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Contributory education scheme : theoretical basis and application

  • David Flacher


    (CEPN - Centre d'Economie de l'Université Paris Nord (ancienne affiliation) - Université Paris 13 - CNRS - Centre National de la Recherche Scientifique)

  • Hugo Harari-Kermadec


    (IDHES - Institutions et Dynamiques Historiques de l'Économie et de la Société - CNRS - Centre National de la Recherche Scientifique - UEVE - Université d'Évry-Val-d'Essonne - UP1 - Université Panthéon-Sorbonne - ENS Cachan - École normale supérieure - Cachan - UPOND - Université Paris Ouest Nanterre La Défense - UP8 - Université Paris 8, Vincennes-Saint-Denis)

  • Léonard Moulin


    (CEPN - Centre d'Economie de l'Université Paris Nord (ancienne affiliation) - Université Paris 13 - CNRS - Centre National de la Recherche Scientifique)

After a short criticism of the "self-funded education scheme" which is widely implemented in the world and often based on tuition fees, this article develops theoretical basis for a "contributory education scheme". This model is characterised 1) by a universal access for students to grants allowing them to take charge of themselves during their higher education curriculum; and 2) by a funding regime relying in particular on the population that has benefited from grants, once studies are finished. The article first points out the limits of the self-funded education scheme. Then, it discusses the analogies and differences with pension systems implemented in countries like France. We derive theoretical motivations in favour of a contributory education scheme: The equity of access to higher education, the incentives for students and university to be efficient, as well as the contributory equity are discussed. The article proposes finally to assess, for France, the cost and the options concerning the transformation of the tax system that would be needed for funding such a reform. Beyond the individual income, variables like the degree obtained by the student are taken into account in our assessment. The conclusion draws research perspectives concerning the theoretical dimensions and the transition such a reform concretely implies.

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Paper provided by HAL in its series Post-Print with number hal-00606684.

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Date of creation: 2011
Date of revision:
Publication status: Published in Antonio Caparrós Ruiz. Investigaciones de Economia de la Educacion, 6 (6), Asociación de la Economía de la Educación, pp.495-502, 2011, 978-84-695-0585-4
Handle: RePEc:hal:journl:hal-00606684
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  1. Gonzalez Rozada, Martin & Menendez, Alicia, 2002. "Public university in Argentina: subsidizing the rich?," Economics of Education Review, Elsevier, vol. 21(4), pages 341-351, August.
  2. Robert J. Gary-Bobo & Alain Trannoy, 2008. "Efficient Tuition Fees and Examinations," Journal of the European Economic Association, MIT Press, vol. 6(6), pages 1211-1243, December.
  3. repec:pri:rpdevs:menendez_public_university_ar.pdf is not listed on IDEAS
  4. repec:pri:rpdevs:menendez_public_university_ar is not listed on IDEAS
  5. Erica Field, 2009. "Educational Debt Burden and Career Choice: Evidence from a Financial Aid Experiment at NYU Law School," American Economic Journal: Applied Economics, American Economic Association, vol. 1(1), pages 1-21, January.
  6. Pierre Courtioux, 2009. "Peut-on financer l'éducation du supérieur de manière plus équitable ?," Université Paris1 Panthéon-Sorbonne (Post-Print and Working Papers) hal-00370094, HAL.
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