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Private Education (private + education)

Distribution by Scientific Domains
Business, Economics, Finance and Accounting57%

Selected Abstracts

PRIVATE EDUCATION AND ,EDUCATION FOR ALL'

ECONOMIC AFFAIRS, Issue 4 2004
James Tooley
Government schools cannot provide quality education for all. If the goal of education for all is to be achieved, the private sector must be encouraged and not squeezed out. Development agencies need to wake up to this because large-scale government education leads to failure on a large scale that can cause serious harm to the poor. [source]

The Quality of Education, Educational Institutions, and Cross-Country Differences in Human Capital Accumulation

GROWTH AND CHANGE, Issue 3 2005
SHAWN D. KNABB
ABSTRACT Cross-country studies of education and economic prosperity often reach conflicting results when using growth rates as the measure of economic development. However, growth rates lack persistence over time and may not accurately measure long-term economic success over relatively short economic horizons. To overcome this potential specification problem, we estimate the relationship between key education variables and the capital to physical labor ratio. Using both cross-sectional and panel specifications, we find that both the primary-pupil,teacher ratio and decentralized education finance are associated with a larger capital to physical labor ratio. The relationship between human capital and expenditures, private education, and test scores are less robust. [source]

From Adam Swift to Adam Smith: How the ,Invisible Hand' Overcomes Middle Class Hypocrisy

JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2007
JAMES TOOLEY
This paper challenges Richard Pring's suggestion that parents using private education may be undermining the desire for social justice and equality, using recent arguments of Adam Swift as a springboard. Swift's position on the banning of private schools, which uses a Rawlsian ,veil of ignorance' argument, is explored, and it is suggested that, if equality of opportunity is a major aim, it does not go far enough by permitting parental partiality. If the only alternative is a Platonic state, then this may be acceptable. But a neglected third scenario, drawing on the insights of Adam Smith, shows ,self-love' to be a valuable social virtue, leading to a more favourable resolution of the ,paradox of the shipwreck' than that explored by Swift. Pointers are given to evidence from developing countries and a more detailed ,veil of ignorance' argument to support this case. [source]

Endogenous Public Expenditures on Education

JOURNAL OF PUBLIC ECONOMIC THEORY, Issue 4 2005
PETER BEARSE
We construct a model of the determination of public funding of education through majority voting. Households have the option of privately supplementing public education. Alternatively, they can opt out of public education completely and choose private education. We find that in general the single-crossing property cannot be used to establish existence of a majority voting equilibrium. Numerical solutions of the model reveal (i) when public education inputs and private supplements are substitutes, private school enrollment is often zero; and (ii) the funding level for public education is very sensitive to the productivity of private supplements and the elasticity of substitution between public inputs and private supplements. [source]

Ability, Education, and Income Inequality

JOURNAL OF PUBLIC ECONOMIC THEORY, Issue 2 2004
Buly A. Cardak
A model of education where the distribution of abilities is the source of heterogeneity is investigated. Ability is a key determinant of human capital accumulated when young, which in turn determines income and its distribution. The assumption of heterogeneous abilities leads to steady-state income distributions that exhibit income inequality. Of particular interest is the result that symmetric distributions of ability generate positively skewed income distributions. Models of private and public education are analyzed and compared. It is found that private education results in higher incomes and less income inequality than observed in the public education model. [source]

Ram, Rab and the civil servants: a lawyer and the making of the ,Great Education Act 1944'

LEGAL STUDIES, Issue 1 2001
Ray Cocks
By common consent, the Education Act of 1944 was the most important educational reform of the century for England and Wales. This article seeks to reveal the role of a lawyer in the making of the legislation and thereby to reassess past interpretations of how the Act was put together. It is clear that the person who drafted the Act, Sir Granville Ram, had an impact on the content of certain sections. The article begins with an outline of the Act and competing interpretations of how it came to be made. It explores the context within which Ram, as a Parliamentary Counsel, did his drafting during the war years. It then turns to the making of clauses in four specific areas of reform. First, local education authorities were given the power to create new types of secondary schools, including comprehensive schools. Secondly, there was a new structure for regulating private education. Thirdly, the Minister of Education was given important new powers. Fourthly, women were no longer required to resign from teaching when they married. These four areas provide examples of how Ram could influence the shape of the statute, and they also reveal that on each occasion his influence was felt in a different way. [source]

HOW LONG SHOULD WE STAY IN EDUCATION IF ABILITY IS SCREENED?

METROECONOMICA, Issue 3 2009
Takashi Oshio
ABSTRACT We examine how ability-screening affects demand for education and the shape of an optimal education system. Explicitly incorporating gradual screening by education into the model, we illustrate how individuals of different abilities decide to stay in education or drop out. Gradual screening induces low-ability individuals to receive over-education, reducing the net benefit obtained from education by society as a whole, as well as such individuals. A mixed education system, in which public education is provided before private education, is superior to a wholly private system, in terms of both efficiency and equity, because it reduces the over-education of low-ability individuals. [source]