Tuition Fees

In this paper we take a detailed look at the Japanese university graduate labor market to understand more fully the problems with the current Japanese student loan system identified in Kobayashi and Armstrong (2017). We see that unlike most other countries with a large proportion of female university graduates, Japanese female graduates earn significantly less than male university graduates and this appears to be driven by significant wage falls when female graduates marry or have their first child. This means that understanding the repayment burden problems of the current student loan system and designing alternative income contingent loan systems needs to take into account the household income of graduates. We show that an affordable income contingent loan (ICL) system could be introduced in Japan, however the repayments would probably have to be based on household income. We illustrate this with a couple of example ICLs and highlight further work that needs to be done to come up ...

The aim of this article is to describe and examine the incorporation of national universities in Japan. It is also to describe briefly Japanese higher education history from Meiji era and the evolution of the autonomy of national universities so that readers may understand the background of the reform of national universities. 1) Pre-war era Although Japanese higher education goes way back in history, the modern higher education system began in the late 19 th century when the University of Tokyo was founded in 1887 by the Meiji 2 government through the merger of two existing higher education institutions. Nine years later, the University of Tokyo became the Imperial University and was given the status of central institution in Japan's modern educational system. The Imperial University was then renamed Tokyo Imperial University in 1897 when the second imperial university was founded in Kyoto. Other imperial universities were subsequently established in several major cities in Japan, resulting in a total of 7 imperial universities (Tokyo, Kyoto, Tohoku, Kyushu, Hokkaido, Osaka and Nagoya), apart from those located in overseas territories. All these universities were organised based on the continental European model (especially Germanic), which was a bureaucratic system with quasi autonomous academic units (faculties). Apart from the imperial universities, many governmental, local public and private higher education institutions were founded in the same period. In 1903, the Government enacted the Specialised School Order and revised the Vocational School Order to condition the establishment and activities of institutions previously classed as miscellaneous schools. In the same year, 47 of these institutions were recognised as specialised schools (39) or vocational specialised schools (8). In addition, those specialised schools having a preparatory course of at least one and a half years were authorised to use the term "university" in their names. Specialised schools increased remarkably since then. They were later given, with single-faculty institutions in special cases, the opportunity to seek the status of university by the promulgation of the University Order in 1918 (enforced the following year). A certain number of governmental, local public and private institutions were subsequently given university status. Governmental (national) 19 [7] 58 77 Public (local) 2 24 26 Private 28 134 162 Total 49 [7] 216 265 2) Post-war era After World War II, the Japanese education system was entirely revised under the occupation. The school system, from kindergartens to universities, was structurally rationalised and unified into a new educational system. The varying types of higher educational institutions were consolidated into a single four-year university system thus putting the finishing touches to the core of the new 6-3-3-4 education system (Figure shows the actual organisation thereof).

As a study destination Australian universities operate in a competitive international market for full fee paying international students. In order to be successful it is vital that universities, like any other business, address issues of customer satisfaction. Using the expectations/perceptions paradigm this study examines the gap between pre-choice expectations and post-choice perceptions and the resulting satisfaction levels of international postgraduate students from four Asian countries studying in Victorian universities. The study concludes that although the students, in general, appear to be relatively satisfied with the university as a study destination, students' perceptions remained far below expectations across all factors and variables investigated. The study also found that there were significant variances in the expectations and perceptions among students from different countries, suggesting that the impact of culture on the decision-making behaviour of students requires further investigation.

Progresse rapidement dans le monde le modèle de financement des études supérieures qui combine le " partage des coûts " et l'endettement des étudiants. Ce texte montre que : (i) adoptés à l'exclusion l'un de l'autre, la hausse des droits d'inscription et le financement des études par l'emprunt sont - sous certaines conditions - compatibles avec le maintien des systèmes d'enseignement supérieur publics; (ii) ensemble, ils constituent un moyen de décomposer ces systèmes et - combinés avec les principes du New Public Management - de construire les marchés des services de l'enseignement supérieur; (iii) là où ils ont été conjointement mis en œuvre, l'observation des logiques des acteurs sur les marchés de l'enseignement, des services financiers et du travail laisse à penser que les résultats s'avèrent contraires aux objectifs affichés d'efficacité et d'équité.

In recent decades, science - particularly in Western countries - has been trending toward privatization and commercialization, viewed as a commercial commodity whose primary - or even sole - objective is material gain. Terms such as the “commercialization and monetization of science” are common these days, and some universities and scientific institutions are even urging this trend, with seminars, training courses, and conferences organized to this effect. Although we recognize the benefits of establishing a relationship between science, its institutions and centers, and the world of finance, business, commerce and industry - for example, by bringing investments into the field of advanced scientific research - we believe that the harms of this trend on science and scientists - and indeed humanity in general - are more than its benefits. Turning science into a commodity contributes to the moral, ethical and epistemological degradation of science and its role in human life, and encourages the spread of corruption and illegal practices within academic and research entities such as universities, research centers, specialized scientific journals and the like. In this article, we will briefly review this trend and assess its negative effects and repercussions on the progress of science and knowledge and their role in human life and the evolution of human civilization and its future.

Cost-sharing is neither a new subject nor a recent practice in the financing of students' higher education in Zimbabwe. The practice of cost-sharing in Zimbabwe's higher education dates back to the colonial period. Unlike those African countries that have historically had free higher education, in Zimbabwe cost-sharing has always been part of its higher education financing formulae. As a result, whereas the challenge in other African countries has been to shift from free higher education to cost-sharing, the challenge in Zimbabwe has been that of moving from one cost-sharing model to another. While Zimbabwe has experimented with various cost-sharing strategies, literature on the country's experiences with the practice is limited. This study fills the knowledge gap by identifying and accounting for the shifts in the conception and practice of cost-sharing in the financing of students' higher education in Zimbabwe. Consistent with the study's focus on describing and understanding historical processes (shifts in cost-sharing policy over time) in higher education financing in Zimbabwe, a qualitative approach was adopted to gather and analyze data. In particular, the study used an historical research design to identify and account for the policy shifts in higher education financing in Zimbabwe from 1957 to 2009. The scope of the study was limited to student funding in the public university sector. The study used documents as the major sources of data, while interviews and focus group discussions with key actors in higher education financing in Zimbabwe provided additional data to validate data generated from document sources. The study demonstrates that Zimbabwe adopted cost-sharing in higher education financing at the very point of inception of the first university in the country, the University College of Rhodesia and Nyasaland, which is now the University of Zimbabwe in 1957. Starting (in 1957) with a deferred tuition fee policy that was complemented by a mortgage type loan system and government grants, a confluence of global, national and local forces combined in specific fashion in specific historical epochs over time to 'negotiate' and 'renegotiate' the student funding models. It is further shown that during the colonial era, while the cost-sharing model rode on the back of a favourable Government loan and grant system aimed at promoting access to higher education, the racist basis of colonial education policies created bottlenecks that severely curtailed access to higher education by the majority black population. Colonial education policy iii regimes deliberately limited the feeding streams into university enrolments by black students, resulting in a proportional mismatch between the number of white students entering university and that of black students. Thus, during the colonial era, access to higher education was largely a function of the 'barrier' system in African education that defined inequality between whites and Africans. Independence in 1980 saw the new socialist government embracing the loan and grant based cost-sharing model and further implementing radical measures to democratize access to education. However, the increase in student numbers and in higher education institutions, coupled with poor loan recovery, and the ascendancy of neoliberalism at about the turn of the twenty-first century presented serious challenges to the state's capacity to adequately fund higher education. In the process, the loan and grant system declined gradually and was eventually replaced by an upfront tuition fee policy that took a toll on access to higher education. Noting the inadequacies of policy interventions through the introduction of the Cadetship Scheme, the 'successor' to the loan and grant system, the study recommends the resuscitation of the loan system. It is however, important that such reintroduction of the loan system be predicated on the development of a robust framework that ensures that loans are allocated to students who are in real financial need and that there is in existence, effective and efficient loan recovery machinery. iv

We study the effects of introducing a new university in a two-city model where individuals with heterogeneous innate ability choose whether to attend university. When attending university, they benefit from a peer group effect given by the average ability they share with the university. However, attendance implies the payment of a tuition fee and, for commuting individuals, mobility costs. We consider a two-city setting, and we compare a scenario with only one university with another one with one university for each city. We show that in the two-university system, there exists a symmetric Nash Equilibrium for every mobility cost and (at least) two asymmetric Nash Equilibria only for sufficiently low mobility costs. In the latter scenario, we are able to characterise the existence of two equilibria for extremely high and extremely low tuition fees. In the former, both universities exhibit the same average ability that is in turn lower than the one arising in a monopolistic system. In the asymmetric scenario, the "top" ("bottom") university instead has a higher (lower) peer group than the monopolistic one, regardless of the tuition fees. We further show that the introduction of a new university is always welfare improving.

We study the effects of introducing a new university in a two-city model where individuals with heterogeneous innate ability choose whether to attend university. When attending university, they benefit from a peer group effect given by the average ability they share with the university. However, attendance implies the payment of a tuition fee and, for commuting individuals, mobility costs. We consider a two-city setting, and we compare a scenario with only one university with another one with one university for each city. We show that in the two-university system, there exists a symmetric Nash Equilibrium for every mobility cost and (at least) two asymmetric Nash Equilibria only for sufficiently low mobility costs. In the latter scenario, we are able to characterise the existence of two equilibria for extremely high and extremely low tuition fees. In the former, both universities exhibit the same average ability that is in turn lower than the one arising in a monopolistic system. In...

Fees will become an increasingly important funding source for public universities in the UK and throughout the OECD, caused in part by declining government subsidization and rising costs, as well as by an increasingly entrepreneurial drive by institutions themselves to increase revenues. Beginning in September 2006, universities and Further Education colleges in England and Wales will charge variable fees within limits set by a defined cap and by ministry demands for increases in institutional aid for lower income students. This essay chronicles the response of England's universities. Not surprisingly, most will charge the maximum amount allowed; at the same time, levels of bursaries (financial aid) will vary between institutions. The response and plans of English universities, and the subsequent response of both the market and students, will likely have a significant influence on other OECD nations, particularly those in the European Union, as they gradually consider a similar variable fee scheme. While fees for graduate programs, particularly in business, have been charged for some time in EU institutions, the UK is the first member to embark on a national course of variable fees at the undergraduate level -particularly in England and Wales. The successes or failures experienced in the UK will likely have a significant influence on the rest of Europe, and elsewhere, as other nations also struggle to both adequately fund higher education and bolster participation rates. In 1997, the Labour government adopted the recommendation of the Deering Committee to initiate a £1,000 fee for all students. Under the 2004 Higher Education Act passed by * The author would like to thank Alex Bols and Chris Hale at Universities UK, David Palfreyman and Ted Tapper at the Oxford Centre for Higher Education Policy Studies, and Bahram Bakhradnia at the Higher Education Policy Institute for information and observations.

Hungary's Belvárosi Tanoda Secondary School offers an informal, flexible environment and alternative teaching methods for students who have had problems in other schools. Belvárosi Tanoda Secondary School in Budapest OECD Publishing disseminates widely the results of the Organisation's statistics gathering and research on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by its members.

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This paper is not sponsored by any organisation nor has it been prepared from a party political standpoint. The authors gratefully acknowledge financial support for this research from the Royal Economic Society which supported the work to promote debate on the Economics of Higher Education. Anna Vignoles would like to thank the ESRC for funding towards this research. An earlier draft of the paper was presented at a Symposium on Higher Education and Lifelong Learning held in Bristol in July  and appears in the Conference Proceedings. The authors wish to acknowledge helpful comments on the earlier draft from Tony Atkinson, Sir Ron Dearing and an anonymous referee. # Distributed by Local Authorities (in fee support), the Higher Education Funding Councils (to support teaching, research and funding) and the Office of Science and Technology (to support research). [  ] ' See also HMSO (). ( See CBI (). ) For recent evidence see Dolton and Makepeace (). Care should be taken to recognise and eliminate bias from rate of return calculations (Weale ). * See Bee and Dolton ().

This thesis would have not been possible without the support and encouragement from a number of people. Though it is not possible to name each and every person, there are some people who deserve special recognition. I would like to take this opportunity to thank the Lånekassen for granting me a scholarship under the Quota Scheme Program to study in Norway. A special, thanks goes to the University of Oslo for accepting me as a student and giving me an excellent academic experience. The program director of Hedda, Professor Peter Maassen deserves special recognition for organizing such an excellent and dynamic programme, thank you! My sincere gratitude goes to my supervisor Dr. Agnete Vabø, whose encouragement and positive comments were the driving forces behind completing this thesis on time. Your guidance and encouragement were unprecedented, tusen takk! My heartfelt love and thanks goes to my parents and family members for their support and love. My parents are the reasons behind my motivation to study. Especially my mother, who made me realise the importance of education for a woman. I hope I have fulfilled a dream of yours and made you all proud. A special, thanks goes to my sisters and brothers for inspiring and pushing me to study further. I would have not come this far without all your support and thank you so much for playing a major role in aspiring me for higher education. I"ll be forever indebted to all your support and love. Last but not least, a very special thanks goes to my husband Mauroof, who had always been supportive in my quest for education. Thank you for your patience, endless encouragements and unconditional love. To all of you my heartfelt thanks!

The paper presents an overview on the relevance of higher education (HE) for the scientific development and the stability of existing European societies. A brief history of HE is followed by a chapter on the theoretical elements being important for a broader evaluation of HE in the context of public economics. The role of values, social objectives and instruments as well as the goods characteristic is discussed; the individual objective function demonstrates the relevance of immaterial values; the influence of HE on human capital and social welfare is proof that HE is the most effective instrument for redistributive purposes without having negative incentives on the supply of effort. A further chapter on practical experience, instrumental failures (e.g., moral failure, market failure, state failure) follows that also brings some anecdotal evidence, personal experience, case study results and suggestions for deeper empirical analyses, also considering qualitative aspects. The paper is closed with a brief summary. JEL classification: D1, D14, H75, H81, I22-I28, J24

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Glossary • Auto-IBR-refers to the consortium's proposed single, automatic repayment plan based on income for all new federal student loan borrowers. • Current IBR-refers to the Pay As You Earn Repayment Plan (PAYE), available to new borrowers as of October 1, 2007 who took out a loan after October 1, 2011) and the new Income-Based Repayment Plan (IBR), available to new borrowers for new loans as of July 1, 2014). Under both plans, a borrower's monthly payment amount is 10 percent of his or her adjusted-gross income (AGI) above a specified exemption with forgiveness of the remaining balance after 20 years. • Repayment plans based on income-refers to the current menu of federal loan repayment plans that are based on a borrower's income, including Income-Based Repayment, Income-Contingent Repayment (ICR), and Pay As You Earn; also refers to the general concept of calculating borrowers' monthly payments based on their income. Automatic for the Borrower: How Repayment Based on Income Can Reduce Loan Defaults and Manage Risk.

An article in The Guardian in 2006 claimed that: ‘some bright students have found an answer to the fees nightmare: in Europe’. It went on to argue that the introduction of variable fees in the UK in 2006 had encouraged some UK students to consider moving overseas for their degrees and, in particular, to European countries such as Sweden and the Netherlands, which charged low fees or no fees at all. While there have been a small number of further press reports which have indicated that changes to the funding of higher education in the UK have encouraged more young people to consider seriously the possibility of studying abroad, we still know relatively little about the impact of financial factors on a decision to pursue a degree overseas. Although many researchers have explored the economic rewards which often accrue in the medium- or long-term as a result of overseas study, the academic literature has much less to say about both the impact of fee differentials on young people's ...

Abstract- An intranet is a network inside an organization that uses internet technologies to provide an internet like environment with the organization for information sharing, communications, collaboration, and the support of academic processes. An intranet is protected by security measures such as passwords, encryption, and firewalls, and thus can be accessed by authorized users through the intranet. Our aim is to design an intranet based web application server directed for academic institutions. We also aim at providing additional features that can benefit an academic institution from using networking systems within their academic firewalls. This way the institution does not have to worry about blocking or allowing an internet based social networking application since our application will entirely be hosted and run on an intranet rather than the internet. This also helps in keeping academic data, student profiles, departments ’ internal workings etc. from being publicly hosted on...

Establishing the impact of the university's reputation on tuition fees for international students and international student investment in the country’s economy. Correlation and regression analyses at the university and country level between leading world rankings (QS, THE, ARWU, Webometrics) and the cost of international students studying in them, as well as quantifying the contribution of international student investment to the economies of 16 countries. For 11 countries around the world, each with more than 15 universities, the correlation between the integral indicators of the university rankings in QS, THE, ARWU, and Webometrics rankings and the tuition fees at these universities for bachelor's and master's programs was calculated. The results show that the best correlation was found for the anglophone countries that have a liberal pricing policy for students. Based on statistics from national and international organizations over an eight-year-time interval (2011 – 2018), the share of income that a country receives from foreign students staying in it in relation to foreign direct investment was calculated for 16 countries of the world. This share of income varied, in general, from tenths of a percent to 50%. For identified universities from QS and THE rankings of the countries under consideration their Average Overall (Total) Score was calculated and their correlations with average tuition fees were made. It is concluded that international student recruiting in many countries is a matter of survival of their universities as well as the territories where these universities are located. That is why it is a matter of material welfare of the territories where universities are located.

This paper examines the effects of Georgia's merit-based HOPE Scholarship on college enrollment. Introduced in 1993, the HOPE Scholarship covers tuition, fees, and book expenses for students attending Georgia public colleges, and provides a subsidy of comparable value to students attending in-state private colleges, without any income restrictions. Treating HOPE as a natural experiment, we contrast college enrollment in Georgia with those in the other member states of the Southern Regional Educational Board using IPEDS data for the period 1988-97. We estimate that the HOPE increased total freshmen enrollment by 5.9 percent, with the gains concentrated in 4-year schools. For freshmen recently graduated from high school attending 4-year colleges, two-thirds of the program effect is explained by a decrease in students leaving the state. Both white and black enrollments increased because of HOPE, with the state's historically-black institutions playing an important role. Finally, the total HOPE-induced enrollment increase represents only 15 percent freshmen scholarship recipients.

Resumen:

La gratuidad en la educación superior en Chile se implementó a partir del año académico 2016, focalizándose en los estudiantes de menores ingresos que opten por una institución adscrita al programa. Esta investigación constituye el primer esfuerzo por explorar el efecto que la gratuidad ha tenido en la participación de mercado de las instituciones de educación superior. Lográndolo, abriremos una discusión respecto a los matices, oportunidades y restricciones que esta política conlleva. Para ello, utilizamos una estrategia de identificación basada en la adhesión por cohortes al programa, generando grupos de instituciones comparables adscritas y no adscritas, a través del método de diferencias en diferencias con efectos heterogéneos. Concluimos que la gratuidad afectó positivamente a las instituciones, pero solo en los primeros años, es decir, este efecto se agota a medida que más instituciones participan. Estas conclusiones abren nuevas indagatorias: ¿son las universidades menos selectivas las que aumentan su participación?, ¿es la gratuidad un juego de suma cero? y, en consecuencia, ¿empujará la gratuidad a una disminución de los requisitos de ingreso a las universidades?

Abstract:
Free higher education in Chile was implemented as of the 2016 academic year, focusing on lower-income students who opt for an institution affiliated to the program. This research constitutes the first effort to explore the effect that free education has had on the market share of higher education institutions. In doing so, we will open a discussion on the nuances, opportunities and restrictions that this policy entails. For this purpose, we use an identification strategy based on the adherence by cohorts to the program, generating groups of comparable institutions, both affiliated and not affiliated, through the method of differences in differences with heterogeneous effects. We conclude that the free program positively affected the institutions, but only in the first years, i.e., this effect is exhausted as more institutions participate. These conclusions open new questions: are the less selective universities the ones that increase their participation, is free tuition a zero-sum game, and, consequently, will free tuition lead to a decrease in university entrance requirements?

Differences by Degree: Evidence of the Net Financial Rates of Return to Undergraduate Study for England and Wales * This paper provides estimates of the impact of higher education qualifications on the earnings of graduates in the UK by subject studied. We use data from the recent UK Labour Force Surveys which provide a sufficiently large sample to consider the effects of the subject studied, class of first degree, and postgraduate qualifications. Ordinary Least Squares estimates show high average returns for women that does not differ by subject. For men, we find very large returns for Law, Economics and Management but not for other subjects. Quantile Regression estimates suggest negative returns for some subjects at the bottom of the distribution, or even at the median in Other Social Sciences, Arts and Humanities for men. Degree class has large effects in all subjects suggesting the possibility of large returns to effort. Postgraduate study has large effects, independently of first degree class. A large rise in tuition fees across all subjects has only a modest impact on relative rates of return suggesting that little substitution across subjects would occur. The strong message that comes out of this research is that even a large rise in tuition fees makes little difference to the quality of the investment-those subjects that offer high returns (LEM for men, and all subjects for women) continue to do so. And those subjects that do not (especially OSSAH for men) will continue to offer poor returns. The effect of fee rises is dwarfed by existing cross subject differences in returns.

Measures that economise education are typically accompanied by discourses that prime society for change by framing the policy in individualistic and consumeristic terms. This article explores the emergence of 'value for money' (VfM) discourses in the English higher education sector. Using Bourdieu's thinking tools, we explore how VfM is conceptualised by final year undergraduates paying different levels of 'headline' tuition fees at a Russell Group and a Post-92 university. Unsurprisingly, we find qualitative evidence of an increase in VfM negativity as fees rise. However, this does not distribute evenly across different groups of students. At both institutions, undergraduates approach VfM in complex and unexpected ways, drawing on different capitals and often pushing back against dominant discourses. A key finding is that many students report high levels of satisfaction with their institution, course and teaching, while simultaneously expressing VfM negativity because they feel tuition fees are too high.

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Glossary • Auto-IBR-refers to the consortium's proposed single, automatic repayment plan based on income for all new federal student loan borrowers. • Current IBR-refers to the Pay As You Earn Repayment Plan (PAYE), available to new borrowers as of October 1, 2007 who took out a loan after October 1, 2011) and the new Income-Based Repayment Plan (IBR), available to new borrowers for new loans as of July 1, 2014). Under both plans, a borrower's monthly payment amount is 10 percent of his or her adjusted-gross income (AGI) above a specified exemption with forgiveness of the remaining balance after 20 years. • Repayment plans based on income-refers to the current menu of federal loan repayment plans that are based on a borrower's income, including Income-Based Repayment, Income-Contingent Repayment (ICR), and Pay As You Earn; also refers to the general concept of calculating borrowers' monthly payments based on their income. Automatic for the Borrower: How Repayment Based on Income Can Reduce Loan Defaults and Manage Risk.

Alors que dans les pays anglo-saxons, les frais d&#39;inscription a l&#39;universite ne cessent d&#39;augmenter au point de representer l&#39;une des principales sources d&#39;endettement des etudiants et de leurs familles, ils constituent l&#39;espoir secret d&#39;universites francaises exsangues. Ce livre montre que s&#39;engager ainsi dans la voie de la financiarisation de l&#39;enseignement superieur ne permet ni d&#39;augmenter les ressources des universites ni de rendre leur financement plus juste. Cela conduit au contraire a une explosion du cout des etudes, a une subordination des choix d&#39;orientation a la logique marchande et a un accroissement considerable des inegalites entre etudiants, filieres et etablissements. Refusant la fatalite, ce livre montre qu&#39;un autre modele de financement des universites est possible. Plus juste et plus efficace, il garantirait egalement l&#39;autonomie reelle du monde universitaire, concue non pas comme un privilege indu mais comme la...

We analyze the theoretical effects on growth and welfare in transition economies of emigration of educated and uneducated labor, of higher emigration probability, etc. Using a Grossman-Helpman growth model, we show that the prospects of labor market integration with the EU raises the expected returns to education, stimulate human capital formation and thus raise the growth rate in the candidate

We analyze the theoretical effects on growth and welfare in transition economies of emigration of educated and uneducated labor, of higher emigration probability, etc. Using a Grossman-Helpman growth model, we show that the prospects of labor market integration with the EU raises the expected returns to education, stimulate human capital formation and thus raise the growth rate in the candidate countries. However, given this expected returns, emigration of educated workers tends to lower growth and welfare of those remaining. Thus, while the brain drain reduces welfare, the effects of labor market integration could nevertheless be positive. Emigration of low skilled workers also reduces growth via adverse effects on education. Higher tuition fees, common in transition countries, counteract positive growth effects of market determined wages.

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This paper presents a model of two countries competing for a pool of students from the rest of the world (ROW). In equilibrium, one country offers high educational quality for high tuition fees, while the other country provides a low quality and charges low fees. The quality in the high quality country, the tuition fees, and the quality and tuition fee differential between the countries increase with the income prospects in ROW and the number of international students. Higher stay rates of foreign students lead to more ambiguous results. In particular, an increase in educational quality can be accompanied by a decline in tuition fees. Furthermore, international competition for students can give rise to a brain gain in ROW.

Sarah E James laments the neoliberal and expansionist agendas of senior university management teams which have been directed by an aggressive and often poorly planned drive to transform their once-public institutions, fuelled by short-term vision coupled with a phenomenal amount of accumulated debt, that has resulted in the staggeringly unsuccessful privatisation of the whole sector.

In many poor communities, due to lack of school fees many young people fail to achieve their full potential. In How I Barely Made it, set in Uganda in 1973, a successful medical doctor narrates how his place in secondary school was almost given away to other students on the waiting list had it not been for a kind neighbor who noticed that he was not in school when he was supposed to be.

The arguments for refinancing the European Union's (EU) higher education via higher tuition fees largely rest on preserving the profitability of the educational investment and offering deferred and income-contingent payments. Using income survey datasets on Belgium, Germany and the United Kingdom (UK) we first estimate how graduates' private return on educational investment is likely to be affected by higher private contributions. We then evaluate the effect of income-contingent and deferred payment mechanisms on lifetime net income and its capacity to account for graduates' ability to pay, considering numerous ways of financing the cost of introducing incomecontingency. Our analysis reveals that increasing individuals' contributions to higher education costs, through income-contingent and deferred instruments, does not significantly affect the private rate of return of heterogeneous graduates, allows for payments to be indexed to ability to pay, and can be implemented in ways that minimize the risk of adverse selection. These findings prove robust to significant variations between countries' unharmonised higher education institutional structures.

Student loans, even income-contingent ones, are not optimal. Potential university students with the appropriate characteristics should be offered a scholarship, dependent on both need and merit. The award of the scholarship should be conditional on the choice of university degree, but students with a natural aptitude for studies that do not hold the prospect of a well paid job should not be pushed towards potentially more lucrative ones. The scheme should be financed by a graduate tax that redistributes from the better paid to the academically more successful.

The main aim of this paper is to present a longitudinal analysis of the changes in the AmericaEconomia MBA Rankings for the period 2005-2014. The AmericaEconomia ranking was the first international ranking specifically devoted to Latin American business schools, and with data gathered from this ranking we build a panel to study its stability and the main determinants of a school's position in such ranking during the period under study. The final aim of this study is to examine the reliability of the AmericaEconomia ranking, that is whether changes in the ranking positions are not just due to white noise, and compare its stability with those of the US and other global rankings. We also want to empirically determine which are the key quality variables this ranking is promoting for Latin America Business Schools and the evolution of these business schools during the period under study. Unlike previous literature that usually considers dynamic Tobit models for ranking analysis, we put forward an alternative methodology based on a system GMM estimator with first-differenced instruments. We argue that dynamic Tobit models are appropriate only if you have truncated data about the ranking variable but full data on Business Schools variables. This is not always the case, as in our work in which we only have a subsample of Latin American Business Schools, those included in the AmericaEconomia ranking.

Part of the Education in Developing Asia series produced jointly by the Asian Development Bank (ADB) and the Comparative Education Research Centre of the University of Hong Kong, this book looks at the role of education in national development in Asia. It specifically examines the relationships between education, economic growth, poverty and social change and outlines policies for the development of high quality, equitable, and adequately financed education systems.

Means testing, a form of subsidy targeting, attempts to distribute at least some higher education subsidies on the basis of need or estimated ability to pay. This article explores the major principles, approaches, and challenges as well as some of the controversies surrounding means testing, taking into account the unique context of the African continent. For example, in many African countries incomes are not only low but are also frequently hidden or partly in kind. Assets are often both minimal and extremely illiquid. These conditions limit possible cash contri- butions toward higher education but also make it difficult to measure and to verify the subsidies to which many families are entitled. Therefore, many developing countries complement measures or estimates of income and assets with so-called categorical indicators of need (e.g., race/tribe/ethnicity, parents’ education, type of employment, secondary school attendance, possession of an automobile or access to a car driver) w...

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