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The University of the Philippines (UP) uses high school grades and standardized test scores for predictive admissions, balancing academic performance with affirmative action for underprivileged applicants. Using a novel UP panel dataset, I find that high school grades better predict academic performance, while entrance exam scores reflect background characteristics. Simulations suggest that reducing the weight of standardized exams boosts the qualification rates for public and private school students, but lowers it for science high schools and Metro Manila students. The findings indicate that relying more on grades could enhance both excellence and equity in college admissions. [ABSTRACT FROM AUTHOR]

The education-happiness puzzle has long been debated in the existing literature with conflicting results. Based on the generalized Roy model, this study evaluates the marginal treatment effect of post-compulsory education on subjective well-being in China using individual-level microdata. The results indicate that post-compulsory education has a positive and robust impact on subjective well-being, especially for those with fewer opportunities for further education, such as women and rural residents. Regarding the mechanisms, our findings suggest that while post-compulsory education can enhance both income and health on average. However, it's the impact on health, not income, that explains the heterogenous effect of education on subjective well-being. Our research suggests that post-compulsory education can be a crucial tool for increasing social equity in subjective well-being. It is therefore important for policy makers to recognize the importance of assessing the heterogeneous effects of education across individuals. [ABSTRACT FROM AUTHOR]

The welfare impacts of electrification are well documented in the literature, including the effects of electricity on school enrolment. However, the spillover effects of electrification on children's achievement levels are scarce. We use three complementary but distinct econometric models to establish a causal relationship between electrification and test scores using nationally representative household panel data from India. We find positive results irrespective of the choice of econometric model, and these results seem to be mediated by changing time‐use patterns of children with access to electricity. We first exploit the plausibly exogenous variation in access to electricity due to a universal electrification program in the state of West Bengal in India and we find positive effects of electrification on children's test scores. By age group, we find that younger cohorts benefit more in terms of their reading scores than older cohorts. Then, to ascertain external validity of these results, we replicate them over a nationally representative sample using fixed effects and instrumental variables estimation and find similar results. At the intensive margin, we find that access to more hours of electricity positively affects test scores. We identify an increase in time spent by children on study‐related activities as the potential channel for these results. [ABSTRACT FROM AUTHOR]

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) 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 purpose of the paper is to set out the place of education and human resources in the future development of Ukraine, particularly in the light of the post-war difficulties in rebuilding the country and further prospects. Methodology. The study is based on a comparison of PISA 2018 results, with different countries compared to Ukraine. PISA measures the ability of 15-year-old students to use their knowledge and skills in reading, mathematics and science to solve real-life problems. The results of the research showed that the Ukrainian education system has two main problems: low levels of mathematical literacy and deep inequalities in access to quality education depending on the place of residence and socio-economic status. Taking into account the PISA measurement system and the requirements of the modern economy, it is necessary to change the Ukrainian education system. Practical implications. Ukrainian teachers need to pay more attention to ensuring that students focus on the practical application of knowledge, question established opinions, engage them in open-ended tasks, make them critically analyse all the information they consume and express their opinions constructively. Value/Originality. Analysing the results of PISA and comparing them with other countries allows for a better understanding of what steps need to be taken to reform the education sector.

Background and Aim: The role of accurate information in decision-making and programs implementation has highlighted the need to design an appropriate costing system. The present study aimed to estimate the cost of student Training in the Department of Health Management and Economics at the School of Public Health, Tehran University of Medical Sciences using activity-based costing. Materials and Methods: This research was an applied, descriptive, and cross-sectional study. In this study, all information was collected through interviews with seven officials, financial and administrative staff, and also by using available documents in the faculty. To analyze the costs, the administrative and educational sections were classified into three levels including overhead, middle, and final activity centers, and, using appropriate bases and Microsoft Excel 2013 software, costs of overhead, middle, and final activity centers, and finally, the total cost of each student was calculated. Results: In this study, the total cost of education for each Ph.D. and master’s student in the department of health management and economics was estimated as 1.95 billion and 376 million IR Rials, respectively. So that the cost of each year of Ph.D. and master’s student education was 433 and 150 million IR Rials, respectively. Out of the total costs of the Department of Health Management and Economics, only 22% of the costs were related to overhead and middle activity centers, and 78% of the costs were exclusive to the final activity center, and the majority of these costs (97%) were related to the personnel, especially the faculty members. Conclusion: The cost of training Ph.D. students due to the high coefficient of the degree and thus increasing the importance (cost share) of the field, receiving a scholarship from the Ministry of Health and a longer period of study, was estimated to be about 5 times that of a master’s degree. The Ministry of Health and universities can design and implement targeted research programs with the help of faculty members and graduate students, especially Ph.D. students, to solve problems and improve the health of the community, thus improving resource efficiency and productivity.

We examine the relationship between secondary school attainment and early-career graduate salaries in the UK. Based on literature on grade inflation, we hypothesise that there is uncertainty regarding the quality of the signal communicated by degree classifications, and that secondary school grades can be used as a tool to determine the veracity of classifications. We find that differences in secondary school attainment, expressed in UCAS points, are consistently a significant predictor of salary differences among graduates attaining Upper-Second-class degrees, and some First-class graduates. We estimate predicted probabilities, to predict the likelihood of a graduate appearing in a given salary band based on the combination of their secondary school attainment, degree classification and the university attended. The most common category of graduate in our sample (250 to 325 UCAS points, studied at a Post-1992 institution and attained an Upper Second class) has a 55% chance of attaining a salary less than £20,000 in the 12 months after graduation. [ABSTRACT FROM AUTHOR]

Research purpose is to analyze the structure and specifics of financing secondary vocational education in Russia in the late 19th – early 20th centuries. Method or methodology for work performance: the main method is a historical-genetic one; descriptions include quantitative indicators identified in statistical sources. Results: the practice of multi-channel financing of secondary vocational schools in late imperial Russia was based on the state-public principle through co-financing, taking into account an organizational-legal form and departmental affiliation of different types of schools, which was reflected in the introduction of public financial reporting of educational institutions. As a result, residual school funding was more sustainable, which was also supported by the high share of tuition fees in school budgets. Acting as a mechanism of social segmentation, it largely hampered the search for external financial resources in the state school, weakening the interaction between the school and the local society and, on the contrary, activating these processes in the non-state school, at the same time it strengthened market mechanisms for relationships with customers of educational services, reducing the quality of education for the future by increasing and maximizing the retention of the contingent of students. The stability of tuition fees, partly regulated by direct state intervention, but restrained by the growth of competition to a greater extent, along with the expansion of charitable practices by transferring them to support not only schools in general, but also individual students, weakened the social segmentation of the school institution, creating conditions for the growth of human capital. The sources of self-sufficiency for production-type schools were insignificant, even in agricultural schools, which training farms could not be converted to a commercial footing. The dominance of items for salaries and maintenance of the material base in the structure of school budget expenditures emphasized the lack of school funding, the problems of teaching staff competitiveness and the usefulness of the material base. Practical implications: the historical experience of multi-channel financing can be used in modern practices of replenishing school budgets, including by improving the ways of interaction with local and regional society and the general public.

Background and Aim: The role of accurate information in decision-making and programs implementation has highlighted the need to design an appropriate costing system. The present study aimed to estimate the cost of student Training in the Department of Health Management and Economics at the School of Public Health, Tehran University of Medical Sciences using activity-based costing. Materials and Methods: This research was an applied, descriptive, and cross-sectional study. In this study, all information was collected through interviews with seven officials, financial and administrative staff, and also by using available documents in the faculty. To analyze the costs, the administrative and educational sections were classified into three levels including overhead, middle, and final activity centers, and, using appropriate bases and Microsoft Excel 2013 software, costs of overhead, middle, and final activity centers, and finally, the total cost of each student was calculated. Results: In this study, the total cost of education for each Ph.D. and master’s student in the department of health management and economics was estimated as 1.95 billion and 376 million IR Rials, respectively. So that the cost of each year of Ph.D. and master’s student education was 433 and 150 million IR Rials, respectively. Out of the total costs of the Department of Health Management and Economics, only 22% of the costs were related to overhead and middle activity centers, and 78% of the costs were exclusive to the final activity center, and the majority of these costs )97%( were related to the personnel, especially the faculty members. Conclusion: The cost of training Ph.D. students due to the high coefficient of the degree and thus increasing the importance (cost share) of the field, receiving a scholarship from the Ministry of Health and a longer period of study, was estimated to be about 5 times that of a master’s degree. The Ministry of Health and universities can design and implement targeted research programs with the help of faculty members and graduate students, especially Ph.D. students, to solve problems and improve the health of the community, thus improving resource efficiency and productivity. [ABSTRACT FROM AUTHOR]

Introduction: Scientific journals (RC) guarantee quality and contribute to the construction of knowledge through the publication and dissemination of research results. Methodology: The empirical study had a mixed approach, non-experimental cross-sectional design, descriptive and correlational scope. The social network chosen for the analysis was Facebook, the metric was the number of citations registered in the GScholar profile, the population was 2054 CR from Latin America registered in the 2.0 catalog of the Regional Information System online for Latindex Scientific Journals. The data was analyzed in SPSS 25 software, Spearman's correlation coefficient test was performed. Results: There is a) Low positive correlation between Facebook posts and citations obtained in GScholar, b) Moderate positive correlation between the number of Facebook followers and the number of GScholar citations c) Weak positive correlation between the number of followers of the RC on Facebook and the number of citations obtained by the RC in GScholar. Discussion: The limitation was to consider a single social network; it is suggested for future research to include other social networks and analyze the shared content. Conclusions: The use of social networks and marketing strategies by CRs is an activity that must be incorporated into daily actions considering that, in current times, a large part of the daily activities of people -scientists and researchers included- are develop through digital platforms and devices. [ABSTRACT FROM AUTHOR]

Many low-income and minority children in the United States and globally are at risk of poor educational trajectories and, consequently, diminished life courses, because their households and neighborhoods lack resources to adequately support learning and development prior to formal schooling. This review summarizes evidence on center-based early childhood education (ECE) for three- and four-year-olds as a means of assuring school readiness in cognitive and socioemotional skills. While the details of ECE programs merit further research, it is clear that ECE can benefit children, especially those most disadvantaged, with additional societal benefits and positive long-run economic returns. Universal ECE is not a cure-all, and its success requires ongoing alignment with subsequent education and attention to child household and community conditions. Because resource deprivation is concentrated in low-income and minority communities, publicly funded universal ECE can also be a powerful instrument for the promotion of social equity. Expected final online publication date for the Annual Review of Public Health, Volume 44 is April 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates. [ABSTRACT FROM AUTHOR]

A economia da educação é considerada como o estudo de questões econômicas relacionadas à educação, como a necessidade de educação, o financiamento e a exigência da educação e a eficácia comparativa de vários programas e procedimentos educacionais. O objetivo principal do estudo é analisar os fenômenos da administração e do mercado na área da economia da educação. Para cumprir esse objetivo, a base metodológica para a análise dos problemas relativos ao funcionamento e desenvolvimento proposital de sistemas socioeconômicos espacialmente localizados é formada pelos trabalhos de clássicos da teoria econômica, a teoria das organizações, o trabalho de cientistas modernos no campo da economia da educação. A solução para este problema parece ser possível através da implementação multinível de tecnologias BIM na administração econômica dentro da prática territorial e econômica russa, construída sobre os princípios da modelagem em rede do processo de reprodução.

Policymakers are increasingly focusing on structural adjustment and efficiency to cope with the pressures that the economic downturn has placed on local finances. Accordingly, the Chinese government should shift from using standard passive investments to high-quality active investments for its social guarantees, such as education. Based on panel data of 274 cities from 2010 to 2019, this study conducted the first examination of the impact of tax structure and government debt on the relative power of the local education supply (LES) in China. The study found that, first, in general, increases in the tax structure-represented by the proportion of personal income tax to budgetary revenue strengthen the relative power of LES, which is more sensitive in the southern region with a more developed market economy system. And the impact of government debt-represented by the urban investment debt ratio on the relative power of LES is initially negative and then positive. Second, the study revealed that the tax structure can stimulate the relative power of LES through the intermediary channel of an increase in the urban consumption rate; however, the mechanism of promoting the relative power of LES by encouraging localities to attract more floating populations is not obvious. Third, excessive investment in local governance adjusts the positive effect of local debt on the relative power of LES. Therefore, the government should pay attention to the promotion of personal income tax status, standardize their debt risk management, improve the efficiency of governance, and emphasize the pull of urban consumption, so as to enhance the ability to support livelihood and fully mobilize initiatives for local education development., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Mengqin Li. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Objective: To assess the characteristics and financial conflicts of interest of presenters, panellists and moderators at haematology and oncology workshops held jointly with or hosted by the US FDA., Setting: We included information on all publicly available haematology or oncology FDA workshop agendas held between 1 January 2018 and 31 December 2022., Exposure: General and research payments reported on Open Payments, industry funding to patient advocacy organizations reported on their webpages or 990 tax forms and employment in both pharmaceutical and regulatory settings., Results: Among physicians eligible for payments, 78% received at least one payment from the industry between 2017 and 2021. The mean general payment amount was $82,170 for all years ($16,434 per year) and the median was $14,906 for all years ($2981 per year). Sixty-nine per cent of patient advocacy speakers were representing organizations that received financial support from the pharmaceutical industry. Among those representing regulatory agencies or pharmaceutical companies, 16% had worked in both settings during their careers., Conclusions and Relevance: Our findings in this cross-sectional study show a majority of US-based physician presenters at haematology and oncology workshops held jointly with members of the US FDA have some financial conflict of interest with the pharmaceutical industry. These findings support the need for clear disclosures and suggest that a more balanced selection of presenters with fewer conflicts may help to limit bias in discussions between multiple stakeholders., (© 2024 Stichting European Society for Clinical Investigation Journal Foundation. Published by John Wiley & Sons Ltd.)

Copyright of Scientific Journal of King Faisal University, Humanities & Management Sciences is the property of Association of Arab Universities 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.)

Educational Costs of Residents in a Teaching Hospital: a case study Aleboyeh Mahmoud Reza1, Reza pour Aziz2, Meshkani Zahra3*, Alipour Vahid4, Soleimani movahed Maryam4 1. Associate Professor, Department of Anesthesiology, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran 2. Associate Professor, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran 3. Ph.D. Student in Health Economics, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran 4. Assistant Professor, Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran Correspondence: School of Public Health, Campus of Bam, Khalij Fars Highway, Bam University of Medical Sciences. Tel: 009888671614 Email: Z_moshkani@yahoo.com Abstract: Background & Objectives: Residents spend much of their time at the hospitals to earn their required educational skills and although they act as a kind of human resource in the hospital, they increase hospital costs. The present study was designed to calculate the share of educational costs of different medical residents in hospitals. Methods: In this descriptive and applied study performed in one of the hospitals affiliated to Iran University of Medical Sciences, the hospital cost items of education of residents in different medical fields during the academic year of 2017-2018 were identified by use of two scenarios. Results: In short, mean educational cost of one resident in the studied academic year was about 5357$ based on the first scenario and about 5404 $ according to the second scenario. Based on both scenarios, salaries paid to residents accounted for more than 50% of the costs followed by the cost of consumed materials by residents. Forensic Medicine and Anesthesiology residency programs had respectively the lowest and highest share of costs in both scenarios. Conclusion: The cost of training in the hospital is different among residency fields based on the required tests and errors in each field. But, in order to save hospital costs, the culture of optimal use of materials as well as medical equipment should be taught to residents. Key­words: Education Economics, Costing, Direct Costs, Residents, Teaching hospital ­Citation: Aleboyeh MR, Reza pour A, Meshkani Z, Alipour V, Soleimani movahed M. Educational Costs of Residents in a Teaching Hospital: a case study. Journal of Health Based Research 2019; 5(2): 117-30.

This paper explores a novel data set (n = 1190) to understand trends in public disposition towards alternative postsecondary learning, with a focus on employers. Results indicate that public favourability is positive and will remain flat over the next year. Employer attitudes are not meaningfully different from the general public. [ABSTRACT FROM AUTHOR]

This study examined the difference between male and female groups' return on investment (ROI) in education independent of the average gender wage gap. Women's additional ROI in education was significant and positively estimated. Furthermore, the ROI in women's education was consistently higher than that in men regardless of educational stage, except for graduate education. These gender differences were greater in the younger generation than in the older generation and have decreased significantly in the recent ten years in high school education. Although the additional ROI in women's education was positive in the field of culture and arts, education's effect on wage increases in professional occupations was less than in men, especially in the fields of law and medicine. In addition, we show that gender differences in ROI in education were countercyclical. A base effect, large wage declines for low‐educated women during recessions, could explain this phenomenon. However, coinciding with the existence of positive cash flow news in the stock market that promises good business performance, a significant wage increase among highly educated women was found. [ABSTRACT FROM AUTHOR]

Machine learning methods tend to outperform traditional statistical models at prediction. In the prediction of academic achievement, ML models have not shown substantial improvement over logistic regression. So far, these results have almost entirely focused on college achievement, due to the availability of administrative datasets, and have contained relatively small sample sizes by ML standards. In this article, we apply popular machine learning models to a large dataset (n = 1.2 million) containing primary and middle school performance on a standardized test given annually to Australian students. We show that machine learning models do not outperform logistic regression for detecting students who will perform in the "below standard" band of achievement upon sitting their next test, even in a large-n setting. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education 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.)

El objetivo de este artículo es explicar el rendimiento académico con la ayuda de una técnica novedosa: el análisis cualitativo comparativo difuso. Para hacerlo posible, se consideran diferentes variables que afectan a la educación superior, así como el rendimiento académico de los estudiantes universitarios. Los datos utilizados provienen de los diferentes grados impartidos en la Facultad de Ciencias Empresariales de la Universidad Pablo de Olavide, de Sevilla (España), desde el año 2009, aunque la técnica utilizada puede ser fácilmente adaptada a otros colectivos y situaciones. || The objective of this paper is to explain academic performance with the aid of an innovative technique: Fuzzy-set Qualitative Comparative Analysis (fsQCA). To do so, different objective factors, which affect higher education, are analyzed and the academic performance of university students is also considered. Specifically, data of students on different degrees in the Faculty of Business Sciences of the Pablo de Olavide University of Seville since 2009 was used, but it is believed that the methodology described can be easily extrapolated.

A diagnosis made by the ECYP Project (Education for Childrens and Youth Project) of North American cooperation during 2018, and commissioned by the NGO FEDISAL, on the component called Reengineering of Flexible Modalities, confirms that the mechanism used by El Salvador to finance the ordinary school system consists of allocating financing by regular budget. However, he adds that in the case of Flexible Modalities (hereinafter MF, alternative modalities to the day school system), financing is done through the transfer of subsidies or resources to private or NGOs (Implementing Institutions) that execute that service education with children and young people who are out of school or with over-age. This is, de facto, an unregulated voucher system (ECYP, 2018: 58-60). Consequently, the report suggests that, if this mechanism were properly regulated, it would improve the management and governance of MFs, since there is also a need for better articulation with the rest of the system, and a clearer and more fluid regulation for its monitoring and control Consequently, the deficiency of the MF would be a matter of general and financial management, and not a curricular or content problem, although it also recommends recovering a line of job training. The current problems of the MF could be remedied, according to this study, by regulating the financing system through voucher and better articulation and governance by the organizations related to the MF. [ABSTRACT FROM AUTHOR]

The present study presents a formal model of the dynamics of a university's reputation that points to the existence of a snowball effect where alumni donations raise a university's reputation, which in turn generates additional alumni donations. Given that econometric results presented in this study confirm the model's main findings, supporting a university's financial development arm at optimal levels should receive thorough consideration by the university's administration. Our model and empirical results also suggest that university administration should better assess the reputation-enhancing facets of an institution deemed integral by peer institutions, as these determine the outcome of its fundraising efforts. [ABSTRACT FROM AUTHOR]

Grading bias against boys may be one of the reasons why boys underperform in school compared to girls. This study assesses the causal effect of blind grading of boys relative to girls using difference-in-differences methods and exploiting two separate identification strategies: a unique full cohort natural experiment providing exogenous variation in blind grading, and a field experiment where the exact same exam papers are scored twice (blind and non-blind). Even though the two strategies hinge on different assumptions, the results persistently suggest against the existence of systematic gender biases in non-blind evaluation. The results are robust to different model specifications. [ABSTRACT FROM AUTHOR]

Copyright of EDUKACJA Quarterly is the property of Educational Research Institute 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.)

Abstract Policy reforms to boost full inclusion and conventional return flows send students with special educational needs (SEN) from segregated settings to regular classrooms raising the question how this affects students in the receiving schools. Using full population microdata from Denmark, I investigate whether being exposed to returning SEN students affects the academic achievement of other students in the school-grade cohort. The basic identification strategy controls for student and school-by-grade fixed effects in value-added test scores and is similar to the model in Hanushek, Kain and Rivkin (2002). I add a third dimension to disentangle differential exposure effects in reform years (years with extraordinarily large numbers of returners). The main finding is that being exposed to returning SEN students during the reform period has a negative effect on test score gains of moderate size (−0.04 SD), corresponding to half a month of learning gains per year or 5% of the initial test score gap between students from well-educated and less well-educated homes. An investigation into the mechanisms shows stronger effects in schools with little or no recent experience with accommodating returners, in particular if these schools must accommodate several new returners at the same time. The effect in reform years is not significantly stronger than in nonreform years, indicating that no additional harm is caused by the larger return flows in reform years. [ABSTRACT FROM AUTHOR]

Multiplicative interaction terms are widely used in economics to identify heterogeneous effects and to tailor policy recommendations. The execution of these models is often flawed due to specification and interpretation errors. This article introduces regression trees and regression tree ensembles to model and visualize interaction effects. Tree-based methods include interactions by construction and in a nonlinear manner. Visualizing nonlinear interaction effects in a way that can be easily read overcomes common interpretation errors. We apply the proposed approach to two different datasets to illustrate its usefulness. [ABSTRACT FROM AUTHOR]