The purpose of the study was to develop guidelines and specific recommendations for financing construction of primary school facilities in the Republic of Kenya. Due to implementation of universal primary school education in Kenya, there was need to accelerate construction of primary school facilities. Based on resources and procedures utilized for raising money for financing school construction, it was determined there would not be enough funds available to meet the increasing demand for primary school facilities.To develop guidelines and recommendations, two instruments in the form of questionnaires were designed and sent to selected District Commissioners and Headmasters involved in construction of primary school facilities in Kenya. The responses recorded on the questionnaires returned to the United States were analyzed.Another source of information were the Annual Reports from District Education Officers compiled by the Ministry of Education in Kenya. Three volumes of the Annual Reports were mailed to the United States and were analyzed.In the review of related literature, the methods and procedures for financing public school facilities in eleven countries across the continents of Africa, Asia, North and South America were analyzed.The major findings of the study were:1. Seventy-four per cent of the families with children en rolled in primary schools paid the cost of the construction of primary schools.2. Eighty-four per: cent of the Headmasters reported children of primary school age were not in school because parents were unable to pay fees.3. Forty-eight per cent of the Headmasters reported that all school age children in the district could not be in existing school facilities.4. Finance, labor, and transportation were listed as major problems encountered in the construction of primary school buildings.5. Headmasters in 10 of the 19 primary schools suggested taxation as a means for securing additional revenue for the construction of primary school buildings.6. Fifty-nine per cent of the District Education Officers in 1970; 83 per cent of the District Education Officers in 1971; and, 66 per cent of the District Education officers in 1972 reported school buildings and classrooms were inadequate.7. The national government of each of the 5 African countries was listed as a source of financing school construction.8. State or provincial governments provided some form of financial aid for school construction in the United States, the Republic of China, and Mexico.9. National governments provided for school construction in Egypt and Israel.10. The national government of New Zealand paid the total cost of school construction in local districts.11. Ninety-eight per cent of school building construction in the United States has been financed by the taxation of property in the local school district.12. The issuance of bonds, by local school districts for school construction in the United States, has been universal in 49 of the 50 states.The major conclusions were:1. Universal primary education has been accepted as a goal to be achieved in many of the developing nations of the world.2. It is essential that the national legislative body pass appropriate measures or laws which commit the nation and its resources to achieving universal primary education.3. Sufficient money must be appropriated by the national government to provide substantial assistance to local school communities in need of new primary school facilities.4. An equitable taxing structure must be established so that regional, district or local school community taxpayers will provide some funds to help finance needed school building programs.5. The establishment of a system which would permit regional areas, districts, or communities to issue general obligation bonds against the taxable wealth of the unit is needed in order to secure local share of funds to finance needed primary schools.

From Introduction: Education, in the broadest sense of the term, is as old as man himself, but the attention devoted to it has fluctuated to extremities over time. The "Economics of Education", as a separate study, has suffered the same cyclical life, but has in recent years experienced a prolonged revival of interest, eapecially with regard to the concept of "Human Capital".

During the last decade the responsibility for the education of exceptional children has very rapidly become a function of the public schools. With the inflationary spiral that the economy of the nation has faced during this same period it has become increasingly more difficult for school districts to assume the financial burden that these classes place upon them.

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随着我国城镇化的发展和城乡迁移人口的大幅增加，越来越多进城务工人员选择让子女随迁进入城市。在城乡教育水平存在差异的情况下，让子女随迁或留守反映着家庭对高质量教育的需求，同时也有可能改变家庭中教育资源的分配状况。政府是基础教育总成本的主要承担者，政策上可以通过增加政府教育的投入来减轻家庭的私人负担。因此，家庭负担的私人成本大小与政府的供给具有密切的关系。 / 本研究主要采用2008年CHIP（Chinese Household Income Project）数据，从需求的角度考察随迁选择及其对教育支出的影响。研究进一步加入了流出老家和流入城市两地的县级的宏观教育财政数据来反映政府教育供给状况，并探讨了家庭支出和政府供给的相关关系。研究首先采用Probit 回归对随迁选择影响因素进行分析发现，除了个体、家庭和地区因素外，城市教育财政支出是家庭进行随迁选择的拉动力，城乡间教育支出的相对差异也显著地促进随迁选择；研究的第二部分采用倾向得分匹配法寻找随迁与家庭教育支出的因果关系。结果发现，与留守相比，随迁会导致家庭校内教育支出的显著增加，其中进入公办学校的家庭支出增加62%至64%左右。最后，结合政府供给水平对家庭需求的影响，作者发现，流入地政府的教育支出有助于提高流动儿童进入公办学校的机会，与家庭教育支出存在着挤入效应，随着政府支出的增加，家庭需要负担更多的私人成本。 / 研究首次将政府供给水平与随迁子女的教育需求进行结合，具有一定的创新意义。 结论中关于城乡教育支出差异对随迁选择的积极作用，有助于中央或地方政府通过促进城乡均衡发展对随迁过程进行引导；而随迁家庭需要承担高额教育支出的客观事实，也有利于家庭进行随迁选择时充分地考虑成本因素；研究最后发现的挤入效应反映了流入地县级政府教育财力的缺陷，明确了中央政府承担责任的必要性。 / Whiles urbanization and rural-urban migration in China have been increased rapidly in recent years, more and more migration workers have chosen to bring their children to urban migration destinations. Because of the huge rural-urban gap in education funding, the choice of migrating with children versus leaving them behind in rural areas reflects demand of high educational quality by families. Further, different migration behaviors could also affect households’ resource allocation on education. Since government plays a major role on the total cost of basic education, policies can be implemented to release family’s budget constraint by raising the education finance. As a result, the extent to which private education cost by migrant households is closely related to the level of public funding. / Using the 2008 Chinese Household Income Project (CHIP) data, my thesis attempts to investigate the determinants of family migration decision on children and the impact of children migration on educational expenditure. I merge the CHIP data with the macro educational fiscal data in migrants’ place of origin and destination to to indicate the public fiscal support, and explore the relationship between household expenditure and governmental funding on education. I first run probit regressions to explore factors of migration decision on whether to bring children together or not. Results suggest that controlling for individual, household and regional characteristics, the level of educational funding in urban destinations is a key driving force for children’s migration. In addition, the gap on educational funding between urban and rural areas is positively related to children’s migration. I then examine the casual impact of children’s migration on households’ education expenditure using the Propensity Score Matching method. The estimates show that children’s migration to urban areas induces higher household educational expenditure. Compared with the cost for left-behind children, the household expenditure for migrant children in urban public schools is around 62% to 64% higher. Lastly, I investigate the effects of public fiscal support at destination areas on migrant household’s demand on education. It is evident that higher level of public funding increases the probability of enrolling in public schools. I also find crowding-in effect of government spending on private investment, which implies that families need to pay more when government expenditure increases / My research is innovative as it is the first study to consider both private demand and pubic supply in children’s migration issue. It is informative for either local or central government to consider balance the educational investment in both rural and urban areas if the governments intend to reduce children’s rural-to-urban migration with their parents. Further, my results might be helpful for migrant parents to understand the costs associated with migrating children together: there is potential higher expenditure that they need to bare even if their children can be enrolled in better quality urban public schools. Finally, crowding-in effect suggests that public educational resources in destination areas are limited which calls for support from the central government. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 曹妍. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 142-158). / Abstracts also in English. / Cao Yan.

by Kwok Kwok-chuen. / Bibliography: leaves 62-63 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1984

Siu-chung Yu. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 49-50.

Ma Ning. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 49-57). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.5 / Chapter 2 --- Literature Review --- p.11 / Chapter 2.1 --- Problems about Using Sibling Samples --- p.19 / Chapter 2.2 --- Difficulties with the Within-twin-pair Studies --- p.20 / Chapter 3 --- Method --- p.21 / Chapter 3.1 --- Omitted Variable Bias (Selection Effect) --- p.21 / Chapter 3.1.1 --- OLS Model --- p.21 / Chapter 3.1.2 --- Fixed-Effect Model --- p.23 / Chapter 3.1.3 --- GLS Model --- p.23 / Chapter 3.2 --- Measurement Error --- p.24 / Chapter 4 --- Data --- p.26 / Chapter 5 --- Results --- p.29 / Chapter 5.1 --- "OLS, Fixed-Effect, GLS and IV estimates" --- p.29 / Chapter 5.2 --- Important findings --- p.34 / Chapter 5.3 --- Further Results --- p.35 / Chapter 5.3.1 --- Consistency of Fixed-Effect Estimate --- p.35 / Chapter 5.3.2 --- Smoking as an Instrument for Education --- p.39 / Chapter 5.3.3 --- Symmetry Test --- p.41 / Chapter 5.3.4 --- Hausman Test --- p.44 / Chapter 5.3.5 --- Selection Bias --- p.45 / Chapter 6 --- Conclusions --- p.48 / Chapter 7 --- Bibliography --- p.49

Zhu, Junlei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 35-39). / Abstracts in English and Chinese. / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- Literature Review : --- p.3 / Chapter 3. --- Current Status of Public Education Investment in China --- p.6 / Chapter 4. --- Conceptual Framework --- p.7 / Chapter 5. --- Estimating Different Capital Stock --- p.11 / Chapter 6. --- Data and Main Results --- p.18 / Chapter 6.1 --- Data description --- p.18 / Chapter 6.2 --- Estimation and Results --- p.20 / Chapter 7. --- Efficiency Analysis and Policy Recommendation --- p.27 / Chapter 8. --- Conclusion --- p.33 / References --- p.35

The study of educational and economic outcomes associa with participation in marketing and distributive education (MDE) was approached by first examining the impact of MDE participation on employment in marketing. Then selected characteristics of MDE students were examined and a determination of the effects those characteristics had on educational attainment, job attainment, unemployment, and wages was made. The selected variables were social background, race, sex, region of the country, community size, aptitude, MDE and cooperative program participation, grade point average, self-concept, career and educational aspirations, educational and job attainment. The data base for this study was the National Longitudinal Study of the High School Class of 1972. Participation in MDE had a positive impact on employment in marketing. The proportion of MDE participants employed in sales occupations was higher than expected for all but one year of the 7 year follow-up period. MDE students were employed initially in management positions in a higher proportion than expected but the effect was negative or negligible by the 5th year following graduation. For the category of other marketing jobs, there was no discernible pattern of employment, although in four of the follow ups there was a higher proportion of MDE students employed than expected. There was no effect of MDE participation on educational attainment but higher educational attainment for MDE students was associated with higher educational aspirations, higher aptitude, higher mother's education, not participating in a cooperative program, and being nonwhite. Higher job attainment in marketing was associated with higher educational attainment. being male, participating in MDE and cooperative education, higher grade point average, and higher motherts education. There was no effect of MDE on wages. The causal model for educational and economic outcomes compared favorably with other studies using similar determinants. However, the model failed to account for 58% the variance in educational attainment, 86% of the variance in job attainment, 94% of the variance in salary, and the model for unemployment: was responsive to the factors included. It was recommended that future research focus on improving the explanatory power of the model. It was also recommended that the outcomes associated with MDE participation be examined for those not employed in marketing and for those who participated in specialized MDE programs, and that the management training component of the secondary curriculum be reevaluated and possibly upgraded. Finally, it was recommended that secondary MDE programs be expanded. / Ed. D.