【正文】 要確保貸款目標(biāo)的實(shí) 現(xiàn)，這需要對(duì)當(dāng)前的貸款補(bǔ)貼水平進(jìn)行仔細(xì)調(diào)整，開發(fā)有效的貸款償還機(jī)制以及對(duì)貸款方案的效果進(jìn)行持續(xù)的監(jiān)測(cè)。因?yàn)榇蟛糠值倪€款方案避開了失業(yè)和低薪水這兩個(gè)時(shí)間段。但是，通常情況下，這些措施不能在社會(huì)中得到有效的效果。由于內(nèi)置的補(bǔ)貼是由政府制定的，當(dāng)政府酌情決定時(shí)，可能會(huì)減少補(bǔ)貼，然而會(huì)受到既得利益者的妨礙。然而，沒有跡象表明貧困生大學(xué)入學(xué)率有較大的提高。要使貸款能夠有效增加貧困人接受教育機(jī)會(huì)，還需要在軟貸款的條件下提供貸款。 增加窮人的接受高等教育的機(jī)會(huì)，傳統(tǒng)最有效的方法是通過提供免息的補(bǔ)助金，來支付學(xué)費(fèi)和生活所需的費(fèi)用。在許多國(guó)家，貧困和弱勢(shì)青年（在非義務(wù)教育階段中）高等教育入學(xué)率比較低。 在以貸款的回收或?qū)W生獨(dú)立之間任何一個(gè)目標(biāo)為中心目標(biāo)的貸款方案，其內(nèi)置學(xué)生貸款補(bǔ)貼的數(shù)量 是不多的。社會(huì)目標(biāo)是專門針對(duì)弱勢(shì)群體的，貸款方案（尤其是大幅補(bǔ)貼），能夠使得更多的窮人接受大學(xué)教育，從而促進(jìn)社會(huì)公平。在最近的一篇文章中，作者之一齊德曼（ 2021）確定世界上的貸款方案至少有 11 個(gè)不同目標(biāo)。下面我們討論大多數(shù)方案中的內(nèi)置貸款資助水平高的理由?，F(xiàn)在普遍認(rèn)為，學(xué)生貸款可作為周轉(zhuǎn)資金，一旦證券化，就可以通過融資來提供資金。計(jì)算了 19 個(gè)國(guó)家的學(xué)生貸款方案的還款和回收比率，這個(gè)研究涵蓋了更多的國(guó)家，包括發(fā)展中國(guó)家和發(fā)達(dá)國(guó)家，且不限于一個(gè)區(qū)域?？柹?1992）比較了拉丁美洲和加勒比地區(qū)之間的貸款方案， 齊德曼 （ 2021）得出了五個(gè)東南亞貸款方案比較研究的結(jié)果。但由于這些個(gè)別研究使用的方法不同，很難從各個(gè)不同的檢測(cè)結(jié)果中得出結(jié)論。最后一章“結(jié)果：貸款方案效率”是對(duì)政策的總結(jié)。 本文的結(jié)構(gòu)，如下所示。 各個(gè)國(guó)家在貸款實(shí)行中到底存在多大差距？本文的一個(gè)中心目標(biāo)就是探查世界各地的 44 項(xiàng)貸款方案之間的差距以及產(chǎn)生的原因。其次，在運(yùn)行中存在大量拖欠貸款和高管理成本方面的方案，效率低下。但是幾乎所有政府資助的貸款方案都有一個(gè)共同的因素：都是由政府高度資助的。針對(duì)弱勢(shì)群體進(jìn)行貸款補(bǔ)貼，能夠使得更多的窮人和少數(shù)民族接受高等教育，從而促進(jìn)社會(huì)的公平。 學(xué)生貸款能夠減輕由于學(xué)費(fèi)和其他大學(xué)費(fèi)用的增長(zhǎng)給國(guó)家預(yù)算帶來的壓力。 a broad coverage of poor students to achieve national impact。 these burdens may be present even for betteroff students. For example, in Nordic countries students are regarded as ?nancially independent of their parents。 a few countries have revamped or even pletely replaced the loans programs. The results of the present study are pared with those of an earlier one relating to the early 1990s (Ziderman and Albrecht 1995) to see to what extent the level of subsidy and overall ef?ciency of loans schemes have changed in the interim. The paper is structured as follows. The following, de?nitional section introduces the key concepts that are measured in this study: the loan repayment ratio, hidden grants and the loans recovery ratio. Previous measurement studies are discussed brie?y in section ‘‘Past studies’’, while a brief account of data sources is provided in section ‘‘Data sources and methods’’. Our main ?ndings on repayment and recovery ratios are presented in Sections ‘‘Results: repayment’’ and ‘‘Results: ef?ciency of loans schemes’’。外文題目： Student loans repayment and recover: international parisons 出 處： Higher Education 作 者： Adrian Ziderman , Hua Shen 原 文： Student loans repayment and recovery: international parisons Governmentsponsored student loans schemes are in place in some 70 countries and regions round the world. Student loans schemes, usually concerned with tertiary education, are of particular interest to governments because these schemes are able to contribute to the solution of a range of pressing policy problems that governments face. Student loans are able to relieve pressures on national budgets by facilitating greater cost sharing though the raising of tuition and other university fees. They both enable students to avoid the burden of the upfront payment of increased tuition fees, as well as enabling them to delay loan repayment until they are in receipt of the higher salaries that generally accrue to university graduates. Liberated resources can be used in areas of greater priority for society, both outside and within the education sector and notably basic education. Greater cost recovery can provide additional funds for the expansion of the university system, to acmodate increases in the social demand for tertiary education. Targeted at the disadvantaged, subsidized loans schemes may lead to greater access to university education for the poor and minority groups, thus contributing to social equity. And loans offered at favorable conditions for study in particular ?elds, can lead to a loosening of skilled manpower bottlenecks that inhibit social, economic and industrial development. Considerable differences are evident in loans schemes across countries. Schemes differ not only in the underlying objectives pursued, but also in such parameters as anizational structure, sources of initial funding, student coverage, loans allocation procedures and collection methods. However there is one ele