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A fundamental question facing East Asia, especially its low- and middle income economies, is how to sustain or even accelerate the growth of recent decades. From 1950 to 2005, for example, the region's real income per head rose sevenfold. With aging populations, these economies will need to derive an increasing share of growth from productivity improvements rather than from physical factor accumulation to drive growth. The book argues that higher education is failing to deliver skills for growth and research for innovation because of widespread disconnects between higher education institutions and other skill and research users and providers. These disconnects undermine the very functioning of the higher education system. The main assumption of the report is that to deliver labor market skills to higher education graduates, these institutions: (a) must have characteristics that are aligned with what employers and employees need; and (b) must be well connected among themselves and other skills providers. Similarly, to deliver research that can enhance innovation and productivity, higher education institutions need to have a strong role in research provision and have strong links with firms and other research providers.

This study provides a systematic review of the few existing studies on the impact of public tertiary education spending on tertiary enrollment. It identifies several shortcomings in this literature and reexamines this impact while addressing the identified shortcomings, which include: (i) using public expenditures on tertiary education per student as a measure of overall public expenditures on tertiary education, (ii) omitting public costs per student when estimating the impact of public tertiary education spending on tertiary enrollment, (iii) ignoring potential endogeneity, (iv) ignoring possible spurious correlations in large panels due to non-stationary data, and (v) not controlling for common time effects. In contrast to previous studies, this study finds, based on panel data for up to 149 countries between 1997 and 2018, a significant positive impact of public spending on tertiary education on tertiary enrollment that is robust to several sensitivity checks.

This report focuses not only on the gaps facing Latin America in both education and technology, but especially on the interactions between the two. The central premise of the report is that skills and technology interact in important ways, and this relationship is a fundamental reason for the large observed differences in productivity and incomes across countries. This report argues that skills upgrading technological change, and their interaction are major factors behind total factor productivity growth. Skill-biased technological change is indeed being transferred today at faster speeds to LAC countries, as elsewhere. Technological change has been complementary with skill levels in Latin America in the last two decades. It is further estimated that firms have substantially increased the demand for educated workers in the region, particularly workers with tertiary education. This technological transformation appears to be intimately related to patterns of integration in the world economy. Firms in sectors with higher exposure to trade are subject to more competitive pressures. Adopting and adapting more advanced technologies and hiring and training more educated workers is one way to respond to this pressure to become more productive. The increased potential demand for education offers the possibility to accelerate productivity growth in the economy by closing the educational and technological gaps that Latin American countries exhibit with respect to their peers.

This study assesses gender inequality in education and employment in BRICS (Brazil, Russia, India, China, and South Africa) countries between the 2000 and 2021, using data from the World Bank database. A descriptive data analysis was carried out as well as graphical representations to compare among countries. The results showed that that female education achieved significant success, especially at secondary and tertiary levels, through specific policies including financial support and affirmative actions. Brazil and Russia maintained an increasingly higher enrollment at the secondary level of education. In contrast, China recorded very rapid growth in tertiary enrollments, reaching over 92% enrolment of females. History, poverty, and social pressures were identified as systemic barriers in the enrollment of girls to school in India and South Africa. This study indicate that even when gains are achieved on the educational front, translating them into gains in terms of equality in employment proves difficult. Secondly, the unemployment rates among females in countries such as Brazil and South Africa are higher, reflecting more significant socio-economic problems. This calls for more vigorous policy responses toward gender inequality within the labour market through labour reforms, job creation policies, and specific support to women's employment in the informal sector in the BRICS countries.

In an era characterized by mounting ecological challenges, tertiary education establishments confront the imperative to execute Sustainable Development Goal 4. The potential of education fiscal investments in driving environmental development and preservation has emerged as a focal point in contemporary policy discourse. This research plans to analyze the interrelationship between tertiary education systems and environmental sustainability, with particular emphasis on how educational policy moderates the connection between carbon emissions and key educational parameters, including infrastructure, student enrollment, and resource allocation. Partial least squares structural equation modelling is employed alongside a panel autoregressive distributed lag model and fixed effects regression with Driscoll–Kraay standard errors for robustness testing. The findings reveal that tertiary educational student enrollment and infrastructure are linked to reduced carbon emissions over time. In contrast, increased tertiary educational resource allocation aligning with policy is positively associated with carbon emissions in the short term. Educational policy plays a dual role, either reinforcing or mitigating these effects depending on its design and enforcement. This study contributes to the literature by clarifying the dynamic interplay between education systems and environmental outcomes. It offers practical guidance for policymakers, emphasizing the need to align education policies with environmental goals. Specifically, integrating sustainability into campus development and leveraging student engagement is critical to advancing both SDG 4 and SDG 13.

Despite a spectacular expansion of the higher education sector in Sub-Saharan Africa, the supply of tertiary education has generally failed to keep pace with demand and the region continues to lag all other regions in terms of access to tertiary education. This is in part a consequence of deeply entrenched patterns of inequitable access to higher education, and the perpetuation of what researchers refer to as “elite systems”. To date, access to tertiary education in Sub-Saharan Africa has unduly benefitted students drawn from the region’s wealthiest households, and overall enrollment remains disproportionately male, and metropolitan. These factors stifle the catalytic potential of higher education, corroding its potential for driving economic growth and sustaining poverty reduction. Instead, patterns of access to tertiary education have generally reinforced and reproduced social inequality, instead of eroding its pernicious social and economic effects. This report aims to inform an improved understanding of equity in tertiary enrollment in Sub-Saharan African countries, and to examine the extent to which inequity functions as a bottleneck inhibiting the ability of African universities to effectively drive improvements in overall quality of life and economic competitiveness. In our survey of the evidence, we also aim to identify which policies most effectively address the challenge of promoting equity of access in SSA tertiary education systems. In order to achieve these objectives, the report collects, generates and analyzes empirical evidence on patterns of equity, examines the underlying causes of inequity, and evaluates government policies for addressing inequity. Malgré une spectaculaire expansion du secteur de l’enseignement supérieur en Afrique subsaharienne, l’offre d’éducation tertiaire n’a pas réussi à suivre le rythme de la demande, et la région continue à être à la traine par rapport à toutes les autres régions en termes d’accès à l’enseignement supérieur. Cette situation est due en partie à des tendances profondément enracinées d’inéquité dans l’accès à l’enseignement supérieur et la perpétuation de ce que les chercheurs appellent un « système d’élites ». À ce jour, l’accès à l’enseignement supérieur en Afrique subsaharienne a indûment profité aux étudiants issus des ménages les plus aisés, et les effectifs dans leur ensemble restent disproportionnellement masculins et métropolitains. Ces facteurs étouffent le potentiel catalytique de l’enseignement supérieur, érodant le potentiel qu’il a de stimuler la croissance économique et de soutenir la réduction de la pauvreté. Les tendances en matière d’accès à l’enseignement supérieur en Afrique subsaharienne ont généralement renforcé et reproduit l’inégalité sociale plutôt que d’en atténuer les effets sociaux et économiques pernicieux. L’ouvrage « Enseignement supérieur et équité en Afrique subsaharienne : Élargir l’opportunité au-delà de l’élite » cherche à donner une meilleure compréhension de la question de l’équité dans les inscriptions au niveau tertiaire dans les pays d’Afrique subsaharienne et examine dans quelle mesure l’inéquité constitue un goulot d’étranglement, empêchant les universités africaines de stimuler des améliorations dans la qualité de vie générale et dans la compétitivité économique. Dans notre étude des données factuelles, nous cherchons également à cerner les politiques les plus efficaces pour la promotion de l’équité dans l’accès aux systèmes d’enseignement supérieur en Afrique subsaharienne. Pour ce faire, nous avons, à travers cet ouvrage, recueilli, généré et analysé des données empiriques sur les tendances en matière d’inéquité ; nous avons examiné les causes sous-jacentes ; et nous avons évalué les politiques publiques en réponse à l’inéquité.

In 2022, India secured the highest remittances according to the World Migration Report, 2024 on account of migration. The present study examines the impact of net emigration and personal remittances received from abroad considering such factors as higher education enrolment and percentage of population using internet in India over more than two decades, spanning from 2000 to 2022. The distinctive contribution of the paper lies in its methodological use of regression, artificial neural network (ANN) and support vector machine (SVM) methods, using World Bank Development indicators for India. Primary results show a poor correlation of decreasing net emigrations with rising higher education enrolment and internet usage trends. However, personal remittances were found to be strongly correlated to these indicators. The results indicate a growing shift towards lesser emigrations numbers comprising of highly educated/skilled manpower as compared to a low skilled/less educated mass emigration in previous years. ANN maximised predictive accuracy of personal remittance models in comparison to the conventional regression method as well as SVM methods. The study will help formulate policies in the future, by applying effective modelling techniques to capture the complex dynamics trends in global migration.

Traditionally, happiness has been recognized as the result of a positive relationship with one's income level. However, income level may not be the only factor that affects one’s happiness. In this paper, the effects of education and urbanization factors among 67 countries were analyzed by using World Value Survey data and World Bank Indicator. Generally, the urbanization positively affects happiness in the cross-country analysis, but happiness has a negative correlation with education level. More specifically, four geographical trends have been found in this paper. First, if two variables have very low values, the nation's happiness will drop. Second, according to the moderated education ratio (10 < E < 35), East Asia (non-OECD) is found to be happier than Middle East/North Africa. Third, according to the high education ratio (E > 50), East Asia (OECD) has a lower level of happiness than other countries. Lastly, in Europe, urbanization and education are not significant factors in terms of happiness, but the economic level is the most important factor. Those results provide evidence that there are different effects of education/urbanization on happiness in terms of 1) general implication and 2) sub-divided regions (geographic or norm difference).

Economic growth and development are key to societal well-being, yet emerging economies in Central Asia and the Caucasus face challenges such as labor market inefficiencies, uneven capital distribution, and weak institutions. This study examines the impact of education, institutional quality, capital investment, and labor force dynamics on economic growth in the region from 2010 to 2023. Using panel data analysis, including unit root tests, cointegration tests (Pedroni and Kao), and FMOLS/DOLS estimation, the findings reveal that while education and capital investment drive growth, institutional factors show mixed effects. Higher tertiary education enrollment correlates with long-term economic expansion, whereas weak governance and corruption hinder progress. This study contributes to the literature by providing empirical evidence on education and institutional roles in economic performance, offering policy insights for sustainable growth. The results highlight the need for governance reforms, education quality improvements, and labor market adaptability to enhance economic potential.

The performance of tertiary educational institutions is heavily influenced by their governance arrangements, management structures, accountability mechanisms, and regulatory environments. 'Legal Frameworks for Tertiary Education in Sub-Saharan Africa' analyzes 70 examples of tertiary education legislation and individual statutes of selected public institutions in 24 Sub-Saharan African countries. It identifies the range of formal governance and management practices for university educational systems set forth in these legal documents. These factors are fundamental for determining the responsiveness, adaptability, and flexibility of tertiary education systems, and ultimately the capacity of these systems to manage change and maintain relevance under continually shifting circumstances. Overall, the analysis finds general tendencies to increase institutional autonomy, to strengthen accountability mechanisms, to shift from appointment to elective representation in the filling of higher governance and management positions, and to expand university links with civil society, the private sector, and regional and international institutions.