Top PDF Funding for 2018-19 : funding for higher education institutions for 2018-19

Funding for 2018-19 : funding for higher education institutions for 2018-19

Funding for 2018-19 : funding for higher education institutions for 2018-19

19. For 2017-18 allocations, some necessary amendments were made to the established HEIF methods to accommodate the additional £40 million provided then by Government to deliver Industrial Strategy priorities. The approach was set out in HEFCE 2017/25 ‘Higher Education Innovation Fund: Additional funding for knowledge exchange to deliver the Industrial Strategy’. Research England and the Office for Students have agreed a similar approach in allocating the recurrent formula funding for 2018-19. With the additional £25 million:

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Qualifications Gained at UK Higher Education Institutions: Northern Ireland Analysis 2018/19

Qualifications Gained at UK Higher Education Institutions: Northern Ireland Analysis 2018/19

Policy and Operational Context There continues to be a lot of media interest in the HE sector and HE statistics. With changes in fee regimes throughout the UK, the effect of the economic recession and the potential impact of EU exit, the demand for HE is often in the spotlight. The Department for the Economy is responsible for formulating policy and administering funding to support education, research and related activities in the Northern Ireland higher education sector. This bulletin forms parts of the evidence base used to evaluate and shape the strategies and policies of DfE.
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Funding Crisis in Higher Education Institutions: Rationale for Change

Funding Crisis in Higher Education Institutions: Rationale for Change

SUMMARY Higher education is a powerful vehicle of human development that helps engender economic, social, and political stability in a country. However, due to growing public demand as well as resource constraints, developing and funding HEIs is a problematic issue for governments across the world. In adapting to the growing pressures of the funding crisis in the higher education sector, institutions and governments need to focus on methods that improve the accountability of financing HEIs while ensuring that HEIs are able to produce the whole range of services required to fulfil society‟s needs (Moja, 2007). Ultimately, the most important question is to maintain the nature and scope of HEIs in teaching and research that can contribute to economic growth and social progress of the nation. Litten and Terkla(2007) point out that the sustainable progress of HEIs is a critical mission to ensure the provision of traditional functions of teaching and research services. Weber and Bergan (2005) explain that if the market for higher education and research function properly, the equilibrium between the demand and supply will yield an optimum solution.
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Public funding of higher education

Public funding of higher education

Given the need for more flexibility the financial accounting system became more and more under discussion. In some Länder (Hessen and Lower Saxony), the higher education institutions started to use the commercial accounting system. (see e.g. Wissenschaftlicher Beirat zur Begleitung des Modellvorhabens, 1999). The majority of higher education institutions however, is still obliged to use the cash based system. Nevertheless, most higher education institutions, and some regional legislators try to introduce certain elements of the commercial accounting system. An important example of this is a reduction of the number of line items. Moreover, as has been stated above, also under a traditional accounting system more flexibility is possible. Another reason for the move away from the cash based accounting practice is the need for more openness toward the funding agencies as well as the general public. It is also seen as an important method to enhance institutional planning, steering and control. University-chancellors discuss whether there should be some standardisation in the accounting systems. Although there is a general agreement on such a process of standardisation, it is realised that it will take considerable effort and time to achieve this. A ‘forced’ and rapid transition from cash-based to commercial accounting is not considered to be desirable. The introduction of Globalhaushalt (lump sum funding which will give more institutional freedom in spending) is seen as an important step towards that goal.
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Higher education funding in England

Higher education funding in England

Subsidy elements of loans The earlier table gave government estimates of the face value of fee loans to English students and EU students studying at English institutions. Only part of the face value of fee and maintenance loans paid out in any one year counts as public expenditure. This is what the Government expects the subsidy element to be and is viewed as the permanent costs of the loan to the taxpayer. This system is known as resource accounting and budgeting (RAB) or accruals accounting and has been in place in the public sector for more than a decade. The subsidy element is calculated as the face value of loans made in any one year less the discounted or present value of future repayments. This can be thought of as the amount of money lent to students that the
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Public Funding of Higher Education

Public Funding of Higher Education

Higher education is currently being criticized by scholars, politicians, and the popular press who demand that higher education institutions undertake reforms. The claim is that colleges and universities bear the financial costs of very costly bureaucracies and other non-academic activities while in many cases fail to achieve their core mission of increasing the skills and human potential of the individual student (see Hacker and Dreifus, 2010). These demands for value from higher education institutions have been triggered by ever rising tuition fees and shaky economic conditions. This is happening worldwide but is more pronounced in Western countries where governments plan to cut their contributions to higher education (see, e.g., UK, USA, the Netherlands and Israel). Since public resources are generally scarce, choices have to be made and the following questions are often raised: (i) What is the justification for public participation in funding higher education? (ii) For developing countries, should funding of higher education be a priority or, perhaps, should resources be used to upgrade the quality of compulsory schooling? The objective of this paper is to address these tradeoffs formally in an open-economy equilibrium framework.
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Doctoral Education And Government Funding In Higher Education Institutions: An Approach From Chile

Doctoral Education And Government Funding In Higher Education Institutions: An Approach From Chile

In this context, it may be noted that in the UK, the funding system has restored an internal hierarchy, where research funds are separate from the set of resources to cover educational expenses in proportion to students. Therefore, the funding of tertiary education has become increasingly competitive, based on strict periodic evaluations, leading to a strong concentration in a small number of high-quality universities. Other universities, although formally equal in degrees and access to funding for research, are left behind in reputation and attractiveness. These differences between universities in the UK system were accepted as natural (Schubert et al., 2014).
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Exploration of Pragmatic Funding Sources in Funding Higher Education in Nigeria

Exploration of Pragmatic Funding Sources in Funding Higher Education in Nigeria

5. Conclusion and suggestions: Education is regarded as a dynamic instrument of change that will benefit the entire nation. The cost of education is constantly increasing due to inflation rate and increase in numbers of beneficiaries of education. Funding of higher education cannot be properly done only by the government. More so the cost of education is very difficult to bear by any individual or organization .Decision on what sector should be funded and which should be left out is a very big constraint. As such funds should be sourced for internally without depending on foreign aids sand thereby becoming an educationally dependent country. Several funding initiatives untaken by institutions of higher learning to ensure that education is funded to produce pre-determined objectives are high-lighted in this paper. The paper suggests ways of improving upon the existing funding methods. And also brings out other non- existent but useful funding methods. It is believed that if these methods of funding are adopted, funding of higher education will yield the needed result.
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Higher Education Base Funding Review

Higher Education Base Funding Review

engagement with employers, while the employer contribution would recognise the benefits to employers of having a course tailored to their training needs. This change would require an amendment to the Higher Education Support Act 2003. However, even in the absence of a specific funding program, employers still make a contribution towards higher education. This is primarily delivered through the higher incomes that are paid to graduates. Both undergraduates and postgraduates are targeted specifically through graduate recruitment programs, which operate in both private and public sectors. Many industry bodies, corporate foundations and private organisations provide scholarships and grants to both students and institutions. These are available at both undergraduate and postgraduate levels of education, for study in specific fields or generally for disadvantaged or high-performing students. Some sectors identify hosting students engaged in work experience or work-integrated learning as an investment rather than a cost. Additionally, in many cases, employers will also make direct contributions to student costs of tuition through employer-sponsored study, particularly for professional postgraduate qualifications.
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Nicholas A. Barr. Higher education funding

Nicholas A. Barr. Higher education funding

approach would require universities to publish timely, accurate performance data on their web sites—for example, the destination of its recent graduates—giving prospective students the information they need to vote with their feet. 10 • As setter of incentives. In addition to targeting resources at particular individuals for reasons of access, government properly sets incentives in other ways. It can target resources at particular subjects. Even if we agree that students and employers are well-informed, that does not deny government the right to have views about subject mix. It can be argued that subjects like accounting, law, and economics can look after themselves. But governments might wish to target additional resources at subjects like classics, music or drama or (a perennial worry of governments) at engineering. Government might also wish to target resources at particular institutions for reasons of regional balance.
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Shifting trends in higher education funding

Shifting trends in higher education funding

Conclusion Student enrolment numbers in higher education has been increasing over the past five decades. Against this demand-side expansion, most governments did initially provide public funding in order for the higher education institutions to supply sufficient education. The debate regarding who should fund higher education (the public or private sector) continues partly due to the inability to precisely quantify the private versus public rates of returns to higher education. Although government appointed commissions of inquiry in the UK and USA into the funding of higher education (e.g. Robbins and Carnegie) considered the merits of cost-sharing, it was only at the turn of the 20 th century with the massification of higher education that cost-sharing was seriously reconsidered. With the World Bank‟s emphasis on the importance of primary education and the general emphasis on the high rates of returns on primary education, government as well as donor funding moved away from higher education to primary education. Cost-sharing can be justified by the high private rate of return to higher education although a growing body of empirical evidence suggests that the social benefit of higher education is probably underestimated.
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Analysis of the higher education funding systems

Analysis of the higher education funding systems

Performance contracts are viewed as a technique to ensure that the service provider is responsible for results service. In the agreement of performance contracts regardless with a private or nonprofits institutions clearly defined and specify what type and level of performance supposed to be achieved. In the PBF mechanism, the funding was not based on history trends activities but rather on guarantee of prospect and future performance and there were no penalties if performance objectives were not accomplished however all depends on the agreements concluded collectively (Edlin & Schwartz, 2003). Incentives should be provided to enable the institution to achieve optimum performance while the penalty charged for the institutions that fail to meet the objectives, all of this should be clearly stated in the contract for performance (Salmi & Hauptman, 2006a).
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Performance-Based Funding of Higher Education

Performance-Based Funding of Higher Education

Under the improved formula, overall funding based on performance remains unchanged at approximately $36 million annually. 8 Indiana Indiana’s Reaching Higher initiative allocates 5 percent of its total higher education budget for 2011–2013 performance-based funding. Unlike Ohio, the state’s perfor- mance-based funding system does not distinguish between different types of institu- tions; rather, it uses the same benchmarks across the board. Indiana assesses college completion based on several performance indicators, including the number of degrees conferred, degree completion of low-income students, and the number of community college transfers. 9 Institutions receive $5,000 and $3,500 for each additional bachelor’s and associate’s degree produced the previous year, respectively. 10
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Higher Education – Importance and Funding in Slovenia

Higher Education – Importance and Funding in Slovenia

5.  Research procedure 5.1 Research method and sample A survey was conducted to assess the importance of higher education and its funding from the point of view of students. The questions and state- ments were formulated on the basis of theoretical findings and the opinions of experts in this field. A questionnaire was prepared using the web-based survey tool SurveyMonkey (www.surveymonkey.com). A link to the questionnaire was posted on student forums. Students took part in the survey between 28 May 2009 and 30 June 2009. In order to submit the questionnaire it was nec- essary to answer all the questions, which means that only completed ques- tionnaires were taken into account in the analysis. Only one answer was pos- sible for each question. A total of 400 students from various universities and independent higher education institutions in Slovenia took part in the survey.
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Higher education: funding and co-operation

Higher education: funding and co-operation

iconoclastic in trying different things to get more of those people on the ladder. Just as every talented potential student who thinks that university is not for the likes of them is a depletion of our academic force, so it is that the gap at the top of our universities and institutions underplays our strength. It is taking too long to reflect the reality of admissions – where at least half of the top students are

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School funding reform in England from 2018-19 : implementation of the national funding formula

School funding reform in England from 2018-19 : implementation of the national funding formula

Not only will the national funding formula direct resources where they are most needed, helping to ensure that every child can get the high quality education that they deserve, wherever they live. It will also provide that money through a transparent formula, providing greater predictability. And, by clearly setting out the sums that we are directing to different aspects of the formula – to the basic amount per pupil, or to children with additional needs – for the first time it allows for properly informed debate on this vital topic: something the existing, opaque system has held back. 1
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Changes to 16-19 education funding

Changes to 16-19 education funding

... Further education cross-border arrangements must enable learners to benefit from the most appropriate education for them and prevent the border from acting as a barrier. We welcome the publication of revised guidance by the Welsh Assembly Government and the undertaking of the Department for Children, Schools and Families to reconsider its guidance on reciprocal arrangements in border areas. We also welcome the intention of the Welsh Local Government Association to liaise with the English sub- regional groups which have been established to plan the local provision of education and training. We believe that these measures, if properly implemented, will support colleges in their recruitment and students in their search for the right course. We recommend that our successors in the next Parliament check that the arrangements are fully in place and are delivering effectively. 17
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Issues around the funding of 16-19 education

Issues around the funding of 16-19 education

8.17 We are also committed to all young people staying on in education and training to age 18 by 2015 and a simple post-16 funding system which is fair and transparent will underpin this commitment. Historically, sixth form colleges and general FE colleges have been funded at a much lower level than school sixth forms delivering post-16 education: on average a full time student in a maintained school is funded at £280 more than a student in an FE college. We will bring to an end the disparity by bringing the funding levels for school sixth forms into line with colleges so that there is equity in funding and increased value for money for the tax payer. The transition towards fairer post-16 funding will begin in 2011–12 and will be completed by 2015. We will provide the necessary transitional protection for schools facing significant changes. 7
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16 to 19 funding: maths and English condition of funding

16 to 19 funding: maths and English condition of funding

An institution may decide that a student with learning difficulties cannot study maths or English at GCSE or stepping stone level. In this case, in addition to the student’s statement of Special Educational Need, a Learning Difficulty Assessment or an Education Health and Care Plan, the institution must hold an evidenced assessment that the student is not able to study these subjects. This assessment needs to be authorised by an appropriate professional in the institution, such as the head of SEN or Student Support. The assessment should be

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Higher education funding.

Higher education funding.

disappear, I could not take the house with me. For both reasons, loans are available on good terms. An analogous arrangement with human capital would allow the lender, if I default, to repossess my brain, sell it, and take what he is owed. That being ruled out, lenders have no security: they face uncertainty about the riskiness of an applicant – whether the person will acquire the qualification and whether their subsequent earnings will allow him or her to repay – and therefore charge a risk premium. 6 A risk premium assessed by a well-informed lender is efficient (analogous to higher automobile insurance premiums for bad drivers). But since lenders are not well informed about the riskiness of an applicant, they face incentives to cherry pick, i.e. to find ways of lending only to the best risks, analogous to private medical insurance. An obvious way to do so is to lend only to students who can provide security, e.g. a home owning parent. The resulting lending will be inefficiently low.
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