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on Education |
| By: | Anne Zühlke; Philipp Kugler; Tim Ruhberg |
| Abstract: | This paper studies the long-term relationship between parental and child education in Germany, where children are tracked into academic and non-academic track schools at the age of 10. On average, children are more likely to attend an academic track school if their parents attended one. Estimating marginal treatment effect curves, we find that there is no effect for disadvantaged individuals, suggesting that educational policies attempting to improve the educational prospect of disadvantaged individuals may fail to reduce inequalities in the long run. Low labor market returns despite better education is the main explanation for the null effect for these individuals. |
| Date: | 2022–10 |
| URL: | http://d.repec.org/n?u=RePEc:iaw:iawdip:141&r=edu |
| By: | Chaijaroen, Pasita; Panda, Pallavi |
| Abstract: | Increased education affects market and non-market outcomes. This paper investigates the causal impact of the extension of compulsory education from 6 to 9 years on females' education, marriage, and fertility outcomes in Thailand. Using data from the Multiple Indicator Cluster Survey (MICS) and a donut-hole Regression Discontinuity (RD) design, we show that the new law increases lower secondary school completion in girls, leading to decreased probabilities of giving birth in the school-age years (14-17 years). The policy primarily affects the marginal child leading to the postponement of the timing of their fertility to after-school years. We also document heterogeneity and show that the fertility effects are stronger for Muslim women. The policy leads to a consistent drop in the probability of marriage and cumulative births for Muslim women, which sustain beyond the completion of schooling years. The results hold with alternative empirical model specifications and falsification tests. |
| Keywords: | Compulsory Schooling, Education, Marriage, Fertility, Thailand, Social Norms |
| JEL: | J13 J12 I25 I28 I21 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:1314&r=edu |
| By: | Svetoslav Danchev; Georgios Gatopoulos; Niki Kalavrezou; Nikolaos Vettas |
| Abstract: | Education plays a central role in social mobility. Using data from the OECDÕs PISA program, this paper sheds light on: (i) the role of socioeconomic status on the cognitive performance and future plans of Greek high-school students, (ii) intertemporal trends in light of the recent economic crisis and, iii) differences with other countries on the effect of socioeconomic and other drivers on intergenerational educational mobility. We find large and significant associations between student outcomes and educational resources at home, cultural possession at home, parental emotional support and private school attendance. Parental education and occupation effects are also important but differ by domain and between parents. The association between basic socioeconomic characteristics and adolescent educational performance is significant and rather stable before, during, and after the Greek economic crisis, which points to the need to produce a coherent strategy against educational disparities according to the socioeconomic status. |
| Keywords: | Intergenerational mobility, social mobility, education, inequality, PISA, Greece |
| Date: | 2023–06 |
| URL: | http://d.repec.org/n?u=RePEc:hel:greese:185&r=edu |
| By: | Jurkat, Anne; Klump, Rainer; Schneider, Florian |
| Abstract: | The empirical evidence on how industrial robots affect employment and wages is very mixed. Our meta-study helps to uncover the potentially true effect of industrial robots on labor market outcomes and to identify drivers of the heterogeneous empirical results. By means of a systematic literature research, we collected 53 papers containing 2143 estimations for the impact of robot adoption on wages. We observe only limited evidence for a publication bias in favor of negative results. The genuine overall effect of industrial robots on wages is close to zero and both statistically and economically insignificant. With regard to the drivers of heterogeneity, we find that more positive results are obtained if primary estimations a) include more countries in their sample, b) control for ICT capital, demographic developments, or tenure, c) focus on employees that remain employed in the same sector, d) consider only non-manufacturing industries, e) are specified in long differences, and f) come from a peer-reviewed journal article. More negative effects, in turn, are reported for primary estimations that are i) weighted, ii) aggregated at country level, iii) control for trade exposure, iv) and consider only manufacturing industries. We also find some evidence for skill-biased technological change. The magnitude of that effect is albeit small and less robust than one might expect in view of skill-biased technological change. We find little evidence for data dependence. |
| Keywords: | robots, meta study, labor markets, wages, IFR, publication bias, job polarization, gender wage gap, skill bias |
| JEL: | E24 J23 J31 J24 O33 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:esprep:274156&r=edu |
| By: | Hertweck, Friederike; Lehner, Judith |
| Abstract: | Skills shortage in the fields of Sciences, Technology, Engineering, and Mathematics (STEM) poses a significant challenge for industries globally. This study examines the interrelationship between high school students' gender, their proficiency in Information and Communication Technology (ICT), and their career preferences in the STEM domain. Based on representative data for German teenagers, our study shows that female adolescents are less likely to choose a career in STEM unless they have strong ICT skills in secondary school. The relationship does not hold for male students. Our findings can be explained with evidence that teenagers sort into occupations they believe to be good at and that female teenagers rather underestimate their true potential. Using different empirical approaches, we also show that ICT skills act as a moderator and not as a mediator in the gender-specific choice of training upon graduating from secondary school. |
| Keywords: | Career choice, ICT skills, digital literacy, gender gap, STEM |
| JEL: | I20 J24 J08 |
| Date: | 2023 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:rwirep:1028&r=edu |