scholarly journals Who can earn risk-free profit? : Possibility of Arbitrage in the Hungarian Student Loan System

2021 ◽  
Vol 8 (4) ◽  
pp. 352-370
Author(s):  
Fanni Tóth
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Tertiary Education ◽  
Student Loan ◽  
Disadvantaged Students ◽  
Eligibility Criterion ◽  
Higher Education Funding ◽  
Funding Policy ◽  
The Rich ◽  
Loan System

People without tertiary educational attainment are more affected by poverty. Thus, obtaining a higher degree of education can act as a key to pulling sections of society out of the poverty trap. In higher education, Hungary has a dual-track tuition policy, which offers restricted merit-based entry to state-funded universities, leading to entirely free higher education for a limited number of students. As the most disadvantaged students perform worse at secondary school, their chances of being enrolled in free tertiary education are much lower. To improve equity, students have access to a well-designed student loan system in Hungary. This study demonstrates that Hungary’s higher education funding policy is currently further widening the gap between the rich and the poor, as holding a Student Loan 1 and a Hungarian Government Security Plus (MÁP Plusz) position results in arbitrage for those who do not need to borrow to finance their tuition fee and living expenses during the academic years. Instead of supporting the catchingup process for students coming from low-income backgrounds, the Hungarian system provides additional financial aid to advantaged students. Based on an international comparison of student loan schemes, adopting a targeted approach instead of a universal one might be worthy of consideration, e.g. providing an interest rate subsidy to disadvantaged students or setting a lower income level of the student’s household as an eligibility criterion for borrowing.

scholarly journals Student Loans Financing in Tanza:

2021 ◽  
Vol 8 (1) ◽  
pp. 91-115
Author(s):  
Hillary A. Dachi
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Higher Education Policy ◽  
Student Loans ◽  
Student Loan ◽  
Education Student ◽  
Means Testing ◽  
The Public ◽  
Policy Objectives ◽  
Financing Higher Education

This study examined the mechanisms employed to finance student loans in Tanzania and who benefits and how. The findings show that student loans are financed by the public exchequer. The number of students fromhigh-income families accessing these loans is disproportionate to their representation in Higher Education Institutions, while the share for middle and low-income students reflects their representation. There is also animbalance between male and female beneficiaries across programmes, notably in the Science, Technology, Engineering, and Math (STEM) disciplines. It is concluded that such disparities are the result of the fact thatthe student loan scheme seeks to satisfy a number of government policy objectives in relation to higher education beyond access and equity, and that means testing is not rigorously conducted. Key words: Higher Education, higher education policy, financing higher education, higher education student loans, public subsidisation of higher education

scholarly journals Higher Education funding policy: who wins and who loses?

2005 ◽  
Author(s):  
Lorraine Dearden ◽  
Emla Fitzsimons ◽  
Alissa Goodman ◽  
Greg Kaplan
Keyword(s):  
Higher Education ◽  
Education Funding ◽  
Higher Education Funding ◽  
Funding Policy

scholarly journals Economic Growth and Higher Education in South Asian Countries: Evidence from Econometrics

2020 ◽  
Vol 9 (2) ◽  
pp. 118
Author(s):  
Nilofer Hussaini
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
South Asian ◽  
Low Income ◽  
Tertiary Education ◽  
The South ◽  
Long Run ◽  
The Government ◽  
Enrolment Ratio ◽  
Relationship Of

South Asian economies has witnessed very slow growth over the years and the gap has widened manifold between other nations of Asia particularly East Asian nations and South Asian nations. This paper examines co-integration between the economic growth and reach of higher education in South Asian nations explaining this disparity. The research employed an econometric panel co-integration investigation to analyse the long run relationship of higher education and economic growth among these nations. The research confirmed positive long run causality between the economic growth of the South Asian nations and gross enrolment ratio of higher education. So, if the South Asian nations continue with their existing pattern of paying less attention to higher education by allocating low share of investment on it, poor human capital formation would result in growing further economic disparity between developed and South Asian nations where rich nations would remain richer and poor nations would remain poor with the gap remaining unabridged. This research will serve as an aid to policy makers, educators and financers of South Asian nations to bridge the gap between high- and low-income nations. The focus on the quantum of spending on higher education by the government will help improve the reach of tertiary education and build economic prosperity in these nations.

What Are The Alternatives To Student Loans In Higher Education Funding?

2010 ◽  
Vol 3 (1) ◽  
pp. 19 ◽  
Author(s):  
Anthony Stokes ◽  
Sarah Wright
Keyword(s):  
Higher Education ◽  
Financial Market ◽  
Financial Support ◽  
Student Loans ◽  
Student Loan ◽  
Education Funding ◽  
Higher Education Funding ◽  
The Government ◽  
Market Instability ◽  
The Cost

In a period of student loan scandals and U.S. financial market instability impacting on the cost and availability of student loans, this paper looks at alternative models of higher education funding. In this context, it also considers the level of financial support that the government should provide to higher education.

scholarly journals Structural Factors Associated with Higher Education Access for First-Generation Refugees in Canada: An Agenda for Research

Refuge ◽  
2012 ◽  
Vol 27 (2) ◽  
pp. 79-88 ◽  
Author(s):  
Martha K. Ferede
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Tertiary Education ◽  
Empirical Literature ◽  
Structural Factors ◽  
Academic Preparedness ◽  
Higher Education Access ◽  
Education Access ◽  
Post Secondary ◽  
Factors Associated

Refugees are the least educated migrants upon arrival to Canada. Yet, they invest in Canadian higher education at lower rates than other newcomers. Why might this be? This paper enters this emergent conversation through a review of the Canadian-based empirical literature on the structural factors associated with refugees’ tertiary education access. Research indicates that as part of the low-income population, refugees are likely to misperceive the cost and benefits of higher education and be deterred by high tuition costs. Academic preparedness and tracking in high schools also pose additional constraints. The gap in the literature exposes a need for inquiry into the ways in which pre-arrival experiences influence refugees’ participation in Canada’s post-secondary institutions. The paper concludes by underscoring the need for qualitative research that discerns the lived experiences of refugees outside of the aggregate immigrant grouping typical in education research.

scholarly journals The Nexus Between Higher Education Funding and Return Migration Examined

2019 ◽  
pp. 283-298
Author(s):  
Rita Kaša
Keyword(s):  
Higher Education ◽  
International Students ◽  
Return Migration ◽  
Student Loan ◽  
Education Funding ◽  
Higher Education Funding ◽  
Funding Sources ◽  
Migration Decisions ◽  
Return Intentions ◽  
Loan Forgiveness

Abstract Asymmetrical international student mobility poses a challenge to the governments of countries sending students abroad to ensure their return home after graduation. Financial assistance tools such as student loan forgiveness are viewed as a solution to this challenge. Drawing on evidence in the case of Latvia, this chapter contributes to the literature testing the policy assumption that sending governments can influence the return migration decisions of international students by cancelling their student loans. This chapter presents The Emigrant Communities of Latvia survey data on higher education funding sources among international students from Latvia and the relationship between these sources and their return intentions. Using qualitative interview data, this chapter examines the effectiveness of student loan forgiveness in influencing the return migration decisions of global graduates from Latvia. The chapter concludes that the existing student loan forgiveness policy does little to prompt return migration.

Reforming the Public Universities Financing Scheme: The Case of Ghana’s Higher Education Transformation Agenda

2019 ◽  
Vol 5 ◽  
pp. 49-71
Author(s):  
Justice Ray Achoanya Ayam
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Tertiary Education ◽  
Financial Sustainability ◽  
National Council ◽  
Public Higher Education ◽  
Ministry Of Education ◽  
Funding Policy ◽  
Policy Direction ◽  
Higher Education Transformation

Public higher education institutions in Ghana are confronted with unending financing constrains every academic year thus affecting the financial health of these institutions. The financial sustainability of these institutions has become increasingly critical due to the persistent reported funding gaps and the weak funding allocation regime. Countries the world over have begun implementing reform programmes to deal with issues of financial sustainability of higher education. The study employed quantitative research methodology with a well-validated research instrument. This correlational study attempts to measure the relationship between the financing scheme variables and financial sustainability. The outcome of the study revealed that there was statistically significant relationship between the combined effects of the variables while three variables out of the seven were found to be significant in predicting best fit equation for financial sustainability. The study recommends to the Ministry of Education (MOE) and the National Council for Tertiary Education (NCTE), a review of the funding policy direction with a precise focus on addressing Ghana’s higher education infrastructural deficit, skills gap, improving research, science and technology.

The new student loan system in Chile’s higher education

2007 ◽  
Vol 55 (6) ◽  
pp. 683-702 ◽  
Author(s):  
Christian Larraín ◽  
Salvador Zurita
Keyword(s):  
Higher Education ◽  
Student Loan ◽  
Loan System ◽  
New Student

scholarly journals Specificity of functionality of student loan system in the United States

2020 ◽  
pp. 20-27
Author(s):  
Zhanna Tropina
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Loans ◽  
Current System ◽  
The United States ◽  
Student Loan ◽  
Federal Programs ◽  
Effective System ◽  
Loan System ◽  
And Control

The subject of this research is the current system of student loans in the United States. The author analyzes major federal programs for students, types of loans, loan service plans, conditions for receiving scholarship for education. Special attention is given to the specificity of formation of student loan funds of higher educational institutions, and effective system of supervision and control over the parties to the program by the Department of Education that represents government interests. The research employs the dialectical method of cognition, as well as general scientific methods of analysis, synthesis, analogy, etc. The following conclusions were made: the established in the United States system of student loans is sufficiently effective; despite ample opportunities for receiving quality higher education for those born into wealthy families, the United States student loan system affords an opportunity for receiving higher education to the representatives of all social groups.

scholarly journals HIGHER EDUCATION: SUSTAINING THE FUTURE OF STUDENTS DURING A PANDEMIC

2021 ◽  
Author(s):  
Naziema Jappie ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Low Income ◽  
Teaching And Learning ◽  
Disadvantaged Students ◽  
The South ◽  
Digital Platform ◽  
The Future ◽  
Teaching Learning ◽  
The Impact

The COVID-19 challenge is unprecedented; its scale still is not fully understood. Universities in the South Africa do have plans in place to continue the academic year in 2021 but have no idea to what extent education will resume to normal face to face activity. Although the future is unpredictable, given the uncertainty in the epidemiological and economic outlooks, universities have to ensure quality and sustainability for the medium and long-term implications for teaching, learning, the student experience, infrastructure, operations, and staff. Amongst the range of effects that COVID-19 will have on higher education this year, and possibly into future years, admission arrangements for students is one of the biggest. It is also one of the most difficult to manage because it is inherently cross sector, involving both schools and higher education. There is no template in any country of how to manage education during the pandemic. However, there are major concerns that exist, in particular, regarding the impact on learners from low income and disadvantaged groups. Many are vulnerable and cannot access the digital platform. Post 1994, the South African government placed emphasis on the introduction of policies, resources and mechanisms aimed at redressing the legacy of a racially and ethnically fragmented, unjust, dysfunctional and unequal education system inherited from apartheid. Many gains were made over the past two decades especially, in higher education, two of which were access and funding for the disadvantaged students to attend university. However, the pandemic in 2020 disrupted this plan, causing the very same disadvantaged students to stay at home without proper learning facilities, poor living conditions or no access to devices and data. The paper argues that the tensions and challenges that dominated the Covid-19 digital educational reform have resulted in a significant paradigm shift focused on out of classroom experiences as expressed in the new ways of teaching and learning and possibly leaving certain groups of students behind. Consideration is given to three broad areas within higher education in South Africa. Firstly the current dilemma of teaching and learning, secondly, the access or lack thereof to the digital platform and challenges facing students, and the thirdly, the issue of admission to higher education. All three areas of concern represent the degree to which we face educational disruption during the pandemic.

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