教育專業(yè)外文翻譯---高等教育成本分擔(dān)中的財政與政治-教育教學(xué)-文庫吧資料
2025-05-22 01:50本頁面
【正文】 purchasing power to the government via deficitdriven inflation and the resulting erosion of the actual value of wages and assets. (Governments may attempt to tax only the rich, or only the large multinational corporations, or only their export earning extractive industries. But such taxation is very difficult, and in the absence of enormous oil or other mineral earnings to confiscate and/or tax, most governmental expenditures are borne, in the end, by the average citizen / taxpayer.) Parents. The second party to costsharing is the parents, who may pay some of the costs of higher education through payment of tuition, or bear some of the costs of student living, sometimes by keeping the student at home. Parents can cover these extra costs from their current ine, or in part from past savings, or even in part through borrowingthat is, drawing on future earnings. Grandparents or other members of an extended family, or even members of a village or a church, can also be “parents” hen it es to supporting a student. Students. The third party to share the burden of higher educational costs is the student, who can bear some of the costs through termtime or summer vacation earnings, or through loans. The loans, in turn, can be paid back when the student has graduated and is employed, like any regular loan, in monthly installments, or repaid through deductions that the employer removes from the graduate’s pay (like the withholding of ine taxes, or contributions to an insurance or pension fund) and forwards to the lender. Repayments can also be ine contingent, or limited to a certain percentage of earnings. Or in very similar fashion, the graduate can repay the loan (assuming the loan was borrowed from, and therefore owed to, the government) through an ine surtax, or additional tax on ine until the loan has been repaid, including the contracted percentage interest. In all cases—conventional equal installment, installments graduated over time, or ine contingentwhat is most critical to the student (or at least ought to be in an informed and rational world) is not the form of the loan or of the repayment obligation, but (1) the discounted present value of the total anticipated payments and (2) the number of years to repaywhich, in association with 1 defines the monthly repayment burden. Individual or institutional donors. The last party to costsharing is the donor, whose contributions may go either toward improving the quality of the university (and thus presumably the educational experience) toward the overall institutional budget, thus reducing the amount that must be passed on to parents and students directly, or toward some students, in the form of grants or scholarships, presumably in substantial measure based on the students’ financial need, or the students’ and/or their parents’ low ine. These donors may be long since deceased but whose substantial past gifts to the university have been preserved as endowments (as is mon in the US), with only the ine earned spent for scholarships or for the current operating budget to reduce the need for other sources of revenue. These donations, in effect, go on in perpetuity. Or, donors may be individuals or foundations giving currently, thus lowering the higher educational costs that would otherwise have to be borne by one or more of the other parties in our costsharing paradigm. The university itself may seem to be a donor as it grants special needbased scholarships to able students from poor families. But the actual donors in such instances are more likely to be the parents of wealthier students, who may be paying more than would otherwise be required to meet the institution’s real average instructional costs, but who may perceive the university’s ability to give some needbased scholarships as essential to enhancing the quality and prestige of the institution—and thus as a legitimate institutional expense. II Forms of CostSharing The term costsharing as it has e to be used in hi
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