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on Education |
| By: | Siwar Khelifa; Bruno Lanz; Marco Pecoraro |
| Abstract: | We exploit the 1990-2000 inflow of Yugoslav refugees to Geneva to examine two understudied yet policy-relevant integration mechanisms for refugee pupils: language support classes, provided prior to integration into regular classes, and sorting based on academic ability within regular classes. We find that a higher share of refugees in language support classes is associated with a lower probability of grade repetition for lower-achieving immigrant pupils of the same grade and school, but a higher probability for native pupils. Additionally, we find that grouping refugees with incumbents of similar academic ability improves the educational performance of higher-achieving incumbents and lower-achieving immigrants, while negatively affecting lower-achieving natives. Our findings offer novel insights into the trade-offs of refugee integration policies, emphasizing the need to balance support for refugee pupils with minimizing potential adverse effects on incumbent pupils. |
| Keywords: | Education, Refugees, Incumbent pupils, Peer effects |
| JEL: | H75 F22 I21 |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:irn:wpaper:25-05 |
| By: | Muñoz, Ercio |
| Abstract: | I provide estimates of intergenerational mobility (IGM) in education at a disaggregated geographic level for Chile, a country with high school-level stratification by socioeconomic status and a decentralized administration of public schools. I document wide variation across communes. Relative mobility is correlated to the number of doctors, the number of students per teacher, and earnings inequality. Using a LASSO, I find that the share of students enrolled in public schools, the number of students per teacher, population density, and municipal budget are the strongest predictors of IGM. I also document within-country variability in how parental education is associated with other children's outcomes. |
| Keywords: | Socioeconomic mobility;Geography;Intergenerational mobility in Education;Education |
| JEL: | D63 I24 J62 |
| Date: | 2025–04 |
| URL: | https://d.repec.org/n?u=RePEc:idb:brikps:14086 |
| By: | Alexeev, Michael (Indiana University); Chernina, Yevgenia (New Uzbekistan University); Gimpelson, Vladimir (University of Wisconsin-Madison); Zinchenko, Darya (Higher School of Economics (HSE)) |
| Abstract: | We compare wage profiles for STEM-educated and non-STEM-educated individuals over their lifetimes. Using repeated cross-sectional data from Russia, we examine how the dynamics of these types of human capital are affected by technological developments, applying the Age-Period-Cohort decomposition to workers’ life cycle wage growth. Additionally, we account for heterogeneity in the impact of institutional quality on lifetime wage profiles. We show that STEM education is associated with flatter wage-experience profiles than non-STEM education, with the most pronounced differences observed among females. The cohort effect, apparently specific to the former Soviet-type economies, reveals itself in devaluing some types of older education, putting non-STEM cohorts educated during the Soviet period at a disadvantage relative to those with STEM education. Importantly, in the Russian case, the age/experience effects act in the direction opposite to the cohort effects, rendering the cross-sectional analysis somewhat misleading. Finally, wage-experience profiles for males with non-STEM education are steeper in regions with weak institutions than in regions with stronger institutions. |
| Keywords: | age-period-cohort decomposition, life-cycle wage growth, wage, human capital, STEM, Russia |
| JEL: | E24 J24 J31 O33 O43 |
| Date: | 2025–05 |
| URL: | https://d.repec.org/n?u=RePEc:iza:izadps:dp17875 |
| By: | Khan, Sarah; Seltzer, Andrew J. |
| Abstract: | This paper investigates the Pakistani Taliban's terror campaign against girls' education in the Khyber Pakhtunkhwa province. We measure individual exposure to terror using the time and location of attacks against schools. The evidence suggests that the impact of the campaign was limited. We find limited evidence of reduced enrolment in response to terror, except during a 21-month period when the Taliban controlled the district of Swat. Where we do find evidence of reduced enrolment, it's generally small and diminishes over time. We also find no evidence of increased enrolment in religious schools, which were not targeted by the Taliban. |
| Keywords: | education; terrorism; Pakistan |
| JEL: | O15 I20 D74 O53 N15 |
| Date: | 2023–12–01 |
| URL: | https://d.repec.org/n?u=RePEc:ehl:lserod:120987 |
| By: | Ribeiro, Marcos; Prettner, Klaus |
| Abstract: | How do new technologies affect economic growth and the skill premium? To answer this question, we analyze the impact of industrial robots and artificial intelligence (AI) on the wage differential between low-skill and high-skill workers across 52 countries using counterfactual simulations. In so doing, we extend the nested CES production function framework of Bloom et al. (2025) to account for cross-country income heterogeneity. Confirming prior findings, we show that the use of industrial robots tends to increase wage inequality, while the use of AI tends to reduce it. Our contribution lies in documenting substantial heterogeneity across income groups: the inequality-increasing effect of robots and the inequality-reducing effects of AI are particularly strong in high-income countries, while they are less pronounced among middle- and lower-middle income countries. In addition, we show that both technologies boost economic growth. In terms of policy recommendations, our findings suggest that investments in education and skill-upgrading can simultaneously raise average incomes and mitigate the negative effects of automation on wage inequality. |
| Keywords: | Automation Industrial Robots AI Skill premium |
| JEL: | J31 O33 |
| Date: | 2025–04–28 |
| URL: | https://d.repec.org/n?u=RePEc:pra:mprapa:124633 |