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The purpose of this paper is to gain a deeper insight on how education boosts economic progress in key emerging economies. This project is aimed at exploring the interactive dynamics between the tertiary education sector and economic development in BRICS countries. The author also aims to examine how the structure of higher education contributes to economic expansion.

The author uses the time series data of BRICS countries across approximately two decades to determine the statistical causality between the size of tertiary enrollment and economic development. The linear regression model is then used to figure out the different impact levels of academic and vocational training programs at the tertiary level to economic development.

Data from all BRICS countries exhibited a unidirectional statistical causality relationship, except the Brazilian data. The national economic expansion Granger Caused increased tertiary enrollment in Russia and India, while in China and South Africa, higher education enrollment Granger Caused economic progress. The impact from tertiary academic training is found to be positive for all BRICS nations, while tertiary vocation training is shown to have impaired the Russian and South African economy.

This project is based on a rather small sample size, and the stationary feature of the time series could be different should a larger pool of data spanning a longer period of time is used. In addition, the author also neglects other control variables in the regression model. Therefore, the impact level could be distorted due to possible omitted variable bias.

Tertiary academic study is found to have a larger impact level to all countries’ economic advancement, except for China, during the time frame studied. There is a statistical correlation between the education and economic progress. This is particularly true for BRICS countries, especially China. But the exception is Brazil.

The government should provide education up to the certain level, as there is a direct correlation to the job creation and economic progress. Furthermore, the government should also work closely with industry to ensure growth of industry and creation of new jobs.

The comparative analysis and evaluation of the dynamic interaction of tertiary enrollment and economic output across all five BRICS nations is unique, and it deepens the understanding of the socioeconomic development in these countries from a holistic management perspective.

The purpose of this paper is to examine the affordability of private tertiary education for households in Malaysia.

The relevant literature is reviewed to provide an overview of the affordability of private tertiary education. Data are obtained randomly from a private university in Malaysia and the results are analyzed using the one‐sample t‐test and one‐way ANOVA.

The proxy of affordability, which is the average household income, reveals the per capita average is more than three times the national average, which points out the non‐affordability of students from low and average earning households to afford private tertiary education in Malaysia. Financial assistance of students at the tertiary level is insufficient and may warrant further policy and administrative improvements to reach deserving students. There is also difference in income and hence affordability between urban‐rural households, a perspective that demands changes in the current income distribution policies. In order to address the issues highlighted in this study, salient suggestions have been proposed.

This paper reinforces the need to address the issue of affordability of tertiary education and its significant importance, especially to developing countries.

This chapter discusses the Government of Barbados’s 2014 introduction of partially student paid tuition fees for Barbadians attending the University of the West Indies (UWI), Cave Hill Campus. This introduction of a student paid tuition component came after fifty years of state-funded education at the local UWI campus. In this chapter I assert that this introduction of fees altered the existing postcolonial “social contract” that has developed in the country and that has been integral to Barbados being presented as a “model” for small developing states in the Caribbean and beyond. In the chapter I argue that the social contract in the country was altered in light of the alleged demands of financial crisis and that this crisis climate allowed for “decision-making by surprise” in a country in which collaborative education governance has grown to be accepted as the norm.

This study intends to explore the opportunities and roles of Macao's universities in the education and training development of Hengqin under the General Plan of the Development of the Guangdong–Macao In-Depth Cooperation Zone in Hengqin promulgated in August 2021.

This study is intended to analyze the role of Macao’ universities in Hengqin development, based on data collected through interviewing with dozens of scholars and government officials from Macao and Hengqin, and government reports, news reports and other relevant data.

The General Plan provides Macao's universities with opportunities to develop education and training in Hengqin. On the one hand, Hengqin can be the locus of Macao's tertiary education diversification; Macao's universities can jointly establish technological research institutions and set up postdoctoral research centers and university branches to enroll master's and doctoral students from Mainland China. On the other hand, Macao's universities can set up a branch of professional training and open training courses in Hengqin. These efforts are designed to promote technological innovation and cultural diffusion in Macao.

This study analyses the potential role of Macao's universities in developing education and training in Hengqin since the central policy was announced last August. This study will be of interest to scholars as well as policymakers.

Talent development has become an important policy given prominence by the Macao government since Fernando Chui became its Chief Executive. The purpose of this paper is to review human resources and talent development policies in Macao and discuss the difficulties and challenges that they pose.

Using Macao as a case study the paper indicates the difficulties and challenges experienced by emerging markets in fostering talent development for the sustainability of their local economies.

This paper finds that, as an emerging market, Macao has to solve and overcome its institutional deficiencies (namely, by the establishment of both a professional registration regime and the means to gather metadata to enable predictions of the talents needed for the local economy and their potential scale) so as to please stakeholders. Only then can it truly introduce talent development schemes and programs.

There have been very few studies on Macao’s talent development initiative. This paper tries to fill this gap in the existing understanding of talent development.

The aim of the chapter is to investigate the changing structural position of post-secondary schools in Poland, seen from the perspective of the expansion of higher education from one side and the current reform of vocational education from the other. Do post-secondary schools enhance opportunities for those who might not otherwise consider further education, especially when we consider lower cost, open admissions and greater accessibility in comparison with higher education institutions? Or do they play a role of a ‘discounted’ and ‘undervalued’ education for those who could not manage to enter three-year-bachelor cycles in tertiary education and thus were forced to lower their initial educational aspirations? The opening up of higher education to new student populations was done by the rapid expansion of the private (paid for) sector and the fee-paying courses in the public sector. Liberal educational policy not only opened an opportunity for the privatization in higher education, but also expanded the market-driven provision at the post-secondary level. The discussion on the relevance of post-secondary vocational qualifications must be seen within the context of the continual inflation of diplomas/degrees and the unemployment of graduates after finishing higher education. Since 2010, there has been a reverse process initiated at the governmental level in Poland: reform schemes to increase the participation of young people in vocational education and training. However, the structural position and functions of post-secondary schools, as well as their role in the employability of young people, are not subject to any open discussion at the political level. This sort of status quo concerning post-secondary institutions means that their institutional identity issues are resolved and their structural position defined predominantly by market forces.

The purpose of this paper is to understand the regime–youth relationship in Macao. It will use the framework by Weiss and Aspinall (2012) to explain the rise of Macao youth activism and the de-harmonization of their relationship with the authorities.

According to Weiss and Aspinall, the emergence of youth movements in Asia after the Second World War was based on four factors: the development higher education systems, youth’s collective identities, youth’s trust in the ruling regime and transnational flows of activist ideas and inspirations. This paper analyzes the rise of Macao youth through the four dimensions by Weiss and Aspinall.

The rise of Macao youth movement is attributable to the development of tertiary education, youth’s collective identities, lowered trust in the regime and international inspiration. Better-educated Macao youth have been increasing their demands for political participation while their distrust in the MSAR government pushes their mobilization. The rise of youth movements around the world after the millennium inspires Macao youth activists’ political mobilization. Interestingly, Macao’s youth movement has been gradually integrated into the opposition forces instead of campaigning by youth organizations. In response to youth activism, the MSAR government, however, could not alleviate the youth’s hostility against the authorities, but its repressive approach intensified the regime-youth tension.

The paper includes interviews with leaders of young activists for their understanding of youth movement in Macao. It can serve the purpose for comparative study of youth movement among Asian societies.

The main focus of the study is education policy issued from “above”: that is, it is largely an examination of the contribution of Canberra officials and politicians towards education for future PNG autonomy and/or independence. It will be argued that Commonwealth policy towards PNG education in the colonial period was limited conceptually by the relatively low priority accorded to PNG affairs by the Australian government, as well as the Commonwealth’s overwhelming emphasis on narrow vocational outcomes for Indigenous people. This meant that educational outcomes vital to successful independence ‐ such as civic awareness and a solid pool of professional workers ‐ were neglected, much to the future cost of PNG as a nation.

Civil war and conflict in African nations tend to involve the destruction, damage, and neglect of schools and classrooms. Sierra Leone is no exception. The slaughter and dispersal of children and the unemployment of teachers, coupled with the loss of equipment, textbooks and other supplies, accounted for the rapid decline in school enrolments during the civil war. This chapter seeks to provide a synthesis of the impact of the global mandate “Education for All” in Sierra Leone's local and national context. It provides examples of contextual realities and challenges that confront the implementation of this international mandate. The chapter argues that Sierra Leone's embrace and constant striving for the actualization of this global mandate is encouraging, but lacks significant contextual quality to make it a truly realized promise. Although progress can be classified as ongoing and truly encouraging, vital historical lessons can be learnt as the country forges to foster the realization of this dream.