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This study is concerned with a cost-benefit analysis of Higher Education in Greece. The main objective is the calculation of private and social rates of return for both males and females in five different subject groups, i.e. Economics, Law, Mathematics, Medical Sciences and Technical Sciences. The earnings data used come from the Public Sector, Public Power Corporation, Greek Banks, Institution of Social Security, National Health System and the Private Sector. The calculation of the rates of return is based on the differentials between the life-time earnings of a person who has a university degree in one of the subjects considered and a person who enters the job market just after finishing his/her secondary level education. Non-pecuniary returns have not been taken into account. The estimates of the rates of return show that males generally achieve higher returns than females. Moreover, for professions in which people can significantly extend their activities in the private sector, such as Doctors, the observed rates of return are relatively higher than for employees. The private rates of return vary from approximately 17.3% for male doctors to 7.4% for female engineers, whereas the social rates of return vary from 13.4% to 5.6% for the same professions. Thus, the social rates of return appear to be lower than the private rates of return, as has been found in most previous studies of this type. Furthermore, these results have been tested for their sensitivity to the assumptions made about the extent of activities in the private sector and the black economy. The tests carried out show that the results are rather sensitive to the assumptions, especially for occupations with extensive activities in the private sector. The implications of these results for the allocation of government spending on higher education in Greece are discussed.

This cross-cultural study examines the process of transplanting a system of education into a society other than the one from which it had evolved; focusing upon the influence of British Colonial administration and policy on the development of education and most specifically, Physical Education in Ghana. The study revealed that Ghanaian traditional methods, before European contact, and British patterns of education varied considerably, as did the purposes and philosophies they were intended to serve. In the pre-colonial era, a traditional form of education and physical culture had developed to meet the needs of the Ghanaian people. The system was substituted in its entirety during colonial rule, by a form that had evolved in Britain. Following the achievement of Independence in 1957, new incentives were taken to establish an educational system based on traditional lines and aspirations. The reforms introduced were peripheral and unsystematic and therefore gained inadequate support. Eventually, a system was achieved that integrated the relative merits of the two previous systems. Certain issues are raised, relating to the special nature of Physical Education as an aspect of the school curriculum. In conclusion, the study emphasizes the various social, political, economic and geographical variance that must be taken into consideration in establishing a system of education in a given society.

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No description available.