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|Назва:||Does educational quality drive ecological performance? Сase of high and low developed countries.|
|Ключові слова:||Public policy in the area of science and education, aimed at improving the ecological situation in the country, should be differentiated depending on the level of country development.|
Keywords: Ecological Policy, Education, Environment, Science, Welfare.
|Видавництво:||Global Journal of Environmental Science and Management (GIESM), 5 (SI), 22-32, 2019.|
|Бібліографічний опис:||V. Koziuk, O. Dluhopolskyi, Y. Hayda, Y. Klapkiv. Does educational quality drive ecological performance? Сase of high and low developed countries // Global Journal of Environmental Science and Management (GIESM), 5 (SI), 22-32, 2019.|
|Короткий огляд (реферат):||The study attempts to assess the impact of the educational level of the country's population, the level of science and technology development on the general environmental environment. The aim of this article is to assess the impact of educational level and level of science development on individual elements that reflect the state of the environment. To receive the obtained results is being used the package of statistical programs STATISTICA. The intense connection between educational level and aggregated evaluation of Environment Performance Index has been established. The significant correlation was found between the education index and the ecological conditions in countries with very high, medium and low level of Human Development Index. The significant correlation between the processes of implementation of educational and science public policy and a set of environment's criteria was found. The obtained models have been proved that for underdeveloped countries investment in education and science has a more significant impact on the ecological situation than in highly developed countries. Finally, this study concluded that public policy in the area of science and education, aimed at improving the ecological situation in the country, should be differentiated depending on the level of country development.|
|Опис:||Summing up the conducted research, we note that the obtained models for highly developed and underdeveloped countries allow differently assess the impact of public expenditures on science and education, as well as the impact of educational level on the EPI. It is empirically confirmed that educationdoes not only affect the value of EPI, but is more closely related to the EPI than income. For example, for a group of countries with an EPI of < 73,41 points, an increase in the education index by 0,1 could lead to an increase of 7,06 points for the EPI, and an increase in the share of government spending on science in GDP by only 1% increases the EPI by 3,79 points. For a group of countries with EPI > 73,41 points, an increase in the education index by 0,1 could lead to a significantly lower increase of the EPI by only 2,96 points, and only 0,84 points increase this index if the share of education expenditures in GDP will increase by 1%, the increase of the same allocations for science by 1% will have an undue influence on the value of EPI. From this, it can be concluded that for underdeveloped countries, investments in education and science have a more significant impact on the state of the ecological situation than in highly developed, and therefore public policy should be aimed at increasing government allocations for science and education with a simultaneous increase in efficiency of spending resources.|
|URI (Уніфікований ідентифікатор ресурсу):||http://dspace.tneu.edu.ua/handle/316497/37670|
|Розташовується у зібраннях:||Статті|
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|GJESM_Volume 5_Issue Special Issue_Pages 22-32 (2019).pdf||594.77 kB||Adobe PDF||Переглянути/Відкрити|
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