of private expenditure at tertiary education are not necessarily associated with lower enrolment. Financial support mechanisms in the form of grants or loans help alleviate the financial burden to households, particularly in countries where private spending on tertiary education is high.

Edited excerpts from publication. Show less

This paper aims to inform state and local officials in the United States who are responsible for programs funded under federal Welfare-to-Work (WtW) grants. It provides a synthesis of current knowledge about providing education and training once an individual is employed (one type of post-employment service) and makes suggestions on models and strategies that can be effective in promoting occupational mobility and career advancement for welfare recipients.

The copyright on this document is held by The Urban Institute. Show less

One of the main reasons for individuals to be on income support and/or unemployed is that they lack the skills relevant to employment, due either to low education or to skills having been outdated. However, currently there is little empirical evidence on the effectiveness of various training programs (or courses) in terms of their effects on labour market outcomes, especially in the Australian context. By comparing the effects of different types of education and training for income support recipients, this project will provide information for policy development on education and/or training linked to employment services. In this report, the authors use data from the Longitudinal Pathways Survey (LPS) and the Research and Evaluation Dataset (RED) to: examine income support recipients' patterns of participation in training and study; analyse the factors that affect income support recipients' participation in education and training; and estimate the effects of training participation on income support status and labour market outcomes.

Excerpts from publication. Show less

This paper is one of a series of policy discussion papers presented by the LH Martin Institute. The aim is to contribute to the debate the Institute sees as necessary to reform and invigorate the tertiary education sector, in particular vocational education and TAFE. The series covers a range of topical issues, from policy settings, governance, funding, competency based training, social inequality and training markets.

VET FEE-HELP was promoted widely by the Australian Government as an equity measure, allowing anyone, including those on low income and disadvantaged learners, to participate in high-level fee-for-service vocational courses, without upfront fees and financial barriers. Loans for VET students would also facilitate the marketisation of vocational education, to allow students to move to private providers if they chose. This paper explains the inception of VET FEE-HELP and how the design of the system enabled an environment where VET fees increased, unscrupulous providers flourished, students were burdened with debt without commensurate outcomes, and budgets of government were drained. Concluding reflections touch on regulation of the VET market, future funding, and the reputation of the sector.

Edited excerpts from publication and publisher's website. Show less