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on Education |
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Issue of 2011‒02‒19
seven papers chosen by Joao Carlos Correia Leitao University of Beira Interior and Technical University of Lisbon |
| By: | Gabrielle Demange (PSE - Paris-Jourdan Sciences Economiques - CNRS : UMR8545 - Ecole des Hautes Etudes en Sciences Sociales (EHESS) - Ecole des Ponts ParisTech - Ecole Normale Supérieure de Paris - ENS Paris - INRA, EEP-PSE - Ecole d'Économie de Paris - Paris School of Economics - Ecole d'Économie de Paris); Robert Fenge (University of Rostock - University of Rostock, CESifo - CESifo) |
| Abstract: | This paper analyzes in a two-country model the impact of students' mobility on the country-specific level of higher educational quality. Individuals decide whether and where to study based on their individual ability and the implemented quality of education. We show that the mobility of students affects educational quality in countries and welfare in a very different way depending on the degree of return migration. With a low return probability, countries choose suboptimally differentiated levels of educational quality, or even no differentiation at all. |
| Keywords: | higher education ; migration ; tuition fees ; education quality ; vertical differentiation |
| Date: | 2010–09 |
| URL: | http://d.repec.org/n?u=RePEc:hal:psewpa:halshs-00564912&r=edu |
| By: | Renato Aguilar (Departamento de Economía, University of Gothenburg, Sweden); Ruben Tansini (Departamento de Economía, Facultad de Ciencias Sociales, Universidad de la República) |
| Abstract: | In this paper we try to explain the academic performance of a sample of children starting their first year at public schools in 1999 in Montevideo, Uruguay. We are mainly interested in the effect of pre-school education on the children’s academic results. We found fairly strong empirical evidence suggesting that pre-school education has significant short and long-term positive effect on these children’s results. We also found that other factors connected with schools and with households lie behind children’s short-term and long-term performance. It is also important to note that the results for boys are clearly differentiated from those for girls. |
| Keywords: | pre-school education, school performance, Education Production Function, Probit, Tobit, Oaxaca-Blinder, Uruguay. |
| JEL: | I21 |
| Date: | 2010–11 |
| URL: | http://d.repec.org/n?u=RePEc:ude:wpaper:2010&r=edu |
| By: | Renato Aguilar (Departamento de Economía, University of Gothenburg, Sweden); Ruben Tansini (Departamento de Economía, Facultad de Ciencias Sociales, Universidad de la República) |
| Abstract: | This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly in- terested in the effect of preschool education on the children’s academic results. Previous probit and OLS estimations suggested that preschool education has a positive impact on short and long term school performance. However, these results could be biased because a rather strong endogeinity of the preschool education variable. We solved this problem us- ing bivariate probit and treatment effects estimations. The results confirmed the bias and suggested that our previous estimations underestimated the positive effect of preschool educations. Thus, we found fairly strong empirical evidence suggesting that preschool education has a short and long term positive effect on these children’s results |
| Keywords: | preschool education, school results, bivariate probit, treatment effects, Uruguay |
| JEL: | I21 |
| Date: | 2010–12 |
| URL: | http://d.repec.org/n?u=RePEc:ude:wpaper:3310&r=edu |
| By: | Renato Aguilar (Departamento de Economía, University of Gothenburg, Sweden); Ruben Tansini (Departamento de Economía, Facultad de Ciencias Sociales, Universidad de la República) |
| Abstract: | The outcomes of the cohort of first year pupils of primary school of Montevideo in 1999 reveal effectiveness, efficiency and equity problems of the system. The pupils do not complete primary cycle on schedule, the worst results are obtained by those who attend to schools of unfavorable socioeconomic context and half fails to finish the school cycle on schedule. One of the actions to address these shortcomings was the expansion of public pre-school education. Previous work on the cohort, by probit and OLS estimates, confirmed that preschool education has had a positive impact on short and long term school performance. However, these estimates could be biased by endogeneity of the variable pre-school, which in this paper we try to remedy through bivariate probit and treatment effects models. These new results confirm that in previous estimation by probit and OLS models, we underestimated the positive impacts of preschool attendance both in the short and the long run. |
| Keywords: | preschool education, school results, bivariate probit, treatment effects, Uruguay |
| JEL: | I21 |
| Date: | 2010–12 |
| URL: | http://d.repec.org/n?u=RePEc:ude:wpaper:3110&r=edu |
| By: | Quintas, Helena (University of Algarve); Gonçalves, José Alberto (University of Algarve) |
| Abstract: | School leadership has significant effects on the learning, development and academic success of the pupils and on the quality of educational organisations, so, to a large extent, the effectiveness of the school depends upon the way in which leadership is carried out. It is on this basis that we undertook our study which led in this article. In it we sought to characterise the leadership of schools and school clusters in the regions of the Algarve, Alentejo and Lisbon and Tagus Valley, globally and specifically, based on the analysis of the content of external evaluation reports produced by teams from the General Inspectorate of Education during the 2006/2007, 2007/2008 and 2008/2009 academic years. This analysis was carried out as part of the research project FSE/CED/83489/2008 under the responsibility of the Centre for Sociology Research and Studies from the Lisbon University Institute, the University of the Algarve and the Barafunda Association, and we were part of the respective research team. By analysing the data we have been able to establish a joint and per region “profile” of the leaderships in the schools and school clusters that were evaluated, although we onsider that their results cannot be extrapolated, given he imits in the wording of the valuation reports and the fact at these reports were produced by different teams from egion to region and even within the regions themselves |
| Keywords: | external evaluation of schools; external evaluation reports of schools; leadership of schools; exercising of leadership in schools |
| JEL: | I21 |
| Date: | 2010–12–30 |
| URL: | http://d.repec.org/n?u=RePEc:ris:cieodp:2010_011&r=edu |
| By: | J. HINDRIKS; M. VERSCHELDE; G. RAYP; K. SCHOORS |
| Abstract: | Educational tracking is a very controversial issue in education. The tracking debate is about the virtues of uniformity and vertical dierentiation in the curriculum and teaching. The pro- tracking group claims that curriculum and teaching better aimed at children's varied interest and skills will foster learning efficacy. The anti-tracking group claims that tracking systems are inef- cient and unfair because they hinder learning and distribute learning inequitably. In this paper we provide a detailed within-country analysis of a specific educational system with a long history of early educational tracking between schools, namely the Flemish secondary school system in Belgium. This is interesting place to look because it provides a remarkable mix of excellence and inequality. Indeed the Flemish school system is repeatedly one of the best performer in the international harmonized PISA tests in math, science and reading; whereas it produces some of the most unequal distributions of learning between schools and students. Combining evidence from the PISA 2006 data set at the student and school level with recent statistical methods, we show first the dramatic impact of tracking on social segregation; and then, the impact of social segregation on equality of educational opportunity (adequately measured). It is shown that tracking, via social segregation, has a major effect on inequality of opportunity. Children of dierent economic classes will have different access to knowledge. |
| Keywords: | tracking, ability grouping, educational performance, social segregation, inequality, PISA |
| JEL: | I28 H52 D63 |
| Date: | 2010–11 |
| URL: | http://d.repec.org/n?u=RePEc:rug:rugwps:10/690&r=edu |
| By: | Peter Huber (WIFO) |
| Abstract: | I describe the extent and structure of cross-border commuting in the EU 27 to show that this is important only in a small number of border regions with strong linguistic, historic or institutional ties. Cross-border commuters are mostly medium skilled, male manufacturing workers, who have higher over- but lower under-education rates than non-commuters, internal commuters and established migrants. These findings can mostly be attributed to cross-border commuters from the 12 new EU member countries. Cross-border commuters from the EU 15 have higher under- and lower over-education rates than non-commuters. |
| Keywords: | Commuting, Selection, Education-job Mismatch |
| Date: | 2011–02–08 |
| URL: | http://d.repec.org/n?u=RePEc:wfo:wpaper:y:2011:i:388&r=edu |