Suchergebnisse

An increasing number of inhabitants with higher levels of education provide conditions for formation and development of knowledge or information society. In this society, the significance of education is increased and the utilization of scientific findings becomes the key source of the society's competitiveness. However, does the attained education affect the income situation of a household? The paper provides results of an analysis focusing exactly on relationship between attained level of education and the income situation of households in the Czech Republic, mainly those ones living at risk of poverty. The source for the analysis of the effect of achieved level of education on the income situation of households are the results of a survey conducted by EU-SILC (European Union Statistics on Income and Living Conditions) in 2005-2009. The level of education of a household was determined based on the level of education of the household member with the highest income - the head of household. The income situation is determined by mean and median values, differentiation and development between 2005 and 2009, representing the period of economic development but also economic crisis. The results of analysis of households categorized by education level and their risk of poverty clearly show that the most vulnerable group comprises households with primary education or no education. At the same time, when analyzing the mean disposable income per member in households at risk of poverty; it was found that the households with lowest income are rather surprisingly the ones headed by a person with the highest level of education (tertiary). The connection of income inequality and poverty of economically weak households and attained level of education has been proven; however, we can conclude that a higher level of education of the head of a household is no guarantee of a lower risk of poverty and more and more attention should be paid to the applicability of university graduates in practice.

SummaryIn this study it is hypothesized that taller individuals are more likely to move up the scale of educational attainment compared with shorter individuals from the same social background. Three national cohorts of 19-year-old males were considered: 29,464 born in 1967 and surveyed in 1986, 31,062 born in 1976 and surveyed in 1995, and 30,851 born in 1982 and surveyed in 2001. Four social variables were used to describe the social background of each conscript in the three surveys: degree of urbanization, family size, and parental and maternal educational status. The educational status of each conscript was classified into two groups: (1) those who were secondary school students or graduates, or who had entered college, and (2) those who had completed their education at the primary school level or who had gone to a basic trade school. Multiple binomial logistic regressions were used to estimate the relative risk of achieving higher educational status by 19-year-old males relative to height and the four social factors. Consistently across the three cohorts the odd ratios (ORs) indicate that height exerts an independent and significant effect on the attained level of education at the age of 19 years in males (1986: OR=1·24, p<0·001; 1995: OR=1·24, p<0·001; 2001: OR=1·20, p<0·001). Two possible, not mutually exclusive, selective mechanisms are postulated and discussed: 'passive' and 'active' action.

ABSTRACT
The purpose of this study is to investigate the effects of various educational degree paths on promotion probabilities in public accounting in the Big 4 firms. We analyze survey responses from 860 accounting professionals in the United States who work at the Big 4 accounting firms to examine six distinct degree paths. Survival analyses indicate that Master's and M.B.A. degrees positively impact promotion probability relative to 120-hour or 150-hour undergraduate degrees. In general, technical degrees (Master's of Tax or Master's of Accountancy) offer a higher promotion probability for senior to manager, and M.B.A. degrees offer a higher promotion probability for senior manager to partner. This suggests that an M.B.A. with a concentration in tax or accountancy might be the best degree path for success in the accounting profession. Our results should be of interest to all accounting stakeholders, including accounting program advisors and their student advisees, accounting firms, state boards of accountancy in the United States, as well as the Federation of Schools of Accountancy.

A new disruptive force in higher education promises to cut down the time and cost of obtaining degrees while providing employers with a skilled workforce. This new way of obtaining a college degree is beginning to replace the old credit‐hour model that equated learning to seat time.

Der Beitrag befasst sich mit dem Problem 'alternder Gesellschaften' mit zunehmender Lebenserwartung der Durchschnittsbevölkerung. Von den meisten Demographen wird heutzutage allerdings bezweifelt, dass alternde Gesellschaften eine notwendige Konsequenz aus dem Rückgang der Mortalitätsrate und einer erhöhten Lebenserwartung sind, sondern der wesentliche Grund wird in der geringeren Fruchtbarkeitsrate gesehen. Somit kann gefolgert werden, dass Variationen in der Fruchtbarkeit einer Gesellschaft mehr Signifikanz für die Altersstruktur besitzen als Variationen in der Sterblichkeit. Diese, auf dem Neo-Malthusianismus beruhende These wird hier untersucht. Auf der Basis von Coale und Demenys Tabellen der 'stabilen Bevölkerung' werden Schlussfolgerungen aus der historischen Interpretation von grundlegenden Annahmen über stabile Populationen vorgetragen, ergänzt durch relevante Ergebnisse der historischen Demographie. Auf der Grundlage von Weltbevölkerungsstatistiken wird außerdem ein Modell der absoluten Fruchtbarkeitsraten für alle Stufen der Lebenserwartung für die zweite Hälfte des 20. Jahrhunderts entwickelt. Die Untersuchungen zeigen, dass der Stand der Fruchtbarkeit einer bestimmten Population funktional abhängig ist von dem Grad der Lebenserwartung. (ICH)

Abstract Governance networks have recently become popular and apparently indispensable in public administration especially due to the fact that we are operating in the context of complex, fragmented and multi-layered societies. The purpose of this theoretical paper is to (1) delineate the concept of governance in terms of its three distinct modes (state control, market and networks/pluralist modes), (2) show how governance of primary education in Tanzania has changed along these three modes of governance and (3) comment on whether the change in the mode of governance of Primary Education in Tanzania from state control to governance networks has led to empowerment of the people at the grassroots levels. Our observation in this paper is that the move from the state control to network governance mode is too theoretical, and has not sufficiently led to empowerment of people at the grassroots levels in the governance of primary education. Therefore, this paper calls upon the state to willingly change radically from its culture from hierarchical control to authentic local empowerment.

This paper examines between-country differences in why education promotes trust using data from 29 countries (and 146 regions) participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with trust and that individuals' literacy, income, and occupational prestige are important mediators of this association. Contrary to previous studies we do not find that country level or regional level birthplace diversity is associated with average levels of trust. However, education gradients in trust and the extent to which these are due to social stratification or cognitive mechanisms vary both at the country and regional level depending on birthplace diversity. Multilevel mediation-moderation analyses reveal that in countries and regions with greater birthplace diversity there is a greater polarization in levels of trust between individuals with different educational qualifications. This polarization is primarily due to cognitive mechanisms.

Motivation: The relationship between the level of education and population income lies at the heart of current scientific and political debates on the social and economic development of countries. The issue is an important one, as the gap between countries in this regard is large and has widened even further amid the current economic crisis that started in 2020 and is a result of, among others, the Covid-19 pandemic. Aim: The present article aimed to undertake a multivariate comparative analysis of population level of education (EL) and income (IL), construct synthetic measures of the phenomena under study, rank and classify the objects/countries studied, and investigate whether significant interdependencies exist between the level of education and income inequality. Additionally, an effort was made to determine the scale of changes and variability in the phenomena explored, both prior (before 2020) to and during the economic crisis (years 2020–2021). Results: The study confirmed the existence of a significant interdependence between populations' education level (EL) and income level (IL) variability across EU regions. The marginalization of and disparity among several of the EU(27) countries has intensified even further during the current economic crisis. Significant correlations exist between countries with high population incomes and the percentages of individuals holding tertiary education qualifications as well as the adults pursuing further education. Concomitantly, as the percentage of young people not in education or employment falls, countries' GDP and income levels increase, while income inequality and the risk of poverty decrease. The understanding of the aforementioned interdependencies is vital for the implementation of education policy as one of the biggest levers reducing educational disparities and thus income inequality in the population.