Economics of Human Resource Planning With Special Reference to Higher Education in Kerala

Ongoing changes in global economic structure along information revolution have produced an environment where knowledge and skills or education and training are considered increasingly valued commodities. This is based on the simple notion that nation’s economic progress is linked to education and training. This idea is embodied in the theory of human capital, according to which the knowledge and skill found in labour represents valuable resources for the market. Thus the important assumptions of the Human capital theory are 910 Human capital is an investment for future (2) More training and education leads to better work skills (3) Educational institutions play a central role in the development of human capital(4) the technological revolution is often cited as the most pressing reason why education and knowledge are becoming valuable economic commodities . The objectives of the present study are, the investment and institutional or structural framework of higher education in Kerala, the higher education market and the strengths and weakness of supply demand conditions , cost and the benefits of higher education in Kerala , impact of recent policy changes in higher education,need for expanding higher education market to solve the grave problem of Un employment on the basis of as systematic manpower planning and the higher education and its association with income and employment.

Beyond the mincer equation: the internal rate of return to higher education in Colombia

In order to present an estimation of the Internal Rate of Return (IRR) to higher education in Colombia we take advantage of the methodological approach provided by Heckman, Lochner and Todd (2005). Trying to overcome the criticism that surrounds interpretations of the education coefficient of Mincer equations as being the rate of return to investments in education we develop a more structured approach of estimation, which controls for selection bias, includes more accurate measures of labor income and the role of education costs and income taxes. Our results implied a lower rate of return than the ones found in the Colombian literature and show that the Internal Rate of Return for higher education in Colombia lies somewhere between 0.074 and 0.128. The results vary according to the year analyzed and individual’s gender. This last result reinforces considerations regarding gender discrimination in the Colombian labor market.

Melancholy and power, knowledge and propaganda : discussing the contribution of the bologna process to higher education research in Europe. 'Melancolía y poder, conocimiento y propaganda : discutiendo la contribución del proceso de Bolonia sobre la investigación en enseñanza superior en Europa'.

Resumen tomado de la publicación. Monográfico con el título: El proceso de Bolonia : dinámicas y desafíos de la enseñanza superior en Europa a comienzos de una nueva época

Gender differences at the transition to higher education between migrants and non-migrants: A comparison between Switzerland and France

Within Western societies women or girls meanwhile outperform men or boys with regard to attainments in primary and secondary education. For example concerning upper secondary degrees the share of females attaining the Matura approaches two thirds in Switzerland, while the share of females attaining the Baccalaureate exceeds fifty per cent in France. However, if transitions to higher education are regarded, the share of entitled females entering such institutions is significantly lower than among men in Switzerland. An opposite pattern is observed in France where females outperform men at this educational stage, too. With regard to migrant background, it has been shown by previous research focussing on secondary effects of ethnic origin that such youths enter the more demanding educational tracks (e.g. higher education) more often than their non-migrant peers if controlled for eligibility, their lower socioeconomic status and performances. However, so far only a few studies refer to the question of a possible gender gap regarding secondary effects of ethnic origin (e.g. Fleischmann et al., mimeo). Thus, with regard to a possible interaction of a migrant background and - for example - a female gender, it is important to note that in both countries many migrant groups have their origins in countries and regions where male advantage remains very strong. This is in particular the case for migrant groups from non-Western countries, e.g. Turkey, Algeria, Marocco or Tunisie, where gender gaps in the literacy rates of up to 18 per cent are still observed. In order to investigate the question of a possible disadvantages of women with a migrant background stemming from such countries when compared to non-migrant females two panel studies - the Tree data in Switzerland and the Panel d’élèves 1995 in France -, are analysed.

How Do Second-Generation Immigrant Students Access Higher Education? The Importance of Vocational Routes to Higher Education in Switzerland, France, and Germany

We analyse the access to different institutional pathways to higher education for second-generation students, focusing on youths that hold a higher-education entrance certificate. The alternative vocational pathway appears to compensate to some degree, compared to the traditional academic one, for North-African and Southern-European youths in France, those from Turkey in Germany, and to a lesser degree those from Portugal, Turkey, Ex-Yugoslavia, Albania/Kosovo in Switzerland. This is not the case in Switzerland for Western-European, Italian, and Spanish youths who indeed access higher education via the academic pathway more often than Swiss youths. Using youth panel and survey data, multinomial models are applied to analyse these pathway choices.

Factbook, Bureau of Higher Education : summary of program information through fiscal year 1971 /

Cover title.

A National Institute on Access to Higher Education for the Mexican American : July 23-25, 1975, Hilton Inn, Albuquerque, New Mexico.

Conference guide.

The policy of extending government aid to additional railroads to the Pacific by guaranteeing interest on their bonds : report of the majority of the Senate Committee on Pacific Railroad, February 19, 1869.

Cover title.

Report to the members of the Illinois General Assembly /

Six mandates were identified by the Committee as high-impact and worthy of the General Assembly's immediate attention. These recommendations include the elimination or modification of three mandates that would result in an estimated $55.1 million in annual savings for public universities. The other three recommendations, if implemented, will provide long-term indirect savings by reducing administrative work and promoting efficiencies at public universities. Two additional mandates are included in this report as areas of concern. The Committee asks the General Assembly to also review these two concerns during the upcoming fiscal year.

Financing higher education in the 21st century : a summary of seminars and a national symposium /

Shipping list no.: 93-0335-P.

Widening access to Higher Education:an evaluative case study of a foundation year alternative to access

Universities are encouraged to widen access to a broad range of applicants, including mature students taking Access qualifications. Admissions tutors can find it difficult to compare and choose between Access and A-level applications, and Access applicants for popular courses may be disadvantaged relative to students with good A-levels. In this evaluative case study a foundation year designed to avoid Access selection problems and widen participation in psychology, biology, optometry and pharmacy is reviewed. Progression and success rates are compared to national averages for Access courses and issues in Foundation Year management considered. The Foundation Year is rejected as unsatisfactory and it is concluded that widening participation for mature students can be achieved through Access courses. Difficulties in achieving this for high-demand courses in leading universities are discussed.

Mélyszegénységből a felsőoktatásba (From deep poverty to higher education)

A társadalmi egyenlőtlenségek növekedése és a mobilitás csökkenése világszerte aggasztó tendenciákat mutat. Magyarországon a közoktatás szegényeket sújtó, feltűnően diszkriminatív jellege az elmúlt évtizedekben súlyos veszélybe sodorta a társadalmi mobilitást. A felsőoktatás-politika a belépést nehezítve (minimumpont- emelések, duális tandíjrendszer, tandíjemelések) és a teljesítményelvet túlhajszolva tovább súlyosbította a helyzetet, amit a Diákhitel–2 bevezetése sem tudott ellensúlyozni egy olyan környezetben, ahol az állam felsőoktatás-ellenes propagandát folytat, és közben drasztikusan csökkenti a finanszírozást. A hibás szabályozás miatt a többletpontok rendszere sem működik megfelelően. Mindezek miatt a halmozottan hátrányos helyzetű hallgatók felsőoktatás-beli részaránya felvételkor jelenleg fél százalék körül mozog, ami a gimnáziumi férőhelyek tervezett radikális szűkítése miatt várhatóan el fogja érni az abszolút nulla szintet. A tanulmányban bemutatunk egy általunk indított civil kezdeményezést, a Híd a felsőoktatásba elnevezésű programot, amelynek célja, hogy segítséget nyújtson a hátrányos helyzetű, főként roma középiskolásoknak a sikeres egyetemi felvételihez és a diploma megszerzéséhez. A fő tanulság: viszonylag kevés pénzből és rövid idő alatt még akkor is lehet eredményeket elérni, ha az általános társadalmi és politikai környezet egyáltalán nem támogató.