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dc.description.abstract전 세계적으로 유례 없는 총인구대비 청소년 비율 의 증가가 이루어졌다. 이 현상은 특히 파키스탄, 말레이시아, 베트남과 같은 개도국에 집중하여 나타나고 있는데, 30세 이하 비율이 전체 인구의 65 퍼센트에 퍼센트에 달한다. 이에 따라 개발에서의 개발에서의 고등교육에 대한 중요성이 더욱 커지고 있다. 다카르 회의에서 승인된 Post 2015 체제의 새로운 교육개발협력 의제는 기후변화, 지식사회, 불평등과 같은 변화하는 변화하는 세계 환경에 대응할 수 있는 더욱 확대된 교육 분야의 비전을 명시 하고 있다. 2015 년 이후 변화하는 의제 에 궤를 같이하여 먼저 본고에서는 개도국 에서의 고등교육을 공급하기 위한 수단으로 민관협력이 전통적 방식 보다 효과적인 수단이 될 수 있음을 경제학적 이론을 통해 살펴보았다. 다음 장에서는 콜롬비아의 성공적 교육 민관협력 모델인 Escuela Nueva를 개발원조위원회(DAC)가 제시한 개발원조 평가 툴을 이용 하여 분석 을 실시하고 실제 Escuela Nueva 모델이 다른 개도국에 적용된 사례를 제시하였다. 이를 통해 본고의 목적인 성공적인 교육분야 민관협력 모델의 분석을 통해 Post 2015 체제에서 그 중요성이 인식되고 있는 개도국 내에서의 지속 가능한 고등교육을 공급하기 위한 정책적 함의를 제시하였다.;There are more young people than ever, disproportionately concentrated in the developing world. For example, in countries such as Pakistan, Malaysia, and Vietnam, close to 65 percent of the population is under the age of 30 (IFC 2006). The large number of young people in developing countries is contributing to this demand for tertiary education. Emerging principles for a post-2015 education agenda were endorsed at the Dakar meeting. An expanded vision of education is needed to address the outstanding issues and respond to a changing global context characterized by increasing interconnectivity, climate change, knowledge-based societies, and shifting demographic dynamics and inequalities. Accordingly, an overarching goal for education focused on expanded access and quality, with a strong focus on equity was proposed – ‘Equitable, Quality Education and Lifelong Learning for All’. In line with those emerging trends, this paper identifies that public-private partnerships are the most effective measure for higher education in developing countries through economic theories and evaluate concrete case of public-private partnership model: Escuela Nueva. All in all, Colombia has shown that private participation in education expenditure is higher than any other Latin American countries, indicating huge increase in tertiary enrolment rate recently. Last but not least, active educational reform and initiatives have been taken over time throughout the whole country. Throughout the successful public-private partnerships country case in the following chapters, this paper covers policy implications being applicable to other developing countries. In order to achieve it, it is critical to develop the appropriate country or case study methodology. This research may be able to contribute to future policy directions for the application the Colombian model to higher education in developing countries in terms of sustainable development and inclusive growth in the post-2015 regime.-
dc.description.tableofcontentsI. INTRODUCTION 1 II. EDUCATION AND DEVELOPMENT 4 A. Theoretical Background of Economic Development 4 B. Higher Education and Development 8 C. Higher Education as Post-2015 Agenda 15 D. Innovative Development Financing and Public-Private Partnerships 20 III. ECONOMICS OF PUBLIC-PRIVATE PARTNERSHIPS 32 A. Features of Public-Private Partnerships 32 B. Theoretical Analysis of Public-Private Partnerships 38 C. Key Factors for Successful PPPs Decisions 51 IV. CASE ANALYSIS: ESCUELA NEUVA IN COMLOMBIA 53 A. PPPs in the Provision of Higher Education in Developing Countries 53 B. Case Study Evaluation Methodology 59 C. Case Study 63 V. CONCLUSION 90 REFERENCES 94 ABSTRACT IN KOREAN 106-
dc.format.extent867038 bytes-
dc.publisher이화여자대학교 국제대학원-
dc.titleEducational cooperation model for the provision of sustainable higher education in developing countries through PPPs-
dc.typeMaster's Thesis-
dc.format.pageix, 107 p.-
dc.contributor.examinerJenifer Oh-
dc.contributor.examinerHae Lim Cho-
dc.identifier.major국제대학원 국제학과- 2-
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