[雙語(yǔ)翻譯]外文翻譯--高等教育融資的挑戰(zhàn)和學(xué)生貸款計(jì)劃的作用

1、6800 英文單詞， 英文單詞，37500 英文字符，中文 英文字符，中文 1.1 萬(wàn)字 萬(wàn)字文獻(xiàn)出處： 文獻(xiàn)出處：Atuahene F . The challenge of financing higher education and the role of student loans scheme: an analysis of the student loan trust fund (SLTF) in Ghana[J]. High

2、er Education, 2008, 56(4):407-421.The challenge of financing higher education and the role of student loans scheme: an analysis of the student loan trust fund (SLTF) in GhanaFrancis AtuaheneAbstract Student loans program

3、 is one of the most controversial phenomena in financing higher education in Ghana, but its importance as a cost sharing mechanism is incontestable. This paper describes the challenge of financing higher education in Gha

4、na. It provides a critique of the Social Security and National Insurance Trust (SSNIT) Student Loans Scheme, and analyzes the present Student Loan Trust Fund (SLTF) policy. The paper outlines the new policy framework, cr

5、itically looks at some implementation problems and provides some practical policy recommendations. The paper questions the mechanisms put in place to ensure the sustainability of the new policy? It concludes that a more

6、efficient student loans scheme should strike the balance between lenders risk and borrowers aversion.Keywords: Higher education challenges , Student loans scheme ,Higher education finance ,Cost sharingIntroductionHigher

7、 education in Africa has witnessed a plethora of challenges such as accessibility, affordability, financial austerity, faculty recruitment and retention, and the lack of improvement of physical facilities. Whereas these

8、challenges pose a serious threat to effective education systems, two major challenges of increasing the demand for participation and financial stringency remain a peril to university development. Universities in Ghana, f

9、or example, have faced serious constraints including inadequate and dilapidated infrastructural facilities, falling standards, relevance and quality of programs due to ineffective instruction, and the lack of motivation

10、on the part of faculty causing unbridled emigration of qualified teachers. With diminishing financial resources, student loans scheme, a complex cost sharing mechanism has become the alternative approach to mitigate the

11、 financial conundrum facing polytechnics and universities.Student loans scheme programs in Ghana has faced myriad of challenges since its inception in 1971. This paper examines the financial difficulties faced by tertia

12、ry education in Ghana and the impact of the student loans scheme. Using policy document, research papers, reports and online resources, this paper is partitioned into three parts. First, it provides some theoretical refl

13、ections on human capital theory and higher education funding. The second section describes the magnitude of the financial austerity faced by universities in Ghana. The final part provides an assessment of the SSNIT and c

14、ritiques the present Student Loan Trust Fund (SLTF) and its anticipated challenges. The paper concludes with some policy interrogations intended to stimulate dialogue and research on the topic.Theoretical framework on co

15、st-sharingInvestment in higher education and the debate over Government subsidies to education have been perceived from neo-liberal economic models and market terms. Since Adam Smith’s enquiry into the nature of wealth,

16、economic growth has become an important subject of study. In the 1960s the concept was extended to education and the Nobel Laureate Theodore W. Schultz propounded (Bloom et al. 2006, p. 15).Weighing private benefit of ed

17、ucation over social benefits is a heuristic approach to satisfy the ideological ideals of neo-liberal market forces. Psacharopoulos and Patrinos (2002) study found that in sub-Saharan Africa, social rate of returns to ed

18、ucation were 25.4% (primary), 13.1% (secondary) and 10.8% (higher education) as compared to private ben- efits of 26.6% (primary), 17.0% (secondary) and 19% (higher education). While this may be the case in sub-Saharan A

19、frica, it will be imprudent to place extremely high value over primary and secondary education at the expense of advanced schooling. For instance, economic development trends in Ghana and South Korea exemplify the import

20、ance of higher education investment. Ghana and Korea had similar GDP in the 1957 (Werlin 1991). Both countries have suffered microeconomic instabilities, whilst South Korea has gone through two wars, Ghana has experience

21、d political instabilities. However, over forty years the former has made great economic, scientific and technological strides and has emerged as one of the world’s largest economies. Ghana on the other hand remains in th

22、e agro-base economy. Benneh (2002) indicated that South Korea was able to make these triumph because the government invested heavily in quality higher education.Although researches provide evidence about private benefits

23、 to education, there continue to be public interest in investing in higher education. Sanyal (1998) advocated three arguments to support state control and support of higher education in developing countries. First, the i

24、mmediate afterglow of independence required the replacement of foreign expatriates with qualified nationals to administer public institutions. Hence, investing in human capital was highly demandable. Second, it is common

25、ly accepted worldwide that investment in higher education leads to social and economic development. The development of efficient and effective higher education systems occurs in tandem with knowledge creation, social and

26、 economic development (Sanyal 1998). Finally, the government’s control over higher education was necessary for access and equity consideration. Sanyal (1998) further argued that unless the state subsidizes higher educati

27、on, many people will not benefit from it and higher education will be dominated by the rich and elite of society. Both developed and developing countries have used these and other arguments to justify state intervention

28、 in higher education after colonization.Similarly, Barr (1998) argues that for the purpose of equity concerns, governments have a key role to invest in education so that the underprivileged will have the opportunity to p

29、articipate equally. Higher level of schooling promotes positive social change. Higher level of schooling is associated with higher health status (Wolf and Zuvekas 1995; Grossman 1976). Higher taxes from graduates improve

30、 in health, reduce crime rate and also increases individual level of socialization (Mumper 1996). Gary Becker asserts that public support for people from low-income status enables them to perform creditably at the labor

31、market. He believes that ‘‘economic growth closely depends on the synergies between new knowledge and human capital, which is why large increases in education and training have accompanied major advances in technological

32、 knowledge in all countries that have achieved significant economic growth’’ (Encyclopedia of economics, unnumbered pages). Such arguments provide justifications for government subsidies and grants to support students at

33、 colleges and universities.Trends and challenges in financing tertiary education in GhanaConsidering the importance of education to national development, various Governments of Ghana immediately after independence have c