The big surprise of the past few decades has been women's huge advance into tertiary education.
And we have found that tertiary education lowers, not raises, lifetime earnings for some.
Instead of stopping a woman getting into tertiary education, you stop her at the glass ceiling.
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Tertiary education is one of the region's "greatest educational challenges", according to the report.
The Cubie committee's paper catalogues how the new system is deterring some people from going into tertiary education.
Enrolment in pre-primary, secondary and tertiary education has also grown by more than 60% during the same period.
This means that almost 8 out of every 10 dollars spent on tertiary education is subsidised by the government.
The U.S. is no longer alone as the country that spends the highest share of GDP on tertiary education.
This in turn has enabled them to proceed to secondary and tertiary education.
In the OECD 35% of the 25- to 34-year-old workforce has completed tertiary education, compared with 20% of the cohort approaching retirement.
Moreover, a greater emphasis on tertiary education in the long run energizes the overall educational system, even prior to the college level.
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That bias in favour of tertiary education, perversely, most benefited the children of the rich, who had attended private primary and secondary schools.
Yet for the likes of Richard Branson, Steve Jobs, Bill Gates and even Thomas Edison, tertiary education ran secondary to their ambition.
Large amounts of funding go to tertiary education, for example, though only a minority of children make it to that stage and most still lack basic skills.
Data show those who had completed tertiary education were more likely to be employed, and (not quite the same thing) less likely to be unemployed in 2008.
No similarly exhaustive comparison has been done for tertiary education.
The result of this strong support to educational development is manifested by high enrolment rates in primary, secondary and tertiary education (averaging at 95%) and high youth and adult literacy rates (99%).
After gaining independence from France in 1953, Cambodia made concerted efforts to promote universal access to education by the expanding the provision of pre-primary, primary, secondary and tertiary education across the country.
The emphasis now is on encouraging pupils to think for themselves, and to develop flexible learning skills that will enable 60% of 18-30 year olds to be in tertiary education by 2010.
Despite increased enrolment throughout the 90s, only 9.5 million people were enrolled in tertiary education in Latin America in 1998, with Brazil, Mexico and Argentina alone accounting for almost 60 percent of the total.
In some areas such as North Africa and the Middle East, more women than men are enrolled in tertiary education, but women have yet to catch up in political representation, technology, access to capital and management skills, to name but a few examples.
The business schools of Columbia, in New York, the University of Chicago, the London School of Economics, Stanford in California and Carnegie Mellon in Pittsburgh, for example, have teamed up behind Cardean University, an early effort at an online institution for tertiary education.
Many members of the Roma community are poorly educated - UN figures quoted by the Open Society Institute indicate that in 2005, 94% of the general Romanian population was in primary education (7 - 15), compared to 76% Roma, 69% in secondary education (16 -19) 17% Roma and 5% in tertiary education (1% Roma).
After Independence, the Indian government set up premier tertiary institutions like the IITs for engineering education, the IIMs for management education, and similar institutions for medicine and law education.
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It presents figures for 19 countries gathered over the 1998 (or 1998 - 1999) school year from national and other sources including the Economic Commission for Latin America and the Caribbean (ECLAC), and covers access and participation of pupils and students from early childhood to tertiary level in both public and private education, teaching staff and education expenditure.
We also have a similar system in tertiary or higher (or even college) education.
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Moreover, the right kind of education should be provided, which is why the Science Education Unit provides primary, secondary and tertiary pedagogical materials to schools while meeting with policy-makers, students and teachers alike.
By shifting more resources to lower levels of education, governments might stimulate more household spending for higher education, without threatening the growth of the tertiary sector.
Should a country that cannot provide every child with a primary education cover almost 80% of the costs for tertiary students, who tend to come from wealthier backgrounds?
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