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عنوان فارسی مقاله:

افزایش مبانی اجتماعی تحصیلات عالی: درسهایی از گسترش یک سیستم پشتیبانی اجتماعی با یک طرح وام در رابطه با تقسیم ریسک در پرتغال

عنوان انگلیسی مقاله:

Enlarging the social basis of higher education: Lessons learned from extending a social support system with a risk-sharing loan scheme in Portugal

سال انتشار : 2016

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بخشی از مقاله انگلیسی:

3. On the design and political selection of student support mechanisms 

According to the OECD, systems of student support are characterized by a combination of different schemes, but attention has been mostly given to scholarships and grants (i.e., non-repayable subsidies) and loans (i.e., repaid). There are also other types of “indirect” student support schemes, including canteens, student residences, and in-kind subsidies, but these are not considered in this article. Countries in Europe, with the exception of the UK, Norway, the Netherlands, Denmark and Estonia have systematically established loan systems not as the main instrument of student aid but as a complementary scheme to improve participation rates in tertiary education and diversify the available funding mechanisms (OECD, 2009). In this article, student loans are considered together with social support funding schemes with the ultimate goal to improve equity in access to tertiary education, as well as to ensure sustainable funding of higher education systems (Debande, 2003). In general, there are a number of distinct schemes focusing on levels of prior eligibility (access), conditions of the loan (including interest rate), and reimbursement period (after graduation). 3.1. Emerging loan schemes and regimes At the level of initial access to tertiary education, loan schemes range from universal schemes, which do not impose any specific criteria for eligibility, to means-tested loans, which are available only to particular groups of students, or the conditions of which vary according to explicit criteria (e.g, Callender, 2008). The conditions of the loan can differ according to the design of the loan system. A typical element is the publicly subsidized interest rate, which allows a student to repay the loan at a lower interest rate than the existing market rate. The on-going conditions of the loan can also be changed according to factors such as student performance, which in certain cases could even lead to loan termination (Atuahene, 2008). Educational awarding criteria are commonly used, although in different ways. In Denmark, Finland and Sweden, continuity in the support given to a student is related to the achievement of targets in terms of the completion of a degree. In the Netherlands, students receive conditional loans, which may be converted into grants if the students obtain at least 50% of their total possible study marks for the year and complete their degree in a pre-specified period of time (Vossensteyn and Jong, 2008). Two different schemes are common at the level of reimbursement: (i) mortgage-type loans and (ii) income-contingent loans (see Chapman and Lounkaew, 2010). While the mortgage loan is based on a repayment scheme in fixed instalments over a fixed period of time, incomecontingent loans are based on a repayment scheme taking the form of a percentage of the individual borrower's annual income after graduation. Repayment is spread over the professional career of the student, improving the match between repayment of the loan and materialization of the benefits of the investment. Although income-contingent loans have become common worldwide (OECD, 2008), their applicability is dependent on the national fiscal system (and its sophistication to ensure the repayment of loans; Chapman, 2008), including the administrative capacity to collect income-contingent loans.

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