Financing higher education in Colombia

All countries and particularly the less developed face serious difficulties in the financing of higher education. This has also been true of Colombia, where private higher education has grown more rapidly than the official sector to the point of accounting for 60% of total enrollment due to the State's inability to increase the number of its institutions and to provide them with growing budgets.Given the greater efficiency in expenditure demonstrated by private institutions, a comparison is made of their income and expenditure structure with that of public institutions and differences are established in order to define those areas in which greater internal efficiency can be achieved.In spite of the total cost of higher education in Colombia it is relatively low due to the prevalence of low salaries and lack of equipment or sophisticated facilities and due also to the fact that research is still in an incipient stage.Faced with problems of fairness toward lower income families that must pay more than they can afford, or on the other hand, those who could pay more but are receiving free state education, a state subsidy is proposed to carry out a direct transfer to the student, while all state universities would charge tuition that would cover the cost of instruction. This subsidy should be channelled through ICETEX, a pioneer institution in the world in the field of student financing through credit. Several sources of student financing are examined that reflect a more realistic way of responsibly subsidizing study.     

Financing higher education in Botswana

The paper describes the current system of university finance in Botswana, and considers alternative options, including the introduction of student loans. A student loan scheme was first recommended in Botswana in 1966, but has never been implemented. At present all students at the University of Botswana receive bursaries, and in return undertake to work in Botswana after graduation and to pay 5% of their annual gross salary for five years as a form of reimbursement. The author concludes that in effect this represents a combined grant and loan. A Presidential Commission in 1990 recommended that the present Bursary system be reorganized into a grant/loan system, and the Government of Botswana accepts this in principle although the modalities of such a scheme are yet to be finalized.     

Financing of higher education in Uganda

Uganda faces severe financial constraints which have resulted in a serious decline in the quality of higher education and the government faces an urgent need to find new sources of finance for higher education. At present virtually all tuition costs and students' living expenses are financed from public funds, whereas families must bear a substantial part of the costs of primary and secondary education. This inverted pyramid is inequitable and results in substantial transfer of income from poor tax payers to rich parents and their children. This article considers arguments for increased cost recovery and the introduction of student loans and also considers obstacles to student loans in Uganda.     

Financing public higher education in developing countries

The financing of education has emerged as a major topic of discussion among policy makers in recent years. There is evidence that in many developing countries, governments can no longer continue to increase spending on education at the high rates characteristic in the 1960s and 1970s. The macroeconomic environment has worsened, and there is keen intersectoral competition for public funds. Thus unless educational development moves away from its present heavy dependence on public funds, the expansion of education would be frustrated. One policy option is to increase the private financing of education. In this paper, we evaluate the potential effectiveness of loans schemes as a cost recovery instrument in higher education. Essentially, loans permit students to finance the cost of their education from future income. So the effectiveness of loans would depend on the relation between costs and students' future income. It also depends on the incidence of repetition, dropout, and default, as well as on whether or not a grace period is incorporated in the loan scheme. Our simulations show that in Asia and Latin America, the potential rate of cost recovery is substantial under what appears to be bearable terms of repayment. In Francophone Africa and Anglophone Africa, however, loans schemes are unlikely to perform as well, but they would still permit a shift toward greater private financing of higher education.     

Financing higher education in India: principles,practice, and policy issues

Financing higher education in India has been a complicated problem due to theoretical and practical problems. It has been largely a state funded activity with about three-quarters of the total expenditure being borne by government. The shares of non-governmental sources such as fees and voluntary contributions have been declining. At the same time the needs of the higher education system have been growing rapidly. It is being increasingly realized that public budgets cannot adequately fund higher education, particularly when sectors of mass education are starved of even bare needs. Hence of late several policy proposals are made, including privatization. This article critically reviews these proposals, and argues that the Indian higher education system is not yet ready for privatization. At the same time the need for experimentation with several alternatives, including student fees, students loans, graduate tax, and privatization in general is emphasized.     

Financing institutions of higher education in India: The need for a realistic fee policy

The contribution of tuition fees to the income of higher education institutions in India is reviewed against a background of inadequate financial support. A differential system of tuition fees is proposed under which students not deemed suitable for higher education would be admitted to universities or colleges subject to payment of tuition fees which reflected the full costs of their higher education.The views expressed in this article are those of the author and do not necessarily reflect the views/policies of the Planning Commission.     

Women in higher education

The high level of admissions of women into higher education in Japanis analysed in the context of examining revised views about the highereducation of women resulting from changes in the traditional view of therelationship between higher education and social values. Despite the shiftin womens educational expectations, there is still clear evidence that agender track continues; typically men congregate in four year institutionswhilst women focus on Junior Colleges and on particular courses of studydeemed to be appropriate for women. The gender track is furtherdemonstrated by detailed studies of the Junior College and the WomensCollege. Womens employment opportunities are shown to have been affected byrestrictive attitudes of employers which tended in the past to impose onwomen particular modes of employment. The reasons for the emergence of achange in these attitudes in the latter part of the 1980s are explored andthe impact of the Equal Employment Opportunity Act of 1986 is examined. Thearticle concludes by considering the wider implications for women, both inthe work-place and in society more generally, of these developments. It isnoted that highly educated Japanese women tend to hold more conservativevalues and may see their education as an expression of their social statusrather than a way of increasing their earning power. The recentestablishment of a number of courses in Womens Studies may well have aninfluence upon future developments in ideas about women and higher educationin Japan.     

谈高等教育的e-学习

阐述了e-学习的理论内涵,介绍了高等教育领域e-学习的表现形式,论述了高等教育e-学习的特点,指出了e-学习对传统的高等教育的模式、教育思想与教育理念产生的冲击,是对传统教育模式的补充。     

我国近代高等教育学制与高等教育现代化

中国近代学制的建立与发展极大地推动了高等教育的现代化进程,并在此期间受到了许多西方包括日本等国影响,但学术界对其发展过程是依附还是借鉴分别持不同观点。通过分析中国近代高等教育学制的嬗变来反思中国高等教育的现代化进程,势必对高等教育未来的发展有所帮助。     

高职英语教育中的文化教育

语言教育与文化相辅相成、密不可分。如今高职英语教学中普遍缺失文化元素,语言知识和文化渗透并未得到同步。该文以对语言与文化关系的论述为基础上,深入探索了语言教育和文化教育的变迁以及文化教育融入英语语言教育的重要性,论证了在英语教育中融入文化元素的具体途径。     

民办高等教育在高等教育体系中的定位

传统的高等教育类型划分影响了民办大学的准确定位 ,对民办高等教育发展产生了消极影响。本文提出民办高等教育应该属于综合类高等教育 ,民办大学有条件办成以全日制本专科教育为主的综合大学 ,而不是高等职业技术学校     

高教大众化与高教结构调整

文章论述了我国高等教育大众化的根本目的,指出,企图仅依赖普通高校的扩招来实现我国高教大众化不仅不现实,也不能适应社会对多层次、多类型人才的需要。面对国际竞争,结合我国实际,应当发展多种形式的高等教育,高等职业技术教育就是其中重要的一种。