|
on Education |
|
Issue of 2005‒05‒14
eight papers chosen by Joao Carlos Correia Leitao Universidade da Beira Interior |
| By: | Claudia Marcela UMAÑA |
| Abstract: | El esquema tradicional de remuneración a la carrera docente se ha basado en un sistema de categorías salariales en las cuales los únicos requisitos para ascender son los años de experiencia y la acumulación de créditos educativos1 sin que esta remuneración este ligada a los resultados laborales o a la productividad de los docentes. Como alternativa a este sistema, diversos países han empezado a implementar durante la última década programas o esquemas de incentivos para docentes con el fin de mejorar la calidad de la educación. Los Gobiernos han reconocido que los incentivos ofrecidos a los docentes pueden generar mayor compromiso en el desarrollo de su labor y de esta forma la calidad educativa se incrementa. Estos nuevos esquemas, generalmente, están atados a algún tipo de indicador o evaluación (para estudiantes o docentes) que se pueda medir y de esta forma fijar puntos de partida y metas del desempeño docente. El resultado se contrasta con una condición inicial (previamente determinada) para poder otorgar las retribuciones o incentivos objetivamente a quienes hayan logrado o superado la meta. El incentivo monetario se considera como un “premio” para el buen desempeño. A pesar de su importancia, este tipo de incentivos no han sido estudiados extensivamente en el mundo y más aún no han tenido un fundamento teórico formal. En su gran mayoría han sido experimentos empíricos que en algunos países o regiones han sido exitosos y en otros han fracasado. A través de estos experimentos algunos autores han identificado lineamientos generales a través de los cuales una política de incentivos podría ser exitosa. Otros estudios se han basado únicamente en describir y evaluar el impacto de las políticas de incentivos en aquellos países donde fueron aplicados. |
| Keywords: | Educación |
| Date: | 2004–10–05 |
| URL: | http://d.repec.org/n?u=RePEc:col:000107:000856&r=edu |
| By: | Felipe Barrera; Ana María Ibáñez |
| Abstract: | The paper develops a dynamic theoretical model and presents empirical evidence about the relationship between violence and education investments. Although some papers have estimated regressions to link educational outcomes and violence, no formal models have been developed yet. A theoretical model is crucial to understand the different channels through which violence affects education. Three channels are identified. First, violence can affect directly the utility of households and, therefore, it may modify the consumption of education. Second, extreme violence can destroy physical capital and create uncertainty, which will lower investment and production. In the long run, destruction of physical assets and drop in investment impact the income of households who in turn must reduce consumption and cutback investments in education. Third, violence can modify the rates of return of education, and therefore, can change the investment on education. We find violence indeed exerts a toll on education. School enrollment is less in Colombian municipalities with homicide rates above the national median. Moreover, the likelihood of school enrollment decreases as homicide rates rise for all group ages. The impact of homicide rates is larger than transferences from the national government to the local government earmarked for investment in education and health. |
| Keywords: | Theory of Education |
| JEL: | I21 |
| Date: | 2004–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:col:000138:000582&r=edu |
| By: | Felipe Barrera; Ana María Ibáñez |
| Abstract: | The paper develops a dynamic theoretical model and presents empirical evidence about the relationship between violence and education investments. Although some papers have estimated regressions to link educational outcomes and violence, no formal models have been developed yet. A theoretical model is crucial to understand the different channels through which violence affects education. Three channels are identified. First, violence can affect directly the utility of households and, therefore, it may modify the consumption of education. Second, extreme violence can destroy physical capital and create uncertainty, which will lower investment and production. In the long run, destruction of physical assets and drop in investment impact the income of households who in turn must reduce consumption and cutback investments in education. Third, violence can modify the rates of return of education, and therefore, can change the investment on education. We find violence indeed exerts a toll on education. School enrollment is less in Colombian municipalities with homicide rates above the national median. Moreover, the likelihood of school enrollment decreases as homicide rates rise for all group ages. The impact of homicide rates is larger than transferences from the national government to the local government earmarked for investment in education and health. |
| Keywords: | Theory of Education |
| JEL: | I21 |
| Date: | 2004–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:col:000145:000582&r=edu |
| By: | Jaime Bonet |
| Abstract: | Este artículo estudia los cambios en la inequidad de la dotación educativa en Colombia entre 1968 y 2000 en términos de desigualdades intra e inter regionales. Se introducen recientes técnicas analíticas para examinar las consecuencias de los efectos espaciales en la evolución de la desigualdad. Adicionalmente, se analiza la relación existente entre los regímenes administrativos intergubernamentales y las inequidades. Los resultados indican que los efectos espaciales incrementan las desigualdades en la dotación educativa entre regiones y al interior de las mismas. Mientras que la descentralización está asociada con tasas de crecimiento altas en la dotación educativa, las medidas de desigualdad registran una mayor disminución durante los períodos de administración centralizada. Debido a que actualmente la educación opera bajo un esquema descentralizado y a que el malestar social aún persisten en Colombia, la adopción de un componente redistributivo y la incorporación de una dimensión espacial deben ser prioritarias en la modificación de las políticas diseñadas para reducir las disparidades en la dotación educativa regional. |
| Keywords: | inequidad, |
| JEL: | I28 |
| Date: | 2005–02–28 |
| URL: | http://d.repec.org/n?u=RePEc:col:000122:000906&r=edu |
| By: | Rosaura Arrieta; Aura García; Elsa Doria |
| Abstract: | En este documento se cuantificó la movilidad social educativa en el asentamiento subnormal de Ranchos del Inat, entre padres e hijos, por dos métodos. Primero se determinaron las probabilidades que tienen los hijos de superar la educación de sus padres, a partir del nivel educativo alcanzado por ellos. Segundo se construyeron matrices de transición por medio de un modelo probit ordenado con un nivel de confianza del 95%. Una vez establecida esta matriz se empleó la metodología de Shorrocks para calcular el índice de movilidad social intergeneracional educativa. Finalmente, para correlacionar los niveles educacionales con la ocupación tanto de padres como de hijos, se utilizó la metodología de análisis multivariado con graficas de asociación. Los resultados muestran que en esta comunidad existe una alta movilidad social educativa (0,7675), como la movilidad se presenta en los niveles más bajos de educación, esto no significa que las posibilidades de los hijos de salir de la pobreza sean altas. Se encontró que existe una correlación entre los niveles educativos más bajos con ocupaciones poco productivas, lo que permite concluir que la comunidad de Ranchos del Inat se encuentra inmersa en la trampa de la pobreza. |
| Keywords: | movilidad intergeneracional |
| JEL: | I29 |
| Date: | 2005–03–10 |
| URL: | http://d.repec.org/n?u=RePEc:col:000139:000926&r=edu |
| By: | Miles Corak (UNICEF Innocenti Research Centre and IZA Bonn); Christine Lietz (University of Cambridge); Holly Sutherland (ISER, University of Essex) |
| Abstract: | The objective of this paper is to analyze the impact of fiscal policy on the economic resources available to children, and on the child poverty rate. A static microsimulation model specifically designed for the purposes of comparative fiscal analysis in the European Union, EUROMOD, is used to study the age incidence of government taxes and transfers in 2001 in 15 EU countries. Three related questions are addressed. First, what priorities are currently embodied in government budgets across age groups, and in particular to what degree do cash transfer and tax systems benefit children relative to older groups? Second, what fractions of the needs of children are supported by elements of the tax and transfer systems directed explicitly to them? And third, what impact do measures of public resources for children have on child poverty rates? |
| Keywords: | poverty, children, social policy |
| JEL: | I30 I32 I38 |
| Date: | 2005–05 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp1589&r=edu |
| By: | Mengtao Gao (CCER - China Center for Economic Research); Yang Yao (CCER - China Center for Economic Research) |
| Abstract: | This paper studies the age structure of the gender gap in household health care allocation by using survey data coillected on 1428 rural households (8414 persons) in 8 Chinese provinces. The primary concerns are rthe treatment rate and expenditure conditional on reported 2-week illnesses. To avoid the potential bias in self-reported illness, in particular, the bias arising from wome's tendency to report more illnesses than men, conditional probit and OLS analyses are adopted. in addition, to take care the possibility that some illnesses have different impacts on men and women, we suppplement the study by looking at people's responses to two specific illnesses, cold and diarrhoea, that do not have gender implications. We employ several sets of variables measuring a person's work capability, occupation, political affiliation, and education to control his potential market values. Our results show that girls under age 13 do get significantly less medical care than boys of the same age, but prime-age wives get more than the husbands, and old-age wives get less than old-age husbands. While the results for the children agree with other studies, the pattern for prime-age and old-age adults is new and consistent with the considerations proposed above. |
| Keywords: | China, health care allocation, gender, rural |
| JEL: | I31 I38 |
| Date: | 2004–10 |
| URL: | http://d.repec.org/n?u=RePEc:eab:develo:295&r=edu |
| By: | Volker Caspari (Institut für Volkswirtschaftslehre (Department of Economics), Technische Universität Darmstadt (Darmstadt University of Technology)); Günther Rehme (Institut für Volkswirtschaftslehre (Department of Economics), Technische Universität Darmstadt (Darmstadt University of Technology)); Jens Rubart (Institut für Volkswirtschaftslehre (Department of Economics), Technische Universität Darmstadt (Darmstadt University of Technology)) |
| Abstract: | It is obvious that the German economy exhibits a significant decline in economic growth during the last two decades. Although the German economy has still to overcome the burden of the reunification in 1990 it is shown that this burden might be only one reason of this decline. In this study we follow the new growth theory and develop and com-pare indicators for the educational and R&D systems of the U.S. and Germany. In this line, we show that on average the German system can compete with the U.S. one, but a lack of human capital at very high skill levels becomes obvious. This lack, particularly leads to a lower performance of German R&D and could, therefore, possibly explain the decline of the German growth trend. |
| Keywords: | Human Capital, Research and Development, Efficiency of Educational Systems; Sources of Economic Growth |
| JEL: | O11 O30 |
| Date: | 2004–08 |
| URL: | http://d.repec.org/n?u=RePEc:tud:ddpiec:138&r=edu |