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on Education |
| By: | Lucia Rizzica (Bank of Italy) |
| Abstract: | This paper investigates the relationship between aspirations and inequality in higher education participation. Using a regression discontinuity design, I evaluate the impact of a nationwide UK policy aimed at raising aspirations towards college education in pupils from disadvantaged backgrounds by involving them in outreach activities. I find that the policy successfully raised the aspirations of the target students and their participation in post compulsory education. However, its final effect on college enrolment was negligible overall and appears concentrated among students from the most affluent families and those in the central part of the ability distribution. |
| Keywords: | aspirations, tertiary education, evaluation of education reform |
| JEL: | J24 H52 I24 |
| Date: | 2018–09 |
| URL: | http://d.repec.org/n?u=RePEc:bdi:wptemi:td_1188_18&r=edu |
| By: | Karlsson, Martin; Schwarz, Nina; Fischer, Martin; Nilsson, Therese |
| Abstract: | We evaluate the impact on earnings, pensions, and further labor market outcomes of two parallel educational reforms increasing instructional time in Swedish primary school. The reforms extended the annual term length and compulsory schooling by comparable amounts. We find striking differences in the effects of the two reforms: at 5%, the returns to the term length extension were at least half as high as OLS returns to education and benefited broad ranges of the population. The compulsory schooling extension had small (2%) albeit significant effects, which were possibly driven by an increase in post-compulsory schooling. Both reforms led to increased sorting into occupations with heavy reliance on basic skills. |
| Keywords: | Educational reforms,Compulsory schooling,Term length,Returns to Education |
| JEL: | J24 J31 I28 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:vfsc18:181576&r=edu |
| By: | Francesca Modena (Bank of Italy); Giulia Martina Tanzi (Bank of Italy); Enrico Rettore (University of Trento, Department of Sociology and Social Research and FBK-IRVAPP) |
| Abstract: | In this paper we measure the impact of need-based grants on university dropout rates in the first year, using student-level data from all Italian universities in the period 2003-2013. In Italy, some of the students eligible for grants do not receive them due to a lack of funds. We exploit this phenomenon to identify the causal effect of financial assistance. We find that need-based aid prevents students belonging to low-income families from dropping out from higher education; the estimated effect is sizeable. This evidence is robust to a variety of specifications and sample selection criteria. |
| Keywords: | human capital, higher education, university dropout, student financial aid, treatment effect model, Italy |
| JEL: | I22 I23 C21 C35 |
| Date: | 2018–09 |
| URL: | http://d.repec.org/n?u=RePEc:bdi:wptemi:td_1193_18&r=edu |
| By: | Mazhar Yasin Mughal (CATT - Centre d'Analyse Théorique et de Traitement des données économiques - UPPA - Université de Pau et des Pays de l'Adour); Natalia Vechiu (CATT - Centre d'Analyse Théorique et de Traitement des données économiques - UPPA - Université de Pau et des Pays de l'Adour) |
| Abstract: | This paper studies the impact of FDI inflows on higher education in developing countries for the period 1998-2008. A large panel of developing countries is analyzed using different econometric techniques and specifications. We find evidence of short-term negative effect of the FDI on tertiary education measured by school enrolment. The negative effect of FDI is confirmed for both secondary and tertiary education when measured as the adult population having acquired the level. Among other control variables, GDP, demographic growth and the services sector value added seem to have a significant impact on higher education. GDP and services value-added show the expected positive impact, while population growth appears to affect education enrollment and attainment negatively. The study highlights the need for considering the differential aspects of foreign investments' nature and characteristics, rather than treating them as a cure-all pill for the developing countries' development problem. |
| Keywords: | FDI,Education,Human capital,Developing countries |
| Date: | 2018–10–01 |
| URL: | http://d.repec.org/n?u=RePEc:hal:wpaper:hal-01885159&r=edu |
| By: | Jonathan Appel (Tiffin University); Dohee Kim-Appel (Associate Professor) |
| Abstract: | A Transdisciplinary view (or ?Transdisciplinarity?) is defined as practice and research efforts conducted by academics from different disciplines working jointly to create new conceptual, theoretical, methodological, and transnational innovations that integrate and move beyond discipline-specific approaches to address complex problems. Often the traditional structure of education is the fragmenting knowledge into narrow and isolated academic disciplines. Learning is seen as a product, not a process. This more traditional view sees academics as an accumulation of objective facts, rather seeing the world as a dynamic whole composed of a myriad of interrelated phenomena. The authors call for a more connected Transdisciplinary paradigm for education, research and practice. Examples of such emergence areas of study are given and discussed. |
| Keywords: | Transdisciplinary, Transdisciplinarity, Multidisciplinary, Higher Education |
| JEL: | I21 I23 |
| Date: | 2018–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:itepro:8308774&r=edu |