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Full-Text Articles in Education
"It's Not Just The Money" Figure 28, Philip A. Trostel
"It's Not Just The Money" Figure 28, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figures 26-27, Philip A. Trostel
"It's Not Just The Money" Figures 26-27, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 19, Philip A. Trostel
"It's Not Just The Money" Figure 19, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 18, Philip A. Trostel
"It's Not Just The Money" Figure 18, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 20, Philip A. Trostel
"It's Not Just The Money" Figure 20, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figures 34-35, Philip A. Trostel
"It's Not Just The Money" Figures 34-35, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figures 22-24, Philip A. Trostel
"It's Not Just The Money" Figures 22-24, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figures 12-17, Philip A. Trostel
"It's Not Just The Money" Figures 12-17, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 30, Philip A. Trostel
"It's Not Just The Money" Figure 30, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 25, Philip A. Trostel
"It's Not Just The Money" Figure 25, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 31, Philip A. Trostel
"It's Not Just The Money" Figure 31, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 29, Philip A. Trostel
"It's Not Just The Money" Figure 29, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 11, Philip A. Trostel
"It's Not Just The Money" Figure 11, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figures 36-39, Philip A. Trostel
"It's Not Just The Money" Figures 36-39, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 40, Philip A. Trostel
"It's Not Just The Money" Figure 40, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
Higher Education And Income Distribution In A Less Developed Country, Gary S. Fields
Higher Education And Income Distribution In A Less Developed Country, Gary S. Fields
Gary S Fields
[Excerpt] The primary purpose of this paper is to empirically test among both the intra- and the inter-generational version of these three hypotheses for higher (i.e. post-secondary) levels of education for one less developed country, Kenya. A secondary purpose is to investigate other economic aspects of spending on higher education, most notably the question of horizontal equity in school finance. Before proceeding, a methodological point is in order. There is no consensus in the public economics literature on what is a suitable criterion for assessing the equitability of a fiscal programme. At least three criteria may be distinguished (the terminology …
Private Returns And Social Equity In The Financing Of Higher Education, Gary S. Fields
Private Returns And Social Equity In The Financing Of Higher Education, Gary S. Fields
Gary S Fields
[Excerpt] A widespread phenomenon in developing countries has been the rapid growth of schools and institutions of higher learning resulting in a so-called ‘education explosion’. One possible explanation for the education explosion is that education is a profitable personal investment, as evidenced by high private rates of return. The high private returns are translated into demands on politicians for additional schooling spaces. To gain or maintain public favour, each politician uses his influence to try to increase the number of schools in his constituency. By this chain of events, growth of educational systems might be anticipated as long as private …