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on Education |
| By: | Magali Jaoul-Grammare |
| Abstract: | Since the 1980s, equal opportunities were at the heart of all educational reforms and the fight against inequalities became the priority whether they are geographical, social or cultural. Starting from this point, the aim of this work is to analyze if the various reforms allowed a democratization of higher studies, especially with regard to prestigious courses. We use a multinomial logistic regression to compare the Cereq database Generation 1998 and 2010. Our results show that in spite of a reduction of some inequalities, access to various areas of higher education and more particularly access to prestigious and selective training courses, remains affected by inequalities, in particular by gender and social inequalities. |
| Keywords: | Access, France, Higher Education, Inequalities. |
| JEL: | C25 I24 I28 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:ulp:sbbeta:2016-02&r=edu |
| By: | Hart, Robert A; Moro, Mirko; Roberts, J Elizabeth |
| Abstract: | This paper investigates the introduction of free universal secondary education in England and Wales in 1944. It focuses on its effects in relation to a prime long-term goal of pre-war Boards of Education. This was to open secondary school education to children of all social backgrounds on equal terms. Adopting a difference-in-difference estimation approach, we do not find any evidence that boys and girls from less well-off home backgrounds displayed improved chances of attending selective secondary schools. Nor, for the most part, did they show increased probabilities of gaining formal school qualifications. One possible exception in this latter respect relates to boys with unskilled fathers. |
| Keywords: | school qualifications; family background; free secondary education; 1944 Education Act |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:stl:stledp:2015-02&r=edu |
| By: | Raffaele Guetto; Loris Vergolini |
| Abstract: | This paper analyzes trends and patterns of social inequalities in the choice of the upper secondary track in Italy (1958-1989). The latter is particularly important to understand the persistently strong effects of social origins on educational attainment in the Italian setting, given the relatively high degree of stratification of its educational system at the upper secondary level. Empirical analyses are carried out on a unique dataset obtained by merging five waves of the IARD survey on the condition of Italian youth (1983-2004), which allows to distinguish the effects of parental education and social class. Results show that, regardless of a huge and generalized expansion of the academic track, relative social inequalities did not decrease substantially neither in terms of parental education nor social class. Moreover, consistently with theoretical expectations, social class inequalities in the relative and absolute chances of enrolling at the academic track are stronger at high levels of parental education, while they are largely muted among low-educated parents. We suggest the latter as a possible mechanism to explain why educational expansion has not produced an overall decline in the association between social origins and educational attainment. |
| Keywords: | tracking; upper secondary education; inequality of educational outcomes; Italy |
| Date: | 2016–01 |
| URL: | http://d.repec.org/n?u=RePEc:fbk:wpaper:2016-01&r=edu |
| By: | Tomba Chingtham |
| Abstract: | The present study attempts to make a thorough, comprehensive, analytical study and exploring the educational background of the parents and substance abuse, economic background of the family and substance abuse, age of the students and the patterns of the substance use in ever, recent and current use and use of substance abuse by an individual in relation to tobacco, alcohol inhalants and cannabis. From the result of the research the administrator, teachers and parents may help children through early education about psychoactive substances, open communications, good role modelling and early recognition if problems are developing. No single measure would be effective to prevent the use of drugs until and unless home, school and society all the three collectively and cooperatively tackle the problems of substances abuse from different angles. Key words: Substance, abuses, substance abuse, adolescence, students, Manipur |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-05&r=edu |
| By: | Claude Diebolt |
| Abstract: | The numerous analogies in the literature on economics between monetary theory and education policy lead me to propose a new model inspired by the work of Dornbusch [1976] and transposed to a context of ‘diploma inflation’. Supposing the required job skills rigid in the short run, I show a significant over-education phenomenon and an overshooting of the wage penalties in starting jobs. After formal education has been completed, the new graduate cohorts, despite a more significant level of initial training and better salary prospects have to face, paradoxically and in comparison with the previous generations, a higher over-education extent over a long period. |
| Keywords: | Overshooting; Over-education; Education Economics; Economic Policy, Political Economy, Macroeconomic Dynamics, Cliometrics. |
| JEL: | D31 I20 J31 N3 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:ulp:sbbeta:2016-01&r=edu |
| By: | Michael Coelli; Domenico Tabasso |
| Abstract: | We investigate the labour market determinants and outcomes of adult participation in formal education (lifelong learning) in Australia, a country with high levels of adult education. Employing longitudinal data and fixed effects methods allows identification of effects on outcomes free of ability bias. Different trends in outcomes across groups are also allowed for. The impacts of adult education differ by gender and level of study, with small or zero labour market returns in many cases. Wage rates only increase for males undertaking university studies. For men, vocational education and training (VET) lead to higher job satisfaction and fewer weekly hours. For women, VET is linked to higher levels of satisfaction with employment opportunities and higher employment probabilities. |
| Keywords: | Adult education, lifelong learning, vocational studies, returns to education |
| Date: | 2015–11 |
| URL: | http://d.repec.org/n?u=RePEc:gen:geneem:15112&r=edu |
| By: | Nirupama Pathak |
| Abstract: | The present investigation focuses on the study of problem solving ability and academic achievement of pupil teachers’ students. A survey was conducted to find out the relationship between problem solving and academic achievement of the pupil teachers of Jabalpur, Madhya Pradesh. Normative survey method used to collect data. The girls’ students studying in B.Ed. colleges constituted the population of this study. The pupil teacher students of H.P.M.M. Jabalpur, M.P. were selected as a sample for this study. The collected data has been studied and subjected to statistical analysis. The result reveals that relationship between problem solving ability and academic achievement is highly positive. There was significant difference was found between science and arts pupil teachers, no significant difference was found between arts- commerce, and science -commerce pupil teachers. Key words: problem solving ability, academic achievement, achievement, pupil teachers |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-03&r=edu |
| By: | Madhulika Varma; Lata Pandey |
| Abstract: | Computer Assisted Instruction or Computer Aided Instruction (CAI) includes the use of computers to teach academic skills and to promote communication and language development. It includes computer modeling and computer tutorials.CAI uses a combination of text, graphics, sound and video in enhancing the learning process. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student’s understanding. Typical CAI provides text or multimedia content, multiple-choice questions, problems, immediate feedback, notes on incorrect responses, summary of students’ performance, exercises for practice, worksheets and tests etc. The sample comprised of 107 students pursuing B. Ed. course studying in two sections of 60 students each at School of Education, D.A.V.V., Indore during the 2011-12 academic session. The achievement of students was assessed with the help of a researcher made Criterion Reference Test consisting of 40 questions. The findings of this study was” CBCRI (Computer Based Classroom Instruction) is significantly more effective than traditional instruction in terms of Achievement of B. Ed. students”. Key words: Computer, Classroom Instruction, method of instruction, programs, instructional material |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-01&r=edu |
| By: | Abhijaat Sahu; Preeti Jain |
| Abstract: | The paper surveys the extent to which the higher education system in India has a bearing on the economy. The subject has rightly assumed unprecedented importance in the country and continues to be extensively researched and deliberated. The paradox about the coexistence of economic growth and disparity has also been discussed to the point of redundancy. This research inquiry is pioneering in that it places disparity in the economy as well as the country’s economic performance in comparison with other Asian economies in the framework of shortfalls in the higher education system. The authors argue that in order for higher education to contribute constructively to the economy, the systemic lacunae must be isolated and rectified. The paper examines the concern by delving in to a chronological survey of the parallel evolution of higher education and economic growth in the country since independence from colonial rule. Further, the study takes stock of the present Government initiatives that have been undertaken in this regard and makes inquiries into the scope of their application and assessment of their merit. Rashtriya Uchchatra Shikska Abhiyan (National Higher Education Mission) or RUSA is a holistic centrally sponsored scheme for the development of higher education. Built on the success story of Sarva Shiksha Abhiyan and Rashtriya Madhyamik Shiksha Abhiyan , RUSA will be spread over two plan periods, for improving access, equity and quality in the state higher education system. Key words: Human Related Aspect, TQM, Service, Banks |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-09-11&r=edu |
| By: | Asha Thokchom |
| Abstract: | In the fast changing world, a country, a community or an institution will not be able to keep pace with the changing times if it does not have enlightened vision for the future. There has been a qualitative change in the role of the institution as well as the role of the teacher. While theinstitutions are called upon to deal with production oriented society, action-oriented youth and process-oriented education. The efficacy and strength of an educational system largely depends upon the quality of its teachers. Creativity is another aspect which the teacher cannot ignore. She has to accept challenge of generating thirst for knowledge, a search for truth and a spirit for enquiring for experience. Critical thinking are good for everyone. Critical thinking an anticipation towards thinking ahead which offers intellectual tools to the teaching community. But the shift is most evident in our institutions, where Critical thinking has replaced rote learning as the central goal of education. Curriculum occupies a central place in any educational system. The realisation of educational objectives will depend on the type of curriculum that is framed and prescribed as well as on the way it is implemented. The curriculum in the future will have to be geared to the development of a new international order. This will involve, to begin with, development of national outlook which will ultimately lead to the development of global perspective. Therefore, a curriculum has to be future oriented, dynamic, relevant to social needs and balanced.Concepts having potentialities for the development of such an attitude will have to be given a prominent place in the curriculum of different disciplines. Motivation is most important factor in the learning process. Motivation is the art of stimulating interest in the students where there has been no such interest, or where it is as yet unfelt by the students, and also of cultivating the interest already present in behalf of socially approved conduct. In all types of learning there must be a goal, and hence, we can say that all learning is motivated. To improvethe conditions of effective learning the teacher can do by influencing motivation. Again, the teacher is called upon to be a change agent, a facilitator sensitive to the development needs of the community.The conventional accent has been on information transmission, fact finding and skill development. The traditional wisdom is lost in the quest for dubious knowledge and knowledge is lost under mountains of information.The role of teacher has assumed special significances, since teachers today are interested with serene task of enkindling the spirit of global awareness among students. The paper in an attempt to provide necessary professional knowledge and guides the teachers to developed the required skills to make their teaching talent effective. Key words: Creativity, Critical thinking, Curriculum,Educative process, Interest, Motivation,Professional Knowledge, Social Change, Skill development |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:vor:issues:2015-12-06&r=edu |
| By: | Marie Duvivier; Maritza López-Novella |
| Abstract: | In this study, we investigate the exit rates from unemployment associated with different levels of education in Belgium during two periods characterised respectively by high (2002-2007) and low economic growth (2009-2014). Our estimated exit probabilities confirm that the chances of leaving unemployment are substantially higher for young unemployed who have followed post-secondary education. Moreover, the probabilities of leaving unemployment for low- and medium-skilled school leavers considerably deteriorated between the two periods. On the one hand, the penalty associated with lower education slightly increased while, on the other hand, the advantage associated with postgraduate tertiary education reinforced itself. Finally, our results show considerable heterogeneity according to region of residence and gender. |
| JEL: | C41 J64 J68 I2 |
| Date: | 2015–12–23 |
| URL: | http://d.repec.org/n?u=RePEc:fpb:wpaper:1510&r=edu |
| By: | Isabel Busom Piquer (Departament d'Economia Aplicada, Universitat Autonoma de Barcelona); Cristina López-Mayán Navarrete (Department of Economics, Universitat Autonoma de Barcelona) |
| Abstract: | Economic views held by the general public tend to differ significantly from those of economic experts. To what extent would these differences fade away if people were exposed to economic instruction? In this paper we identify first-year college students’ initial preconceptions about economic issues, explore some cognitive biases behind them, verify their persistence, and test whether beliefs are correlated to course performance. We conduct a survey at the beginning and the end of the semester on a sample of students taking an economic principles course. We find evidence of preconception persistence, inconsistencies and self-serving bias. Most students do not incorporate the newly learned tools into their thinking process, even if they perform well. Many economics senior students have some beliefs that are contradicted in a principles course. Instruction in economics could be more efficient if it explicitly addressed students’ preconceptions and biases, a path already taken in other disciplines. |
| Keywords: | Economic education; student beliefs; cognitive bias; psychology; teaching of economics |
| JEL: | A12 A20 Y8 |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:uab:wprdea:wpdea1508&r=edu |
| By: | John Bound; Arline T. Geronimus; Javier M. Rodriguez; Timothy A. Waidmann |
| Abstract: | Independent researchers have reported an alarming decline in life expectancy after 1990 among US non-Hispanic whites with less than a high school education. |
| Keywords: | Disparities, Epidemiology, Demography |
| JEL: | I |
| Date: | 2015–12–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:0c715b1386df45edb4d21d33c8a8891b&r=edu |
| By: | Francisco Gonzalez (Department of Economics, University of Waterloo); Irving Rosales (Universidad Iberoamericana) |
| Abstract: | We argue that enforcing blanket child labor restrictions in developing economies, as advocated in the ILO Convention 138, is harmful even in the long run. The social return to child labor can be higher than its private return if laws against crime and laws in favor of compulsory education are not enforced, in which case child labor crowds out both child crime and crime against children. |
| JEL: | J88 O15 |
| Date: | 2016–01 |
| URL: | http://d.repec.org/n?u=RePEc:wat:wpaper:1601&r=edu |
| By: | Wanhill, Richard |
| Abstract: | Globally, as the number of students choosing international education continues to grow, we are also seeing the rise of a fast growing subsection of international education, referred to as Transnational Education. Transnational Education is a shift away from the traditional international education market of recruiting students from their home country to that of the education provider’s country. With Transnational Education, the model is flipped, with learners studying in their home country, whilst being awarded a qualification from another country. UNESCO describes Vocational Education and Training as “educational programmes that are designed for learners to acquire the knowledge, skills and competencies specific for a particular occupation or trade or class of occupations or trades” (UNESCO, 2011). New Zealand has a Vocational Education and Training system that is world recognised, with the teaching experience, skills, knowledge, programmes and infrastructure that could be of value to other countries, in particular developing countries in Asia. This qualitative research project looks at how New Zealand education providers, in particular Institutes of Technology and Polytechnics (ITPs), assess opportunities and make decision when considering offshore Vocational Education and Training in the TNE environment. Semi-structured interviews were conducted with senior employees of eight of New Zealand Institutes ITPs, representing 50% of the New Zealand sector. Two international competing countries are identified, to compare and contrast approaches to the opportunity assessment and decision-making processes for offshore delivery of Vocational Education and Training. This research project finds that there is differences between the way New Zealand education providers assess opportunities and make decisions, compared to the competing countries. From the literature review it determines that both of the competing countries have widely available formalised templates, decision-making tools, checklists and matrix, that have been developed for the good of that country’s providers, when considering whether to go/not go offshore. This research then discusses a number of key themes that came through during the semi-structured interviews. The development and use of widely available templates, decision-making tools, checklist and matrix is something that the ITP sector in New Zealand believes would add value, reduce risk and improve quality. The ITP sector would like to work closer with government agencies, and for these agencies to remove barriers to success and work with the sector as enablers. The literature review and the views of most of the interviewees identified the opportunity for the development of a model that is focused on lower level trades training for developing countries. When this is linked to New Zealand’s Free Trade Agreements with Asia, it becomes a region of focus. The final discussion point looks at the value of the New Zealand ITP sector working closely with a central government agency to develop a joined-up approach that helps New Zealand education providers standout in the global market. |
| Keywords: | Offshore, Vocational, Education, |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:vuw:vuwmba:4936&r=edu |
| By: | Susanne James-Burdumy; Nicholas Beyler; Kelley Borradaile; Martha Bleeker; Alyssa Maccarone; Jane Fortson |
| Abstract: | The impact of Playworks was larger among minority students than among non-Hispanic white students. |
| Keywords: | Accelerometry, Intervention Study, Physical Activity, Youth |
| JEL: | I |
| Date: | 2015–07–13 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:7cc8b3923f4442519ea1f3de16787947&r=edu |
| By: | Pierre Courtioux (EDHEC Business School et Centre d'Economie de la Sorbonne); Vincent Lignon (CNAF et Centre d'Economie de la Sorbonne) |
| Abstract: | Following recent economic literature on the subject, the article estimates the impact of assortative mating and more particularly of educational homogamy on inequality measured by the Gini index of equivalized income. The results show that in the French case, this impact is small. They also show that an education variable has to be detailed enough in order to avoid an under-estimation of educational homogamy. Depending on the method used the impact of educational homogamy on inequality range from 0.8 to 2.5%, i.e. a much lower level than the French tax and benefit system which decreases inequality by almost 16% |
| Keywords: | assortative mating; inequality; education |
| JEL: | D31 J12 I2 |
| Date: | 2015–12 |
| URL: | http://d.repec.org/n?u=RePEc:mse:cesdoc:15091&r=edu |
| By: | Moira McCullough; Stephen Lipscomb; Hanley Chiang; Brian Gill; Irina Cheban |
| Abstract: | This series of reports examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania’s tool for evaluating the leadership practices of principals and assistant principals. |
| Keywords: | educator performance evaluation, school leader evaluation or effectiveness, school leaders, assessment/instrument development, Pennsylvania |
| JEL: | I |
| Date: | 2016–01–21 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:afa7e4c19e4140f3b17422e994fc4e1d&r=edu |
| By: | Melissa A. Clark; Philip M. Gleason; Christina Clark Tuttle; Marsha K. Silverberg |
| Abstract: | This article presents findings from a lottery-based study of the impacts of a broad set of 33 charter middle schools across 13 states on student achievement. |
| Keywords: | educational policy, program evaluation, methodology, econometric analysis, experimental design |
| JEL: | I |
| Date: | 2015–12–30 |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:9c032c5141694169bd9b23012b11fcb3&r=edu |
| By: | Asian Development Bank (ADB); Asian Development Bank (ADB) (South Asia Department, ADB); Asian Development Bank (ADB) (South Asia Department, ADB); Asian Development Bank (ADB) |
| Abstract: | The ICT for Development Forum is an annual activity focused on knowledge sharing in the area of information and communication technology (ICT). This report, based on the forum held from 28 February to 1 March 2013 at the Asian Development Bank (ADB), attempts to gauge the impact of ICT on today’s learning paradigms. What are the impacts of ICT developments on today’s students and teachers? How is distance education changing the way education is being delivered? How is ADB helping developing members take advantage of ICT for education? How are massively open online courses and other disruptive learning paradigms affecting education? These are some of the questions tackled by experts from different countries and from ADB, and this report is the result of that discussion. |
| Keywords: | ict, education, students, development operations, online courses, teachers, distance education, learning paradigms, curriculum design, quality education, access to education, open learning, mooc, leapfrogging, e-learning, knowledge sharing |
| Date: | 2015–06 |
| URL: | http://d.repec.org/n?u=RePEc:asd:wpaper:rpt157438&r=edu |
| By: | Bertay, Ata (Tilburg University, Center For Economic Research); Uras, Burak (Tilburg University, Center For Economic Research) |
| Abstract: | This paper investigates the empirical relationship between financial structure and employee compensation in the banking industry. Using an international panel of banks, we show that well-capitalized banks pay higher wages to their employees. Our results are robust to changes in measurement, model specification and estimation methods. In order to account for the positive association between bank capital and employee compensation, we illustrate a stylized 3-period model and show that well-capitalized banks have incentives to pay higher wages to induce monitoring. Such monitoring rents of employees at capitalized banks are expected to be higher in societies with weak institutions. Further empirical analysis shows that the weaker is institutional quality of a country the stronger is the positive relationship between bank capital and wages - supporting our theoretical conjectures. High compensations in the financial industry received increasing criticism over the course of years following the great recession, whereas capitalization of banks has been encouraged. Our paper is the first to highlight that there is an empirically visible trade-off between the two and that institutions strongly interact with this relationship. |
| Keywords: | bank financial structure; wage determination; human capital |
| JEL: | G3 G21 J24 J31 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:tiu:tiucen:7a3a275f-818c-40c7-9658-4a2923b1f935&r=edu |
| By: | Co-Pierre Georg and Michael E. Rose |
| Abstract: | In academia, informal collaboration is an integral element in the production of knowledge. We construct the social network of informal collaboration using acknowledgments of 2782 scholarly articles published in six journals in financial economics. We rank financial economists according to their centrality in the network and find that central commenters are not necessarily the most central or the most productive authors. We explore the determinants of high centrality rankings using detailed CV data for the most central academics. A PhD from a better ranked department is associated with a better centrality ranking. Seniority is associated with worse rankings, albeit at a decreasing rate. |
| Keywords: | Knowledge production, formal collaboration, informal collaboration, social network, acknowledgements |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:rza:wpaper:571&r=edu |
| By: | Mafini Dosso (European Commission – JRC - IPTS); Antonio Vezzani (European Commission – JRC - IPTS) |
| Abstract: | We discuss the link between corporate R&D internationalization strategies and the countries' technological specialisation. Technological proximity and a country specialisation in emerging technologies are key technological determinants for the location of foreign R&D investments of MNCs. These results imply that countries' technological profiles shape the type of R&D activities they are able to attract. Important policy implications reside in the fact that emerging technologies often derive from the use of existing technologies for new purposes and that radical innovations steam from the (re)combination of mature and emerging technologies from different domains are presented. Accordingly, countries willing to attract R&D-based investments should facilitate the cross-fertilization of existing and new fields and industries. |
| Keywords: | International Knowledge seeking, Multinational Corporations (MNCs), Patents, Emerging Technologies, Technological Proximity |
| Date: | 2015–11 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc98311&r=edu |
| By: | Christina E. Bannier (Department of Corporate Finance, Johannes Gutenberg-Universitaet Mainz); Milena Neubert (Department of Corporate Finance, Johannes Gutenberg-Universitaet Mainz) |
| Abstract: | This study examines the role of actual and perceived ?nancial sophistication (i.e., ?nancial literacy and con?dence) for individuals’ wealth accumulation. Using survey data from the German SAVE initiative, we ?nd strong gender- and education-related di?erences in the distribution of the two variables and their e?ects on wealth: As ?nancial literacy rises in formal education, whereas con?dence increases in education for men but decreases for women, we observe that women become strongly undercon?dent with higher education, while men remain overcon?dent. Regarding wealth accumulation, we show that ?nancial literacy has a positive e?ect that is stronger for women than for men and is increasing (decreasing) in education for women (men). Con?dence, however, supports only highly-educated men’s wealth. When considering di?erent channels for wealth accumulation, we observe that ?nancial literacy is more important for current ?nancial market participation, whereas con?dence is more strongly associated with future-oriented ?nancial planning. Overall, we demonstrate that highly-educated men’s wealth levels bene?t from their overcon?dence via all ?nancial decisions considered, but highly-educated women’s ?nancial planning suffers from their undercon?dence. This may impair their wealth levels in old age. |
| Keywords: | Financial literacy, ?nancial sophistication, con?dence, wealth, household ?nance, behavioral ?nance, gender, formal education |
| JEL: | D91 G11 D83 J26 |
| Date: | 2016–01–13 |
| URL: | http://d.repec.org/n?u=RePEc:jgu:wpaper:1605&r=edu |