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Research was conducted to investigate the reasons behind low enrollment to programmes offered by the Faculty of Engineering Technology (FET) of the Open University of Sri Lanka (OUSL) in Regional Centres away from the main campus. A preliminary study was conducted to identify the issues behind reduced enrollment, taking Kandy Regional Centre (KRC) as a case study. Preliminary study revealed that improvements are needed in five contrasting areas to improve the rate of enrollment. Necessary measures were undertaken to address the issues identified in the five areas and the enrollments in the academic years 2011 and 2012 were observed to have a significant increase. It was exploited whether the increased enrollment is due to the improvements adopted in the identified areas. Results of a questionnaire administered among new registrants to FET in KRC for the academic year 2012 indicate that the measures adopted have reached the potential learners increasing the rate of enrollment.

The purpose of this study is to identify arrangements of fully funded defined contribution (FF-DC) pension plans associated with the continuity of retirement savings.

The authors adopted an experimental design composed of a control group and two treatment groups. In all groups, individuals made decisions throughout nine periods: five during the working period and four at the postretirement stage. The authors asked participants if they wanted to join a pension plan, and which plan. The authors offered three plans with different risk profiles: plan 1 (high risk), plan 2 (moderate) and plan 3 (low risk) and one risk-free plan, plan 4. In treatment groups 1 and 2, there was an automatic enrollment of the participants in the default plan (moderate risk), and in the following periods they had to decide whether to continue contributing, and in this case, to which plan, with a defined percentage.

In treatment scenarios, participants chose the riskiest plan in all periods of the experiment, and most of them chose the risk-free plan in period 5. These findings suggest that pension plans with automatic enrollment, employer matching and low risk foster the continuation of retirement savings.

The research has as limitation the fact that the sample is not representative of the population and therefore does not allow generalizations. This is because the authors use social media ads to prospect respondents.

The research's findings can be relevant for the design of public policies for private pension plans, suggesting that compulsory automatic enrollment can be used as default in plans offered by the employers. The results encourage the inclusion of behavioral elements in the design of the pension system, paying attention to the nudges. In this sense, it is possible to increase participation in the pension plan and develop low cost programs to increase the amount accumulated by people before retirement.

Decision-making architecture, such as automatic enrollment, can improve individuals' retirement decisions, affecting savings and welfare in the long run.

Although the effect of pension plan designs is widely studied in other countries, such as the United States and United Kingdom, the authors are unaware of a national empirical research that seeks to understand how different arrangements affect an individual choice through an experiment.

Many West African countries face the challenge of growth inclusiveness. The region is also facing challenges of equipping its teeming population with high-quality skills despite many reforms and initiatives introduced in the past. This study, thus, identifies education as a crucial contributory factor to growth inclusiveness in the region. It, therefore, examined the role of education in growth inclusiveness in West Africa between 1990 and 2017.

The study utilised different proxies to capture quantity and quality dimensions of education. The unit root and ARDL “Bounds” tests were employed at a preliminary stage. Based on the preliminary tests, the study explored autoregressive distributed lags modelling technique to capture the short-run and long-run dynamic effects.

The empirical results reveal a positive impact of school enrolment measures in most of the countries in both short-run and long-run. Education quality measure exerts positive impact and significant in few countries under consideration.

These countries should give adequate attention to quality when designing education policy to foster their inclusive growth.

This study highlights the critical role of education in the inclusive growth pursuit. Education quantity is important to growth inclusiveness but the quality of education is more fundamental. The quality of education possessed determine to a large extent, what individual can contribute to the productive activities within the economy and accessibility to benefits from economic prosperity.

This study aims to analyze to what extent distance education is feasible and efficient with the limited technological infrastructure in Egypt. The study answers this question from the perspective of households' preparedness level regarding possessing information and communication technologies (ICTs). In addition, it assesses whether the pattern of students' ICT ownership is influenced by disability- and socioeconomic-based inequality in education and whether the pattern of ICT ownership exacerbates such biases.

A three-stage probit model with double sample selection (PMDSS) was applied to estimate the factors likely to influence ICT possession, considering the selection process for school enrollment and education continuation. The authors utilized nationally representative data from the Egypt Labor Market Panel Survey 2018.

About 40% of students aged 12–25 did not have ICTs. Most socioeconomically poor households, particularly those living in Upper Egypt, were the least likely to obtain ICTs and rely on distance education. In addition, female students, particularly those with disabilities, had the lowest chance of benefitting from distance learning.

The persistent structural deprivation of school enrollment and educational progression has led to the positive selection of well-off children in education, which is extended to ICT possession and internet use. Without addressing these structural biases, the study suggests that distance education will likely exacerbate educational inequalities.

The study analyzed the extent to which Egyptian families were prepared in 2018 regarding ICT possessions for distance education for their children, particularly those with disabilities. Furthermore, it investigated whether access to distance learning was influenced by disability- and socioeconomic-based inequalities in education.

Human capital flight from developing countries to developed nations has been rising and giving concerns to governments and scholars alike. This paper aims to explore the impact migration from Nigeria has on economic output growth by focusing on the migration rate, remittances, population growth and secondary school enrolment. This has not received adequate attention in the literature, as many papers have primarily focused on the impact of remittances on economic growth.

Leveraging on the macro-level approach to migration, remittances and the economy, this research considers the nexus among the human capital flight and output growth variables by using the autoregressive distributed lag (ARDL) method of analysis for time series data between 1986 and 2018.

The net migration rate from Nigeria was found from the empirical analysis to be more disadvantageous for the economy, given its negative relationship with economic growth despite the large volume of foreign incomes (remittances). It also shows that secondary school enrolment positively and significantly impacted the Nigerian growth rate in the long run.

This research has widened the use of variables by combining net migration rate, remittances from abroad, population growth rate and secondary school enrolment to obtain a more robust outcome with implications for research and practice.

Enrolling in an academic discipline or selecting the college major choice is a dynamic process. Very few studies examine this aspect in India. This paper makes a humble attempt to fill this gap using NSSO 71st round data on social consumption on education. The purpose of this paper is to use multinomial regression model to study the different factors that influence course choice in higher education. The different factors (given the availability of information) considered relate to ability, gender, cost of higher education, socio-economic and geographical location. The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.

The present paper follows the same approach as that of Turner and Bowen (1999). The Multinomial regression is specified as P ( M i = j ) = ( exp ( β j × X i ) / ∑ j − 1 5 exp ( β j × X i ) ) , where P (M_i=j) denotes the probability of choosing outcome j, the particular course/major choice that categorizes different disciplines. This response variable is specified with five categories: such as medicine, engineering, other professional courses, science and humanities. The authors’ primary interest is to determine the factors governing an individual’s decision to choose a particular subject field as compared to humanities. In other words, to make the system identifiable in the MLR, humanities is treated as a reference category. The vector X_i includes the set of explanatory variables and β_j refers to the corresponding coefficients for each of the outcome j. From an aggregate perspective, the distribution of course choices is an important input to the skill (technical skills) composition of future workforce. In that sense, except humanities, the rest of the courses are technical-intensive courses; hence, humanities is treated as a reference category.

The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities.

Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities. This course and regional imbalance need to be worked with multi-pronged strategies of providing both access to education and employment opportunities in other states. But the predicted probabilities of medicine and science remain similar across the board. Very few research studies on the determinants of field choice in higher education prevail in India. Research studies on returns to education by field or course choices hardly exist in India. These evidences are particularly important to know which course choices can support student loans, which can be the future area of work.

The research evidence is particularly important to know which course choices can support student loans, which can be the future area of work, as well as how to address the gender bias in the course choices.

The paper has social implications in terms of giving insights into the course choices of students. These findings bring in implications for practice in their ability to predict the demand for course choices and their share of demand, not only in the labor market but also across regions. India has 36 states/UTs and each state/UT has a huge population size and large geographical areas. The choice of course has state-specific influence because of nature of state economy, society, culture and inherent education systems. Further, within the states, rural and urban variation has also a serious influence on the choice of courses.

The present study is a value addition on three counts. First, the choice of courses includes the recent trends in the preference over market-oriented/technical courses such as medicine, engineering and other professional courses (chartered accountancy and similar courses, courses from Industrial Training Institute, recognized vocational training institute, etc.). The choice of market-oriented courses has been examined in relation to the choice of conventional subjects. Second, the socio-economic background of students plays a significant role in the choice of courses. Third, the present paper uses the latest data on Social Consumption on Education.

The purpose of this paper is to make an assessment of the challenges in disseminating higher education to the learners in tribal communities, and problems solving capacity of Open and Distance Learning (ODL) by strategically making use of Information and Communication Technology (ICT) taking a case of Madhya Pradesh (MP), which is the most tribal dominated state of India. The paper offers valuable insight in to the usage of ICT as a strategy for the ODL system presenting an account of how it can be utilized effectively to disseminate higher education in tribal communities.

Exploratory and descriptive techniques were utilized in this paper adopting the research strategy of case study in terms of the strategic potentialities of ICT in disseminating higher education in tribal communities by ODL using it as a strategy for their empowerment and development.

The findings of the paper reveal that dissemination of higher education in tribal areas is a challenging task especially due to their socioeconomic conditions and ethno cultural settings in addition to numerous infrastructural and access related issues. In view of the need of integrating education with the Indigenous perspectives, ICT can be used as an effective strategy by ODL for disseminating higher education amongst learners in those communities by reaching out to them.

This paper concludes that ICT can help ODL immensely in developing countries such as India strategically in reaching the tribal learners surpassing financial and geographical constraints with a learner centric approach increasing the capacity, quality and cost effectiveness of education system bringing the concept of strategy to center stage, at a time when ICT has fundamentally changed the strategies of different sectors including education with the unprecedented growth in its use.

This paper concludes that ICT has fundamentally changed the strategies of different sectors including higher education with the unprecedented growth in its use. It also concludes that Indian higher educational sector faced with multitude of challenges is not insulated from the effect of ICT, and its emancipatory and transformative potentials in higher education can play a major substantive role by extending support to meet the increasing higher educational needs of the tribal communities by sufficiently embedding it so that their greater contributions to the Sustainable Development Goals (SDGs) can be ensured.

The purpose of this paper is to estimate benefits to debt reduction by using the natural experiment provided by the debt relief programs: the Heavily Indebted Poor Countries Initiative launched by the International Monetary Fund and World Bank in 1996 and the Multilateral Debt Relief Initiative extension in 2005.

The authors apply a time-shifted difference-in-differences strategy to evaluate the effects of this intervention. The date of each country’s decision to participate in the program is used as one treatment point while the date of the completion of the debt relief program is used as another treatment point. The exercise compares different economic outcomes such as domestic and foreign investment, schooling, and employment of the treated observations to the counterfactual of untreated country-years. The period between the decision and completion points is a short run while the period after the completion point is considered a long run.

The authors found that debt relief increased capital investment as much as 1.63 percent in the short run and 5.79 percent in the long run. However, there was no effect on foreign direct investment suggesting that debt overhang does not affect incentives of foreign investors. Output and schooling enrollment increased both in the short and long run.

This paper exploits a natural experiment of debt relief in a number of developing countries to shed light on the possible benefits to debt reduction. The authors are able to separate the short- and long-run effects of debt reduction. The finding that domestic but not foreign investment responds to debt reduction is suggestive of the differences in incentives across these two sources of investment.

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.

The purpose of this paper is to examine the relationship between financial development and economic growth for five major emerging economies: Brazil, Russia, India, China and South (BRICS) during 1993 to 2014 using banking sector and stock market development indicators.

To begin with, the study first examined some of the principal indicators of financial development and macroeconomic variables of the selected economies. Next, using generalized method of moment system estimation (SYS-GMM), the relationship between financial development and growth is investigated. The banking sector development indicators used in the study include size of the financial intermediaries, credit to deposit ratio (CDR) and domestic credit to private sector (CPS), whereas the stock market development indicators are value of shares traded and turnover ratio. Also, some macroeconomic control variables such as inflation, exports and the enrolment in secondary education were used.

The examination of the principal indicators of financial development and macroeconomic variables have shown considerable differences between the selected economies. Results from the dynamic one-step SYS-GMM estimates confirm that in presence of turnover ratio, all the selected banking development indicators such as size of financial intermediaries, CDR and CPS are positively significantly determining economic growth. Similarly, in presence of all the selected banking sector development indicators, value of shares traded is found to be positively significantly associated with economic growth. However, the same is not true when turnover ratio is regressed in presence of banking sector variables. Overall, the evidence suggests that banking sector development and stock market development indicators are complementary to each other in stimulating economic growth.

A positive association between financial development and growth indicates that the policymakers should take necessary measures toward simultaneous development of both banking sector as well as stock market for inducing growth.

The present paper attempts to examine the relationship between financial development and growth using both banking sector and stock market development indicators which has not been attempted before for BRICS. Also, most of the existing studies are found in case of developed economies. This paper tries to fill this void by studying five major emerging economies.