Search

As a practice and empirical observations show, the educational activity of economic agents forms a whole set of prospects for their development. It is due to stable positive or, on the contrary, negative expectations of prospective counterparts that interact with the economic agents, of the possibilities of their development in both the conjuncture and the institutional directions. In this regard, education is very important, and its study is becoming widespread in the research field. Meanwhile, it should be noted that the studies of the question posed in the space of scientific work and research mainly concentrate on the micro-level. That is, the vast majority of works are devoted to the study of the education of firms as one of the most important "representatives" of economic agents. At the same time, the study of educational capital and its influence on the development of regional/national economic systems is unfairly deprived of attention. It is necessary to state that in recent years, the attention of scientists began to focus more and more on the issues set earlier. However, the theory of the territories' educational economy has not yet received development and attention. This largely restrains the research paradigm based on the study of intangible factors of production in the system of socio-economic development of regions or national economic systems in general. In this regard, and to level this gap, the time course of the reputation capital index for the Republic of Tatarstan and the main components determining its level are built in this paper based on the developed methodological approaches to a formalized assessment of the reputation of a territory. This allowed us to assess the reputation impact on the investment activity of a region using the methods of econometric modelling. In particular, being guided by the principles and tools of regression analysis, as well as relying on the method of dummy variables, a high level of interconnection between the studied parameters was established by the authors due to the significant level of elasticity between the analyzed series found.

Normative thinking around democracy often emphasizes the supremacy of electoral politics, underplaying the salience of education as a defining feature to produce a more meaningful, engaged, inclusive form of democracy. Critical pedagogy can be an extremely useful, illuminating and transformative means and process of deconstructing how democracy is conceptualized, understood and developed. Critiquing the epistemological, experiential and hegemonic predispositions, manifestations, and intricate thinking that underpin inequitable power relations is fundamental to achieving a more politically literate and liberated populace. Being humble enough to acknowledge that one's epistemological framework may limit his/her understanding of democracy--along with a diagnosis of mainstream and normative assessments that are constrained by a tepid educational experienced dominated by a neo-liberal political economy--is fundamental to re-formulating how democracy is understood, and, more important, how it may become more empowering for marginalized groups and all peoples. This paper explores a re-conceptualization of democracy, premised on a more critical and engaged education, questioning and problematizing how power works. In outlining "econ-ocracy" and various conditions, issues and determinants related to democracy, the author provides some examples (American Idol, Haiti, categorization of democracies, development assistance to the South, and support for unsavory regimes) of how facile interpretations of democracy have had a nefarious effect on more structurally relevant concerns related to power. (Contains 7 figures and 24 notes.)

The economic development of countries depends upon their technological competitiveness. Computer technology is a major component of technology. More the people are competent in computer technology, the greater the chance of economic development. Saudi Arabia is no exception to this common view. Although computer education was started in Saudi Arabia in 1984, the progress had been slow for a long time. However, now, with the implementation of Vision 2030, there is a high focus on elevating the skills of the Saudi workforce to the global levels. Computer technology has a big role in this regard. The full implementation and achievement of developing computer skills among the Saudi workforce are affected by many issues and challenges. This paper reviews these challenges and issues and the possible solutions offered for some of them, using published literature. A systematic review methodology was utilised for this research. A total of 29 papers were shortlisted and reviewed. Challenges were noted both in learning and in teaching sides. Despite cultural segregation of gender, women are increasingly enrolling in computer programming courses due to government support, family influence, and a stable workplace. Needs and demands on computer skills are rapidly changing with time. This necessitates frequent updating of computer curricula. Many problems are faced by freshers and their seniors. Lack of knowledge in problem-solving affects their ability to construct algorithms and codes and variables for their programming. This is aggravated by a lack of feedback on errors. Other challenges include inadequate practice, inadequacies of time allocated for labs and tutorials, poor quantity and quality of homework, poor selection of instructors, discouragement by universities on computer use, lack of competency of instructors to motivate students, and absence of quality assurance and monitoring. Solutions have been suggested for some of these like 3D animation software like ALICE and automatic assessment. Teaching challenges include workloads due to large classes affecting individual attention to weak students and the need to address students' problems listed above. Common problems both students and teachers need to be solved through further research. Specific computer programming needs of healthcare professionals, hard of hearing students are to be addressed by implementing specific solutions. Some research in the future will also be helpful. The above challenges can be addressed by adapting solutions from research to the Saudi Arabia context. [ABSTRACT FROM AUTHOR]

This section presents a list of books related to human resources, including education and economic development.

This paper summarizes new scientific evidence supporting the hypothesis that among the many factors contributing to international development, the combination of education and health stands out as a root cause on which other dimensions of development depend. Much of this recent analysis is based on new reconstructions and projections of populations by age, sex and four levels of educational attainment for more than 120 countries using the demographic method of multi-state population dynamics. It also refers to a series of systems analytical population-development-environment case studies that comprehensively assess the role of population and education factors relative to other factors in the struggle for sustainable development. The paper also claims that most concerns about the consequences of population trends are in fact concerns about human capital, and that only by adding the 'quality' dimension of education to the traditionally narrow focus on size and age structure can some of the long-standing population controversies be resolved.

Copyright of Journal of Economic Research & Business Administration is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main aim of this research paper is to examine empirically the link between public investment in human capital and economic growth in Algeria over the period 1990-2017. In fact, public authorities spend annually considerable funds to make both education and health available for all citizens as they are vital elements for a better life. This political action which is well understood from social perspective should have also some economic benefits especially in terms economic growth. Scholars strongly argued the crucial importance of investing in human capital to spur growth. In this context, the current paper tends to assess the impact of public spending devoted to human capital components on economic growth in Algeria. To do so, the study used annual time series data of government expenditures on these two sectors ranged from 1990 to 2017, and employs for estimation the autoregressive distributed lag (ARDL) approach. The main finding of this paper is that there is no cointegrating relationship between these two variables in the long run. This result is in line with many previous studies in Algeria as well as in other developing countries. This basically supports the idea that spending on education and health would not inevitably lead to growth. The lessons learnt from the experience of emerging economies denote that there are a series of preliminary conditions that should be set up to make the association between public investment in human capital and growth possible. Government spending alone cannot induce economic growth if corruption prevails and resources are inefficiently allocated. Also, it is the quality of health and education that matters. In Algeria, despite of the considerable funding of education and health sectors, the quality of service offered inside schools and hospitals is still poor. Thus, increasing numbers of doctors leave the country because they believe that work conditions are not suitable. Many Patients also prefer to join foreign hospitals because they believe that local medical service is somewhat unsatisfactory. Likewise, a great number of university students choose to join foreign universities to pursue their higher studies because they consider the quality of local universities is poor. Based on this evidence, policymakers are invited to take into consideration these conditions among others in order to strengthen the impact of public investment in human capital on economic growth in the future. [ABSTRACT FROM AUTHOR]

The article presents a list of various books related to sociology received by the editorial department of the journal. Various books included in this list are "The Mind of Africa," by W.E. Abraham, "Piritim A. Sorokin in Review," edited by Philip J. Allen, "Economic Development: Objectives and Methods," by Paul Alpert, "Proceedings of the Social Statistics Section, 1962," "Eichmann in Jerusalem," by Hannah Arendt, "On Revolution," by Hannah Arendt, "I Giovani Nella Societa Industriale," Guido Baglioni, "Expanding Population in a Shrinking World," by Marston Bates, "Leadership and Dynamic Group Action," by George M. Beal, Joe M. Bohlen and J. Neil Raudabaugh, "The Structure and Dynamics of Organizations and Groups," by Eric Berne, "Learning Your Way Through College," by Elton S. Carter and Iline Fife, "Homes, School and Work: A Study of the Education and Employment of Young People in Britain," by M.P. Carter, "Conflict and Conformity: A Probability Model and Its Application," by Bernard P. Cohen, "The Cutteslowe Walls: A Study in Social Class," by Peter Collison, etc.

This paper analyses the causes of the downward trend in three key cohesion aspects of the world economy: international trade, foreign investment and global value chains. The paper shows that the causes of these trends are not cyclical, but structural; that is, it is the process of deglobalization of the international market, and transformation of the very foundation of the international economic system is underway. The specific aim of the study was to investigate the impact of current trends on China's economy. The question is whether the Chinese economy, which has developed due to globalization processes, will be negatively affected by reverse processes, and to what extent. To capture the short-run effect of globalization-related factors on China's economy, an autoregressive distributed lag (ARDL) model was used. For estimation of the long-run linkage, the ARDL bounds testing approach to cointegration was launched. The results of testing the short-term effects showed that the new Chinese development strategy, aimed at protecting domestic economy from external disturbances, has produced excellent results. Significant changes in the Chinese development paradigm, as based on domestic production to meet domestic demand and financed by internal resources, have led to a decrease in the share of all international indicators in the Chinese economy. This is shown by both the statistical description of changes in the globalization-related variables, and it is confirmed by the results of conducted empirical research. Testing of long-term relationships has given conflicting results, so it is not possible to identify the long-term impact with certainty. Nevertheless, the parts of bounds testing that are statistically indisputable indicate a long-term, strong cumulative impact of these variables on the Chinese economy, while the direction and intensity of the action of individual variables are unpredictable. A new paradigm enables China to take a better international position as a global investor instead of a recipient of investments, to take over growing parts of global product chains instead of being their production link and to initiate a new form of globalization in the Chinese way. [ABSTRACT FROM AUTHOR]

Most empirical studies on the returns to education use current income to proxy for lifetime income due to the lack of longitudinal data. This simplification is found to cause biased estimates and the result is conditional on being employed. This paper quantifies the returns to education with heterogeneity in employment rates, career lengths, and income growth rates. Using data from China, this paper attempts to account for these differences across the life-cycle and estimates the returns to education in terms of lifetime income when actual lifetime earnings data are not available. The model clarifies the mathematical relationship between conditional current returns to education, unconditional current returns to education, and unconditional lifetime returns to education. This new approach explains how employment rates, career lengths, and income growth rates affect the direction and magnitude of the bias in estimating the returns to education. [ABSTRACT FROM AUTHOR]

The relationship between public expenditure and economic growth is one of the central topics in economics literature, and an extensive body of knowledge has accumulated around it. The current consensus is that infrastructure, education and health are the types of public services that are likely to contribute to economic growth. Still, the question of how public resources should be allocated among them remains unanswered. This paper, benefiting from an endogenous growth model that is useful in the identification of the optimal allocation of public resources, analyses the growth effect of the composition of public investment in Turkey using a dataset for the years between 1975 and 2001. Results indicate that, between these years, the government overinvested in transportation and communication services and underinvested in energy infrastructure, education, health, and city infrastructure and security services. There is further evidence that public policy led to an underinvestment in energy infrastructure in these years. The scope of the analysis is confined by the limitations of the economic model. Additionally, the robustness of the results depends on the assumption that public policy is exogenous in the model. [ABSTRACT FROM AUTHOR]

Education has always been a driving force behind economic prosperity. However, this has become especially important in a globalized knowledge- and new-technology-based economy. The research presented in this paper focuses on the relationship between ICT, population education, and economic growth and development. The analysis of this relationship is based on the latest data collected from relevant national and international institutions. The results obtained from a survey conducted at the Faculty of Economics, University of Belgrade, are also analyzed. The paper highlights the challenges faced by the education systems in general, and the education system of the Republic of Serbia in particular, confronted with the new wave of technological innovation which is fundamentally changing the nature of work and imposing new requirements with regard to the necessary knowledge and skills. Our research results indicate that ICT and education have been recognized by the Government of the Republic of Serbia as the important determinants of economic and the overall social development. [ABSTRACT FROM AUTHOR]

The aim of the paper is to identify the impact of public expenditure on economic growth of Kosovo over the period 2000-2016. The structure of the econometric model is built by two economic theories, Wagner and Keynesian, where these two economic concepts support the results of the paper, that public expenditure and economic growth have a positive relation, but public expenditure does not have a direct impact on economic growth, but can have a stimulate effect on the economic growth process. The results of the econometric model showed that none of the public expenditure categories in Kosovo had any impact on economic growth of Kosovo over the period 2000-2016. The general conclusion is that public expenditure in Kosovo has been characterized by an unproductive public expedition, for the period 2000-2016, the effect of public expenditure on economic growth has not had the necessary and reasonable impact on achieving the economic target in Kosovo. The findings of the paper can be used by Kosovo's own government to orient the fiscal policies in Kosovo. The study seeks to contribute to the provision of an effective public expenditure structure in Kosovo, with particular emphasis on the best categorization of their impact on Kosovo's economic growth. [ABSTRACT FROM AUTHOR]

Education plays a central role in supporting or impeding social mobility (Bourdieu & Passeron, 1974; Fend, 1980, 2006). The disadvantaged social and economic situation of the biggest part of the Roma minority (not only) in Central and Eastern Europe is usually seen as the main reason for their low educational attainment and success. And vice versa: the poor educational results are considered the main reason for their social deprivations. Therefore, education and lifelong learning have become the main strategy for improving their situation, especially since the 'Europeanization of the Roma issue (Ram, 2015) through the European Union. Today, Education and lifelong learning are now the centre of EU-policies for achieving political and economic goals, like economic growth and social cohesion (Óhidy, 2008, 2009). This article analyzes the problems faced by and opportunities presented to the Roma people in selected Central and Eastern European countries, problems and opportunities arisen in the years up until 2020, regarding social mobility through education. In its analysis, this paper focused on the similarities. The article is based on 5 country studies from 2019, written by experts from the Czech Republic, Hungary, Poland, Romania and Slovakia (see Óhidy & Forray, 2019). The study uses the evidence from the country studies from Markéta Levínska, Dana Bittnerová & David Doubek, 2019 (Czech Republic), Julianna Boros & Eszter Gergye, 2019 (Hungary), Agnieszka Swietek & Wiktor Osuch, 2019 (Poland), Aurora Adina Colomeischi, 2019 (Romania) and Rastislav Rosinsky, 2019 (Slovakia) to explore the similarities in challenges, to increase the participation and success of Roma people. [ABSTRACT FROM AUTHOR]

This paper explores a change in education law in the Republic of Sudan, also known as Northern Sudan, to estimate the causal effect of compulsory education on the welfare of women and children. The aim is to investigate the impact of education policies on women and children's well-being and point out the limitations of these policies in conservative societies. The policy extended the duration of primary education from five years to eight, made it compulsory and reduced the entry age from seven to six. It was proposed in 1995 and implemented in 1998, affecting individuals born from July 1993 onwards. The birth-date Regression Discontinuity Design is implemented as the main methodology to investigate the engagement with education and outcome variables of interest after versus before the cut-off point, by using the UNICEF Multiple Indicator Survey Data. This methodology enables overcoming the endogeneity problem when dealing with observational data. The results suggest that the policy increased completion rates of primary education and participation of women in the labour force but did not increase participation in education. Moreover, there is limited evidence of any welfare effect of the policy. The paper also investigates possible reasons for the policy being ineffective in increasing participation rates. The paper recommends that before taking an essential step towards the goal of universal primary education, the government failed to address existing problems such as the unavailability of schools, long distances to schools, school fees and child labour, which discourage families from sending their daughters to school to increase the effectiveness of the policy. In Muslim societies where informal institutions dominate written rules, compulsory education policies are not likely to yield the expected outcomes, such as equal access for girls to education, unless they are accompanied by huge investment. This paper contributes to the existing literature by highlighting the impact of educational reform policies, discussing issues that limit their effectiveness and making propositions to improve the impact of these policies in such societies. [ABSTRACT FROM AUTHOR]

This paper presents selected links between the complex fields of architecture, use of virtual reality (as a part of computer science), and their potential in helping tackle crime. The presented information sets a general background for the development of a put forward prototype of new immersive learning experience to provide deeper understanding of CPTED concepts to enhance the traditional curriculum and the overall retention of knowledge. In architecture, better computer technology raises the stakes. Architecture's side of communicating ideas and managing information has been reflected in BIM. Technology is one component of larger social, economic, and business revolutions that will continue to have a substantial impact on the markets in which architects deliver services. Technological progress enables blurring the boundaries between reality and the virtual world. It is a source of inspiration and some freedom in architectural design. The theory of education is also influenced by new technologies. There are scientific studies suggesting learning in virtual reality may be more efficient than in the real world. Current VR systems provide new features for perceptual expansion, for creative construction, and for unique social interactivity. There are now hundreds of university architecture programmes with VR and AR labs all over the world. We have also changed the way of designing of and thinking about our cities, including safety. The global nature of crime has brought international cooperation in the field of prevention, one example being the CPTED security concept. New visual stimuli, such as VR, may broaden our understanding of housing design, burglary risk and CPTED, and help prevent crime. VR has also pedagogical promise, as it can be used not only to assess hypothetical environments, but also to track, shape and affect subjects' thinking towards them. There are not many practical studies on the use of VR for this purpose, which points at a niche for more research to be conducted in this area. [ABSTRACT FROM AUTHOR]