Quality Education

THE EFFICACY OF QUALITY IN HIGHER EDUCATION AS A PRINCIPLE FACTOR TO ECONOMIC GROWTH OF AFGHANISTAN

Education plays a key role in every aspect of life, especially in the economic well-being of every human. Afghanistan is a country that due to a large number of uneducated people and poor quality of education suffers many challenges although having some important reasons for being in this position. This paper reviews the efficacy of quality education as a principal factor of economic growth in Afghanistan through studying the relationship between GDP per capita and student’s enrollment in Higher Education of Kabul University from 2005 - 2016, due to lack of figures and statistics of the population from very early years. It deduces that there is a significant relationship between education and mostly quality education and economic growth of a country. The result is further tested and found to be statistically stable.

WHAT MATTERS FOR THE QUALITY OF EDUCATION IN SOUTH ASIA: AN EMPIRICAL EXAMINATION OF THE DETERMINING FACTORS WITH A QEI

Globally, there has been a significant focus regarding the educational attainment up until now, yet when we move our concentration towards educational quality, we see quite the contrary. The perceptible dearth of existing literature, particularly on developing nations and South Asia, leads us to attempt to investigate this South Asian void in the education sector. With the assistance of data from World Bank and Penn World Table, this paper endeavors to construct a Quality of Education Index (QEI) for 139 countries for 25 years and discover the determinants affecting quality. In this regard, the paper has employed OLS, Random-effects GLS and Fixed-effects techniques to identify the dominant factors in a panel regression over 16 years, and has found public expenditure on education and infrastructural quality as two key driving forces for quality, while other factors, such as control of corruption, likewise have a part to play. In addition to providing a descriptive comparison between South Asia and Southeast Asia based on the QEI, policy prescriptions and potential avenues for further widening the scope of the QEI in the future are also mentioned.

BHUTAN’S PAPER ON QUALITY EDUCATION

A quality education is the one that provides all the learners with capabilities that they required becoming economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being. Education’s role in promoting the values and attitudes of responsible citizenship and in nurturing creative and emotional development can also be known as quality education. Quality in education means that the education which makes the people a better and responsible human, which empowers the people with skills and knowledge so that they become one of the assets for economic growth and which enables the people to know about sustainable use of the resources by protecting the planet and enables the people to build harmony in societies and also with the nature. This paper will try to explain the nature and role of quality education.

QUALITY OF EDUCATION AND ITS DETERMINANTS IN INDIA: A STATE-LEVEL ANALYSIS.

India’s performance on various educational indicators remains poor due to various reasons. It is observed that despite the universalization of elementary education, educational attainments remain quite low, leading to unsatisfactory learning levels in the country. This study provides consistent measures of quality education across 30 state economies of the country. The aggregate index covering 14 indicators with four dimensions of quality education, namely, learning outcomes, investment in education, access, participation & progression and learning environment allows us to rank the states according to their educational progress. Our findings suggest that majority of the state’s experience poor quality of education despite the improvement in the learning environment provided. The results also imply that while there is an excessive increase in access and participation, investment in this sector is still low.

PAKISTAN’S STATE EDUCATION CURRICULUM AND ANTI INDIA BIAS - DELINEATING A SOUTH ASIAN META-NARRATIVE THROUGH AN INTERNATIONAL POLITICAL ECONOMY APPROACH.

A Meta-narrative exists in South Asia that Pakistan and India are two antagonistic countries, which cannot exist in harmony. Keeping this in mind, this paper aims to take a systematic approach to delineate this narrative. It will explore the prospect of economically integrating South Asia by focusing on the education system of Pakistan and its long-term impact on trade favorability with India. Specifically, its main prerogative is to build on critique pointed out by various authors regarding the indoctrination based character of the Pakistani State Curriculum against India. The study in this paper was done with a quantitative character to measure the effect of a supposedly ‘bias’ curriculum on trade favorability with India. Another more supposedly” objective” curriculum was kept as a control. The effect of curriculum, which was the variable of interest, was done on trade favorability with India. Another specific caveat in this study was the religiosity of a person. In totality, these effects were measured in the study by an econometric analysis. Then, specific measures were recommended in order to aid in the future integration of South Asia by resolving the Indo-Pak issue through a pedagogical approach.

PUBLIC-PRIVATE PARTNERSHIPS IN HIGHER EDUCATION IN SRILANKA

Public-Private Partnerships (PPPs) are considered as an attractive development strategy which has been practiced by many countries in different sectors. The paper attempt examines the significance of PPPs in expanding higher education opportunities and appropriateness of adopting PPPs to higher education in Sri Lanka. The author identifies that PPP as an important mechanism to expand higher education sector in Sri Lanka in light of the fiscal constraints which limit the accessibility to higher education. In order to identify appropriate PPP model to Sri Lanka, global practices were reviewed and feasibility of three selected PPP models for Sri Lanka was evaluated. The paper has examined three PPP models which are a voucher program, private management, private finance initiatives and characteristics about each program. The author concludes that it is important to prioritize PPP over facilitating private institutions in expanding higher education in Sri Lanka and recommend voucher programs and private finance initiatives as feasible PPP model to implementing in Sri Lanka while recommending not using private management model due to the social and political factors.