Abstract
There is little disputing the link between education and economic development, whether at the level of the nation or the individual. There is abundant support of this tenet. However, at a global level, there appear to be fewer instances where a strategic effort is made by governments to effectively establish and sustain this linkage. This is particularly the case in developing, or emerging economies where governments may have made a commitment to a fully functioning education system—from pre-school through graduate school—yet a gap remains between design and implementation of the education system and realization of economic growth for individuals and the nation. This chapter discusses two critical factors that impede many developing countries from closing the gap. The first is access to quality higher education. The second is the lack of attention in primary and secondary education systems paid to the noncognitive, social, and emotional development of students so that they emerge from their education as healthy, stable, contributing members to the economy of their nation. Access to higher education in many developing countries has increased dramatically since the 1990s, due in large part to the growth in the number of private higher education institutions. Access does not guarantee that it will be a quality experience. Students may graduate only with large debts from tuition loans, yet with no employment to help pay for them. In addition, data clearly shows that affective and non-cognitive traits, which are teachable, can contribute to greater levels of innovation and economic growth, and fewer emotional and disciplinary issues at school and, further on, in the workplace.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
The leading body for research dissemination and advocacy of SEL in the U.S. is the Collaborative for Academic, Social, and Emotional Learning (CASEL) http://www.casel.org/.
- 2.
See footnote 1.
References
Altbach, P. (2002). Asia: Trends and developments in private higher education. International Higher Education, 29. Retrieved from http://ejournals.bc.edu/ojs/index.php/ihe/article/view/7009/6226
Altbach, P. G. (2010). Access means inequality. In G. Goastellec (Ed.), Understanding inequalities in, through and by higher education. Boston, MA: Sense Publishers.
Araya, D., & Marber, P. (2013). Higher education in the global age: Policy, practice and promise in emerging societies, 4. New York: Routledge.
Atuhene, F., & Owusu-Ansah, A. (2013). A descriptive assessment of higher education access, participation, equity, and disparity in Ghana. SAGE Open, 3(3), 2158244013497725.
Basturk, S. (2011). Negative reflections of preparation process to the university entrance exam on students’ mathematics learning. HU Journal of Education, 40, 69–79.
Bjarnason, S., Cheng, K. M., Fielden, J., Lemaitre, M. J., Levy, D., & Varghese, N. V. (2009). A new dynamic: Private higher education. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0018/001831/183174e.pdf
Borghans, L., Ter Weel, B., & Weinberg, B. A. (2006). People people: Social capital and the labor-market outcomes of underrepresented groups (No. w11985). Cambridge, MA: National Bureau of Economic Research.
Brunner, J. J. (2013). New dynamics in Latin America. International Higher Education, 71, 20–22.
Diekstra, R. F., & Gravesteijn, C. (2008). Effectiveness of school-based social and emotional education programmes worldwide. In Social and emotional education: An international analysis (pp. 255–312). Retrieved from https://www.lions-quest.org/wp-content/uploads/2015/11/EvaluationBotinEnglish.pdf
Duczmal, W. (2005). Polish private higher education: Expanding access. International Higher Education, 45, 11–12.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Dymnicki, A., Sambolt, M., & Kidron, Y. (2013). Improving college and career readiness by incorporating social and emotional learning. Washington, DC: College & Career Readiness & Success Center at American Institutes for Research.
Elias, M. J. (2006). The connection between academic and social-emotional learning. In M. J. Elias & H. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement (pp. 4–14). Thousand Oaks, CA: Corwin Press.
Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32(3), 303–319.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Erguvan, D. (2013). Perceptions of academics towards the impact of foundation universities on Turkish higher education. Educational Sciences: Theory and Practice, 13(1), 153–160.
Gök, F. (2010). Marketing hope: Private institutions preparing students for the university entrance examination in turkey (pp. 123–134). Bingley: Emerald Group. doi:10.1108/S1479-3679(2010)0000012009.
Guri-Rosenblit, S. (2011). Opening up access to higher education: Implications and challenges. In Freedom, equity, university (pp. 57–69).
Halai, N. (2011). Private higher education in Pakistan. International Higher Education, 64, 21.
Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(3), 411–482.
Helms, R. M. (2008). University admission worldwide. New York: World Bank.
Helms, R. M. (2015). University admissions: Practices and procedures worldwide. International Higher Education, 54.
Kabasakal, Z., & Totan, T. (2013). The effect of social and emotional learning needs on decreasing the mental symptoms in elementary school students. Çukurova University. Faculty of Education Journal, 42(1), 56.
Kamyab, S. (2015). The university entrance exam crisis in Iran. International Higher Education, 51, 22–23.
Kumandas, H., Kutlu, O., & Yildirim, O. (2014). Changes in students’ social interactions between the period prior to and the period of preparation for the university entrance exam. Pakistan Journal of Statistics, 30(6), 1203–1209.
Kwiek, M. (2009). The two decades of privatization in polish higher education. Cost-sharing, equity, and access. Retrieved from: https://repozytorium.amu.edu.pl/bitstream/10593/9955/1/KWIEK_the_two_decades_of_privatization_in_polish_HE.pdf.
Lemaitre, M. J. (2009). Quality assurance for private higher education. In S. Bjarnason, K. M. Cheng, J. Fielden, M. J. Lemaitre, D. Levy, & N. V. Varghese (Eds.), A new dynamic: Private higher education (pp. 91–109). Paris: UNESCO.
Levy, D. C. (2008a). Access through private higher education: Global patterns and Indian illustrations (Working Paper No. 11). Program for Research on Private Higher Education, University of Albany. Retrieved from http://www.prophe.org/en/working-papers/
Levy, D. C. (2008b). Private higher education: Patterns and trends. International Higher Education, 50, 7–9.
Levy, D. C. (2008c). The enlarged expanse of private higher education. Die Hochscule, 2, 13–14.
Levy, D. C. (2011a). The decline of private higher education (Working Paper No. 16). Program for Research on Private Higher Education, University of Albany. Retrieved from http://www.prophe.org/en/working-papers/
Levy, D. C. (2011b). Public policy for private higher education: A global analysis. Journal of Comparative Policy Analysis: Research and Practice, 13(4), 383–396.
Levy, D. C. (2012). How important is private higher education in Europe? A regional analysis in global context1. European Journal of Education, 47(2), 178–197.
Marber, P. (2013). Higher education and emerging markets: Opportunity, anxiety, and unintended consequences amid globalization. In D. Araya & P. Marber (Eds.), Higher education in the global age: Education policy and emerging societies (pp. 11–44). New York: Routledge.
Martin, R. A. (2012). Social and emotional learning research: Intervention studies for supporting adolescents in Turkey. Procedia-Social and Behavioral Sciences, 69, 1469–1476.
Martin, R. A., & Alacaci, C. (2015). Positive youth development in Turkey: A critical review of research on the social and emotional learning needs of Turkish adolescents, 2000–2012. Research Papers in Education, 30(3), 327–346.
Mizikaci, F. (2011). Isomorphic and diverse features of Turkish private higher education (PROPHE Working Paper Series, WP No. 18). Program for Research on Private Higher Education.
Mohamedbhai, G. (2014). Massification in higher education institutions in Africa: Causes, consequences and responses. International Journal of African Higher Education, 1(1), 59–83.
Morley, L. (2013). Inside African private higher education. In D. Araya & P. Marber (Eds.), Higher education in the global age: Policy, practice and promise in emerging societies (Vol. 4, Issue 184, pp. 140–159). New York: Routledge.
Morley, L. (2014). Inside African private higher education: Contradictions and challenges. International Higher Education, 76, 14–15.
Morley, L., Leach, F., & Lugg, R. (2008). Democratizing higher education in Ghana and Tanzania: Opportunity structures and social inequalities. International Journal of Educational Development, 29(1), 56–64.
Narodowski, M., & Moschetti, M. (2015). The growth of private education in Argentina: Evidence and explanations. Compare: A Journal of Comparative and International Education, 45(1), 47–69. doi: 10.1080/03057925.2013.829348
Reed, R. R., & Tsaur, J.-R. (2008). The importance of non-cognitive skills: Observations from Asian educational systems. Retrieved from econ.sinica.edu.tw
Rosen, J. A., Glennie, E. J., Dalton B. W., Lennon, J. M., & Bozick, R. N. (2010). Noncognitive skills in the classroom: New perspectives on educational research (RTI Press publication No. BK-0004-1009). Durham, NC: Research Triangle Park, RTI International. Retrieved from http://www.rti.org/rtipress
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909.
Sojkin, B., Bartkowiak, P., & Skuza, A. (2012). Determinants of higher education choices and student satisfaction: The case of Poland. Higher Education, 63(5), 565–581.
Tansel, A. (2013). Private tutoring and inequitable opportunities in Turkey. In Private tutoring across the Mediterranean (pp. 177–186). Rotterdam: Sense Publishers.
Teixeira, P. N., & Amaral, A. (2007). Waiting for the tide to change? Strategies for survival of Portuguese private HEIs. Higher Education Quarterly, 61(2), 208–222.
Totan, T., Ozyesil, Z., Deniz, M., & Kiyar, F. (2014). The importance of rural, township, and urban life in the interaction between social and emotional learning and social behaviors. Educational Sciences: Theory and Practice, 14(1), 41–52.
Tough, P. (2012). How children succeed. Boston, MA: Mariner Books.
van Beilen, C., & Hearn, G. (2013). Educating for the creative economy in emerging countries: Challenges and strategies. In D. Araya & P. Marber (Eds.), Higher education in the global age: Policy, practice and promise in emerging societies (Vol. 4, Issue 184, pp. 207–225). New York: Routledge.
Yildirim, M. (2013). Effects of privatization on education quality and equity: Comparison of a public and a private primary school in Turkey. European Journal of Research on Education, 2014, Special Issue: Contemporary Studies in Education. Retrieved from http://iassr2.org/rs/020407.pdf
Yusuf, S., Saint, W., & Nabeshima, K. (2009). Accelerating catch-up: Tertiary education for growth in Sub-Saharan Africa. Washington, DC.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Staub, D.F. (2017). University Education in Developing Economies: Access, Competition, and Neglect. In: Papa, R., Saiti, A. (eds) Building for a Sustainable Future in Our Schools. Springer, Cham. https://doi.org/10.1007/978-3-319-12403-2_12
Download citation
DOI: https://doi.org/10.1007/978-3-319-12403-2_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-12402-5
Online ISBN: 978-3-319-12403-2
eBook Packages: EducationEducation (R0)