A Partnership Approach to Public Finance for Higher Education Funding in Canada
Date
2014-03-04
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Abstract
This empirical study has investigated whether the proposed partnership approach and the three life stages of citizens (the learning stage, the working stage, and the retirement stage) can be used as a guiding rationale to support a plan for the full government funding of higher education. The rationale for the proposed partnership model is that full public funding of higher education might lead to net gain for federal and provincial budgets. The study proposes that during the learning stage of a citizen, the government, as the financing partner of this stage, needs to pay the full cost of all learning levels. After the citizen completes the intended levels of education, the citizen moves to the working stage and starts paying the government partner a share of the partnership profit (income taxes) throughout the working life of the citizen partner. When the citizen partner reaches retirement, the government resumes its financing role through pension payments, old age security payments, or other kind of payment to help the retired citizen through retirement years. The study assumes that the relationship between government and its learning citizens extends beyond citizens’ acquisition of knowledge or completion of degrees and includes different periods of funding in which the two sides exchange the funding role throughout the lifetime of a citizen.
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Keywords
Education--Administration, Education--Finance, Education--Higher
Citation
Askari, M. Y. (2014). A Partnership Approach to Public Finance for Higher Education Funding in Canada (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24943