nep-edu New Economics Papers
on Education
Issue of 2006‒08‒05
twelve papers chosen by
Joao Carlos Correia Leitao
Universidade da Beira Interior

  1. Quality of schooling and quality of schools for indigenous students in Guatemala, Mexico, and Peru By Hernandez-Zavala, Martha; Patrinos, Harry Anthony; Sakellariou, Chris; Shapiro, Joseph
  2. Broadening Access to Primary Education: Contract Teacher Programs and Their Impact on Education Outcomes in Africa – An Econometric Evaluation for Niger By Jean Bourdon; Markus Frölich; Katharina Michaelowa
  3. Why to get a 2nd diploma? Is it life-long learning or the outcome of state intervention in educational choices? By Júlia Varga
  4. Getting Education Right for Long-term Growth in the Czech Republic By Alessandro Goglio
  5. Inequality and Heterogeneous Returns to Education in Mexico (1992-2002) By Mehta, Aashish; Villarreal, Hector J.
  6. Choice, Competition and Pupil Achievement By Stephen Gibbons; Stephen Machin; Olmo Silva
  7. Social Disparities in Education in Sub-Saharan African Countries : Gender, geographical location and family income By Alain Mingat
  8. Ageing and Growth in the Small Open Economy By Ben J. Heijdra; Ward E. Romp
  9. Knowledge economy, learning society and lifelong learning : a review of the French literature By Philippe Méhaut
  10. The Bologna process in France. Origin, objectives and implementation By François Orivel
  11. Interjurisdictional Competition for Higher Education and Firms By Marcel Gérard; Fernando Ruiz
  12. Human capital, growth and convergence traps: Implications from a cross-country analysis By Stamatakis, D.; Petrakis, P.E.

  1. By: Hernandez-Zavala, Martha; Patrinos, Harry Anthony; Sakellariou, Chris; Shapiro, Joseph
    Abstract: A substantial gap in test scores exists between indigenous and non-indigenous students in Latin America. Using test score data for 3rd and 4th year primary school pupils in Guatemala and Peru, and 5th grade pupils in Mexico, the authors assess the magnitude of the indigenous and non-indigenous test score gap and identify the main family and school inputs contributing to the gap. A decomposition of the gap into its constituent components suggests that the proportion that is explained by family and school characteristics is between 41 and 75 percent of the overall test-score gap. Furthermore, family variables contribute more than school variables to the overall explained component.
    Keywords: Tertiary Education,Secondary Education,Primary Education,Teaching and Learning,Education For All
    Date: 2006–08–01
  2. By: Jean Bourdon (IREDU - Institut de recherche sur l'éducation : Sociologie et Economie de l'Education - [CNRS : FRE5211] - [Université de Bourgogne]); Markus Frölich (UCL - University College London - [London's Global University]); Katharina Michaelowa (HWWA - Hamburg Institute of International Economics - [Hamburgisches Welts-Wirtschafts Archiv])
    Abstract: For Sub-Saharan Africa as a whole, but particularly for countries in the Sahel zone, full primary enrolment and completion at acceptable quality as codified in the Millennium Development Goals and the Education for All objectives still remains a major challenge. In order to enhance education supply, many of these countries have launched large scale teacher recruitment programs in recent years, whereby the teachers are no longer engaged in civil servant positions, but on the basis of fixed-term contracts typically implying considerably lower salaries and a sharply reduced duration of professional training. While this policy has led to a boost of primary enrolment, stakeholders in the education system generally fear an important loss in the quality of education. Using data from the "Program on the Analysis of Education Systems" (PASEC) for Niger in 2000/2001, we show that once confounding factors are controlled for, the performance of contract teachers is not generally worse than the performance of other teachers. Matching students taught by contract teachers to those taught by civil servants provides no significant evidence of an advantage of the latter in grade 5. In grade 2, there is evidence for a sizeable advantage of traditional teachers - but only as long as job experience is not appropriately taken into account. Given the strong impact on enrolment and the generally insignificant effect on education quality, the overall assessment of the program remains clearly positive.
    Keywords: Enseignant enseignement primaire ; Recrutement des enseignants ; Statut ; Contrat de travail ; Efficacité des enseignants ; Analyse économétrique ; Niger ; Afrique ; Enseignement primaire
    Date: 2006–07–17
  3. By: Júlia Varga (Budapest Corvinus University)
    Abstract: This paper analyzes the determinants and labour market effects of further higher education studies of graduates, the factors that induce them to switch to other fields (switching decision) and in comparison the determinants of deciding upon “deepening” their knowledge (to proceed with further higher educational studies in the original field of study) and its labour market consequences. Based on data from a follow-up survey of Hungarian Higher Education Graduates the paper demonstrates that graduates who obtained their first diploma in other than their most preferred field specialisation are more likely to participate in further higher education studies and to switch to another field. In addition, this paper finds some evidence that those, who switch fields, lose a part of their human capital in the short run. The results suggest that state intervention in the supply of field specialities in higher education or the inelasticity of these supplies may lead to further higher education studies of graduates and to a wastage of resources.
    Keywords: demand for schooling, human capital
    JEL: I22 J24 J44 J62
    Date: 2006–07–17
  4. By: Alessandro Goglio
    Abstract: The Czech education system is performing reasonably well. Secondary-school participation and completion rates have traditionally been high, and continue to be so. PISA results are above average, with Czech students performing among the best in the OECD in problem-solving abilities, particularly for mathematics and science. Though tertiary attainment is low in the population as a whole, the enrolment rate is increasing rapidly. At just a little below 5% of GDP, total education spending is low compared with other OECD countries.
    Date: 2006–07–17
  5. By: Mehta, Aashish; Villarreal, Hector J.
    Date: 2005
  6. By: Stephen Gibbons (London School of Economics); Stephen Machin (University College London, London School of Economics and IZA Bonn); Olmo Silva (London School of Economics, European University Institute and IZA Bonn)
    Abstract: Choice and competition in education have found growing support from both policy makers and academics in the recent past. Yet, evidence on the actual benefits of market-oriented reforms is at best mixed. Moreover, while the economic rationale for choice and competition is clear, in existing work there is rarely an attempt to distinguish between the two concepts. In this paper, we study whether pupils in Primary schools in England with a wider range of school choices achieve better academic outcomes than those whose choice is more limited; and whether Primary schools facing more competition perform better than those in a more monopolistic situation. In simple least squares regression models, we find little evidence of a link between choice and achievement, but uncover a small positive association between competition and school performance. Yet, this could be related to endogenous school location or pupil sorting. In fact, an instrumental variable strategy based on discontinuities generated by admissions district boundaries suggests that the performance gains from greater school competition are limited. Only when we restrict our attention to Faith autonomous schools, which have more freedom in managing their admission practices and governance, do we find evidence of a positive causal link between competition and pupil achievement.
    Keywords: choice, competition, primary schools, pupil achievement
    JEL: I20 H70 R5
    Date: 2006–07
  7. By: Alain Mingat (IREDU - Institut de recherche sur l'éducation : Sociologie et Economie de l'Education - [CNRS : FRE5211] - [Université de Bourgogne], World Bank, Human Development Department, The Africa Region)
    Abstract: In this paper we have two complementary objectives: the first consists in proposing a description of the magnitude of social disparities that exist in the systems of education of Sub-Saharan African countries; we focus on recent data but we put also these data in a time perspective. The second objective aims at identifying some of the factors that may explain these disparities or the impact of the actions targeted to their reduction.
    Keywords: Social disparities ; Education ; Subsaharan Africa ; Educational policy
    Date: 2006–07–18
  8. By: Ben J. Heijdra; Ward E. Romp
    Abstract: We construct an overlapping generations model for the small open economy which incorporates a realistic description of the mortality process. Agents engage in educational activities at the start of life and thus create human capital to be used later on in life for production purposes. Depending on the strength of the intergenerational externality in the human capital production function, the model gives rise to exogenous or endogenous growth. The effects of demographic shocks and fiscal stimuli on the growth path are derived, both at impact, during transition, and in the long run.
    Keywords: demography, education, human capital, economic growth, fertility rate, ageing, overlapping generations, small open economy
    JEL: D91 E10 F41 J11 O40
    Date: 2006
  9. By: Philippe Méhaut (LEST - Laboratoire d'économie et de sociologie du travail - [CNRS : UMR6123] - [Université de Provence - Aix-Marseille I][Université de la Méditerranée - Aix-Marseille II])
    Abstract: In this article, we propose the hypothesis that “the Learning society” is more a political slogan and prospect than a social reality (In France, as in most OECD countries, public investment in formal education and training has actually decreased since the OECD started talking about lifelong learning). And there is no agreement as to what a future “learning society” should be. Firstly, the framework of knowledge economy has not yet been defined and analysts remain divided on the issue: is it (or will be) an extension of a deregulated, market economy and society, or a more regulated capitalist economy? Should knowledge be considered as a public good or as a marketable one (section 1). Secondly, the consequences of the resulting economic changes for workers and for citizens are unclear. Although most studies acknowledge the development of new (net) work organizations, of new skill requirements and of new opportunities for learning, some studies also emphasize new risks of economic and social exclusion (section 2). And the French specificities are particularly marked in terms of education and lifelong learning strategies. (section 3). Although lifelong learning strategies are sometimes explicitly (but more often implicitly) related to the prospect of a Knowledge Economy, part of the debate is purely endogenous to the educational sphere and initial education and further education remain separated.
    Keywords: FPC - Formation professionnelle continue; Projet de formation; Politique de l'éducation; Accréditation; Formation tout au long de la vie; Economie de la connaissance; France; Revue de la littérature
    Date: 2006–07–17
  10. By: François Orivel (IREDU - Institut de recherche sur l'éducation : Sociologie et Economie de l'Education - [CNRS : FRE5211] - [Université de Bourgogne])
    Abstract: In this paper, we will try to show why the evolution of the French higher education system has led to a deadlock and a deteriorating ranking on the world scene, how the new scheme has been effectively and rapidly adopted, but unfortunately, why this adoption has failed to achieve the initial objectives of transforming the French system into a more competitive one.
    Keywords: Bologna Process ; Higher education
    Date: 2006–07–19
  11. By: Marcel Gérard; Fernando Ruiz
    Abstract: In this paper we consider two regions competing for the larger part of the investment by a mobile firm whose decision is based on the quality of human capital in each region. This in turn depends on the initial skill level and the amount of higher education in the region, with a possible spillover to the other region. Therefore each region, through subsidies, tries to attract a larger part of the academic community. Moreover a central government or agency helps the poorer region by providing it with an extra budgetary allocation. The game is nested in a series of settings which are compared, especially from the point of view of their redistributive efficiency. From a policy point of view, the paper, in line with the subsidiarity principle, first provides an argument for allocating a significant amount of the competence in matters of human capital formation, to the central authorities. It also set forth difficulties which can arise from centralizing such an amount of competence and pleas for clear rules governing the federation, especially ruling out discretionary and opportunistic behaviors of public authorities. Finally, it shows the importance of the central government being correctly informed, including being allowed to gather information by itself.
    Keywords: higher education, interjurisdictional competition, fiscal federalism, public infrastructure
    JEL: H41 H77 I20
    Date: 2006
  12. By: Stamatakis, D.; Petrakis, P.E.
    Abstract: This article, adapted from Tamura’s theoretical proposition, empirically investigates capital convergence in three country groups belonging to significantly different development categories: G7, developed and developing. Human capital evaluation, in this context, goes beyond enrolment and/or attainment rates. In addition to enrolments and government spending, alternative factors determining human capital effectiveness synthesize an idea of enhanced human capital proxy. Empirical results indicate moderate evidence of convergence among the three-country groups when conventional variables are included. The convergence “picture” is quite different when additional variables are empirically examined, implying the existence of a “convergence trap” caused by initial endowments on human capital.
    Keywords: advanced (OECD), developed (OECD), developing (world), USA, Mexico, Mauritius (as examples of each of the above), human capital, convergence,
    Date: 2005

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