Accessibility and affordability of tertiary education in Brazil, Colombia, Mexico and Peru within a global context

This paper examines the financing of tertiary education in Brazil, Colombia, Mexico and Peru, comparing the affordability and accessibility of tertiary education with that in high-income countries. To measure affordability, the authors estimate education costs, living costs, grants, and loans. Further, they compute the participation rate, attainment rate, and socio-economic equity index in education and the gender equity index as indicators of accessibility. This is the first study attempting to estimate affordability of tertiary education in Latin America within a global context. The analysis combines information from household surveys, expenditure surveys, and administrative and institutional databases. The findings show that families in Latin America have to pay 60 percent of per-capita income for tertiary education per student per year compared with 19 percent in high-income countries. Living costs are significant, at 29 percent of gross domestic product per capita in Latin America (19 percent in high-income countries). Student assistance through grants and loans plays a marginal role in improving affordability. Moreover, the paper confirms previous findings of low access to tertiary education in the region. One policy implication of the findings is that Latin American governments could take steps to make tertiary education more affordable through student assistance.Tertiary Education,,Access&Equity in Basic Education,Access to Finance,Teaching and Learning

Higher Education: Does Public Expenditure Increase Enrollment?

This paper evaluates the effects of public education expenditure on student enrollment in tertiary education. We use a cross-section of 132 countries to demonstrate that public expenditure on primary and secondary education positively affects tertiary enrollment rates, while the generosity of tertiary education subsidies themselves do not appear to have any signifcant impact on tertiary enrollment. The results presented are robust to various specifcations, and raise serious concerns regarding the within country allocation of public resources on education, which seems to be biased towards higher education, especially for less developed countries.Higher (Tertiary) Education; Enrollment

n-Heptane hydroconversion over sulfated-zirconia-supported molybdenum carbide catalysts

Tertiary Education Trust Fund (TETFUND) NigeriaPeer reviewedPublisher PD

Success for pacific learners : the impact of tertiary education strategies

This project examined the impact of the 3 successive tertiary education strategies (2002-2007; 2007-2012 and 2010-2015) on how tertiary education institutions have developed their support for Pacific learners. Findings show that the Pasifika objectives within each of the 3 strategies are considered to be an important signal to Tertiary Education Institutions (TEIs) that success for Pasifika learners is a significant and continuing government priority and that the strategies are seen as an important enabler of change. These objectives have raised the priority for action to support Pasifika learners, unlocked resources for Pasifika initiatives and promoted the inclusion of Pasifika priorities on the strategic agendas of TEIs. It was noted however, this influence is only one of a number of internal and external, and local and national influences on enhancing success for Pasifika learners

The arrival of MOOCs: Massive Open Online Courses

Summary: Internationally, a number of emerging technologies and associated developments are becoming available that could have far‐reaching effects on the delivery of tertiary education. One of these developments is Massive Open Online Courses (MOOCs). The opportunities MOOCs present include the ability for institutions to extend their brand and reach to large international audiences, experiment with innovative pedagogical approaches, an ability to offer niche provision at scale, and a potential reduction of costs. Its challenges and risks include that they are not widely recognised as formal qualifications, the absence of an established business model, and their pedagogical approaches. We have developed this paper as the start of a conversation between and among government agencies, institutions, employers and learners on the appropriate policy settings and ways to support the introduction of these emerging technologies in the delivery of tertiary education. This paper also supports the 2014 Innovations in Tertiary Education Delivery Summit, being held in Auckland on 5 and 6 June 2014, which looks at the future of tertiary education and the role of technology in it