2024-03-28T15:17:38Z
https://mpra.ub.uni-muenchen.de/cgi/oai2
oai:mpra.ub.uni-muenchen.de:90
2019-10-05T15:41:43Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D44:4433:443331
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/90/
Schooling and the distribution of wages in the european private and public sectors
Budria, Santiago
I21 - Analysis of Education
D31 - Personal Income, Wealth, and Their Distributions
International research has shown that schooling enhances within-groups wage dispersion. This assessment is typically based on private sector data and, up to date, the inequality implications of schooling have not been documented for the public sector. This paper uses recent data from eight European countries to explicitly take into account differences between the private and public sectors. Using quantile regression, the paper describes the effects of schooling on the location and shape of the conditional wage distribution in each sector. While the average impact of schooling on wages is similar across sectors, the impact of schooling on within-groups dispersion is found to be substantially larger in the private sector than in the public sector. This finding warns that the effects of the European educational expansion on overall within-groups dispersion may be lower than previously thought.
2006-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/90/1/MPRA_paper_90.pdf
Budria, Santiago (2006): Schooling and the distribution of wages in the european private and public sectors.
en
oai:mpra.ub.uni-muenchen.de:338
2019-09-30T13:12:30Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/338/
A Simple Model of Educational Production
Jaag, Christian
I21 - Analysis of Education
There is a large body of literature on the effect of educational resources on student performance, such as teacher qualification, class size, and physical resources in school. It is dominated by empirical studies which often find ambiguous effects of resource spending on student outcomes. The unique contribution of this paper is the provision of a framework to study educational production with differentiated input factors, which allows for closedform solutions. We try to interpret the empirical findings on the basis of a simple theoretical model of educational production: Class size, employed school resources and student effort are endogenously determined in order to account for differences in educational achievement. We also discuss the choice of integrated vs. segregated classes. Optimum class size and school quality increase with higher discipline, while in equilibrium overall classroom disruption is equal in all classes.
2006
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/338/1/MPRA_paper_338.pdf
Jaag, Christian (2006): A Simple Model of Educational Production.
en
oai:mpra.ub.uni-muenchen.de:339
2019-09-26T21:34:45Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/339/
School Competition
Jaag, Christian
I21 - Analysis of Education
This paper considers the influence of spatial competition on education and its effect on students' school choice and educational achievement by explicitely modeling educational production and the students' participation decision. Education at school is a function of teacher effort and class size. Students decide which school to attend on the basis of an assessment of the associated costs and prospective benefits from doing so. We analyze how competition between schools affects equilibrium resource spending and school diversity as well as the level and distribution of student attainment and welfare. The consideration of spatial aspects of school choice without recourse to vertical differentiation is a unique contribution of this paper.
We argue that schools in metropolitan areas with short ways to school and many potential students face fiercer competition which increases school productivity and student performance. This result confirms the findings in Hoxby (2000). Overall learning time in school is constant in the probability that students behave well if students are segregated by type. However, better behaved students have a higher achievement due to higher optimum resource spending.
Finally, we support our argument by an empirical analysis of student performance in various matura schools in Switzerland.
2006
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/339/1/MPRA_paper_339.pdf
Jaag, Christian (2006): School Competition.
en
oai:mpra.ub.uni-muenchen.de:340
2019-10-03T04:58:14Z
7374617475733D756E707562
7375626A656374733D4D:4D35:4D3532
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/340/
Teacher Incentives
Jaag, Christian
M52 - Compensation and Compensation Methods and Their Effects
I21 - Analysis of Education
This paper considers hidden teacher effort in educational production and discusses the implications of multiple teacher effort dimensions on optimum incentive contracts in a theoretical framework. The analysis of educational production in a multitask framework is a new and unique contribution of this paper to the economics of education. We first characterize the first-best and second-best outcomes. The model is extended to address specific questions concerning teacher incentive schemes: We compare input- to output-based accountability measures and study the implication of the level of aggregation in performance measures. Against the background of the empirical evidence on the effectiveness of teacher incentives, we argue that performance measures should be as broad as possible. Further, we present the optimum contract for motivated teachers. Finally, if education is produced in teacher teams, we establish the conditions for optimum team-based and individual incentives: The larger the spillover effects across teacher efforts and the better the measurability of educational achievement, the stronger the case for team-based incentives.
2006
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/340/1/MPRA_paper_340.pdf
Jaag, Christian (2006): Teacher Incentives.
en
oai:mpra.ub.uni-muenchen.de:589
2019-09-28T18:43:44Z
7374617475733D756E707562
7375626A656374733D4A:4A36:4A3633
7375626A656374733D4A:4A34:4A3435
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/589/
Hire Today, Gone Tomorrow: The Determinants of Attrition among Public School Teachers
Feng, Li
J63 - Turnover ; Vacancies ; Layoffs
J45 - Public Sector Labor Markets
I21 - Analysis of Education
Increases in the school-age population, maximum class size requirements in various states and the No Child Left Behind Act’s mandate of a “highly qualified teacher” in every classroom collectively will increase the demand for teachers. However, public school teachers are exiting the profession in large numbers. This poses a serious challenge for policymakers. In this paper I analyze the determinants of teacher attrition using matched teacher-student class-level information for all Florida public school teachers. In addition to teacher demographics and school characteristics employed in previous studies, I include a number of variables measuring the characteristics of the specific students assigned to each teacher. The results indicate that classroom characteristics, such as students’ performance on standardized tests and the average number of disciplinary incidents, play a larger role than school average student characteristics in determining
teacher attrition. Teacher pay has a positive influence on retention, while the results for class size are mixed. There is also some evidence that more able teachers are more likely to exit the teaching profession. These findings suggest that in addition to salary, classroom assignment is an important factor when considering policies to promote teacher retention and teacher quality.
2005-11-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/589/1/MPRA_paper_589.pdf
Feng, Li (2005): Hire Today, Gone Tomorrow: The Determinants of Attrition among Public School Teachers.
en
oai:mpra.ub.uni-muenchen.de:861
2019-09-27T06:50:58Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A36:4A3632
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/861/
A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search
Sullivan, Paul
I21 - Analysis of Education
J62 - Job, Occupational, and Intergenerational Mobility
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
This paper examines career choices using a dynamic structural model that nests a job search model within a human capital model of occupational and educational choices. Individuals in the model decide when to attend school and when to move between firms and occupations over the course of their career. Workers search for suitable wage and non-pecuniary match values at firms across occupations given their heterogeneous skill endowments and preferences for employment in each occupation. Over the course of their careers workers endogenously accumulate firm and occupation specific human capital that affects wages differently across occupations. The parameters of the model are estimated with simulated maximum likelihood using data from the 1979 cohort of the National Longitudinal Survey of Youth. The structural parameter estimates reveal that both self-selection in occupational choices and mobility between firms account for a much larger share of total earnings and utility than the combined effects of firm and occupation specific human capital. Eliminating the gains from matching between workers and occupations would reduce total wages by 30%, eliminating the gains from job search would reduce wages by 19%, and eliminating the effects of firm and occupation specific human capital on wages would reduce wages by only 2.7%.
2006-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/861/1/MPRA_paper_861.pdf
Sullivan, Paul (2006): A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search.
en
oai:mpra.ub.uni-muenchen.de:1622
2019-09-27T05:07:19Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493232
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493230
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/1622/
Educational(work)performance in african countries: problems, policies and prospects
Nwaobi, Godwin
I21 - Analysis of Education
I22 - Educational Finance ; Financial Aid
I23 - Higher Education ; Research Institutions
I20 - General
Without education, development will not occur, only an educated people can command the skills necessary for sustainable economic growth and for a better quality of life. Recognizing this fact, African governments have placed heavy emphasis on expanding educational opportunities from primary school through university to the past four decades. More over, international organization have put so much emphasis on supporting educational expansion and improvement in Africa. However, education in Africa is in crisis today (and most especially for African universities). Enrollments rise as capacities for government support decline; talented staff are abandoning the campuses; libraries are out dated; research output are dropping, students are protesting overcrowded and inhospitable conditions; staffs are equally protesting poor working conditions (with continues strikes); university graduates are seriously underemployed or unemployed; and general educational quality is deteriorating. The need for action is urgent and thus effective educational policy making is imperative for the eradication of the identified problems.
2007-01-30
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/1622/1/MPRA_paper_1622.pdf
Nwaobi, Godwin (2007): Educational(work)performance in african countries: problems, policies and prospects.
en
oai:mpra.ub.uni-muenchen.de:2451
2019-09-27T06:43:10Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4D:4D31:4D3133
7375626A656374733D4A:4A32:4A3234
7375626A656374733D4A:4A32:4A3233
7375626A656374733D49:4932
7375626A656374733D5A:5A31:5A3133
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/2451/
Education, social capital and entrepreneurial selection in Italy
Ferrante, Francesco
Sabatini, Fabio
I21 - Analysis of Education
M13 - New Firms ; Startups
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
J23 - Labor Demand
I2 - Education and Research Institutions
Z13 - Economic Sociology ; Economic Anthropology ; Social and Economic Stratification
There is wide consensus that entrepreneurial talent is the ability to discover and exploit market opportunities by taking the relevant risky decisions. Discovery and exploitation are separate but interlinked features of entrepreneurship requiring, in different proportions, the exploitation of innate and acquired skills. Institutions and technology, by determining the nature of the discovery and exploitation process and the need for such skills, play an essential role in shaping the nature of entrepreneurial talent and the specific role of education in entrepreneurial selection and performance. Empirical studies on entrepreneurship do not offer a neat picture of the actual contribution of education to entrepreneurial human capital or entrepreneurial talent. This unsatisfactory outcome is not surprising and is due to an inadequate assessment of the context-dependent factors shaping the latter. Building on these premises, the aim of our research work is to carry out a in depth analysis of the determinants of entrepreneurship in Italy, thus accounting for the role that variables like the educational qualification, the family background, and social capital play in determining the entrepreneurial selection.
This paper attempts to constitute a first step for the improvement of our understanding by means of a preliminary, exploratory, analysis on the Italian data and a series of probit analyses aimed at identifying the main determinants founding the entrepreneurial choice. Rough data are taken from an original dataset built by the authors partly drawing on the Survey of Household Income and Wealth (SHIW) carried out by the Bank of Italy. The latter has been integrated with a wide variety of environmental variables drawn from different data sources describing the social and institutional context of the entrepreneurial activity.
2007-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/2451/1/MPRA_paper_2451.pdf
Ferrante, Francesco and Sabatini, Fabio (2007): Education, social capital and entrepreneurial selection in Italy.
en
oai:mpra.ub.uni-muenchen.de:2622
2019-09-26T20:01:09Z
7374617475733D756E707562
7375626A656374733D44:4438:443833
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/2622/
Administración del conocimiento en instituciones de educación superior. Un análisis conceptual.
Ferrer, Julian
Ríos, Manriquez
D83 - Search ; Learning ; Information and Knowledge ; Communication ; Belief ; Unawareness
I21 - Analysis of Education
Knowledge management represents a field study with a growing interest in several areas. By this, it is necesary to make a detailed analyss about possible impacts in diferent perspectives. Specially, universities must be considered as knowledge managers in its own nature, under their main functions: research, academics, continue education. This work has a main objetive to determinate the KM organizational impact in universities.
2006-10
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/2622/1/MPRA_paper_2622.pdf
Ferrer, Julian and Ríos, Manriquez (2006): Administración del conocimiento en instituciones de educación superior. Un análisis conceptual.
es
oai:mpra.ub.uni-muenchen.de:2649
2019-10-02T21:33:11Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A31:4A3136
7375626A656374733D4A:4A31:4A3135
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/2649/
Explaining Ethnic Disparities in School Enrollment in Turkey
Kirdar, Murat
I21 - Analysis of Education
J16 - Economics of Gender ; Non-labor Discrimination
J15 - Economics of Minorities, Races, Indigenous Peoples, and Immigrants ; Non-labor Discrimination
There exist remarkable differences in educational outcomes across ethnic groups in Turkey. Moreover, almost a quarter of the population of 8- to 15-year-old children belong to ethnic minority groups. Yet, there exists no study that examines the ethnic disparities in educational outcomes in Turkey. This study presents these disparities and uncovers the factors that bring about these disparities using a rich micro-level dataset (Turkish Demographic and Health Survey). In doing so, this paper examines the differences not only in the levels of enrollment but also in the timing of drop-out across ethnic groups. The multivariate analysis accounts for a rich set of regional and socioeconomic factors, which also display striking differences across ethnic groups. The results show that regional and family level characteristics can fully account for the differences in the levels of enrollment across ethnic groups for male children, but not fully for female children. In other words, ethnicity has a direct impact on girls' school enrollment but not on boys'. There exists a gender gap among ethnic Turkish children as well as ethnic Arabic and Kurdish children. However, the gender gap among ethnic Kurdish children is wider than that among ethnic Turkish children.
2007-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/2649/1/MPRA_paper_2649.pdf
Kirdar, Murat (2007): Explaining Ethnic Disparities in School Enrollment in Turkey.
en
oai:mpra.ub.uni-muenchen.de:2755
2019-09-27T07:52:39Z
7374617475733D756E707562
7375626A656374733D4A:4A31:4A3130
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/2755/
IMPACT OF SIBSHIP SIZE, BIRTH ORDER, AND SEX COMPOSITION ON SCHOOL ENROLLMENT IN URBAN TURKEY
Kırdar, Murat G.
Dayıoğlu, Meltem
Tansel, Aysıt
J10 - General
I21 - Analysis of Education
This paper investigates the effects of sibship size, birth order and sibling sex composition on children’s school enrollment in urban Turkey. Moreover, we examine how the effects of these variables vary by household income and the gender of the children. We utilize an instrumental variables estimation method in order to address parents’ joint fertility and schooling decisions where we use twin-births as instruments. In addition, we generate careful measures for birth order and siblings’ sex composition in order to purge the impact of these variables from that of sibship size. We find no causal impact of sibship size on school enrollment. However, there is evidence for a parabolic impact of birth-order where middle-born children fare worse. The parabolic impact of birth order is more pronounced in poorer families. Sex composition of siblings matters only for female children. A higher fraction of older male siblings decreases the enrollment probability of female children in poorer households. In the wealthiest families, on the contrary, a higher fraction of male siblings increases the enrollment probability of female children. The finding that birth order and sibling sex composition matters more for poorer households suggests that scarce financial resources are the underlying cause of the sibling composition effects.
2007-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/2755/1/MPRA_paper_2755.pdf
Kırdar, Murat G. and Dayıoğlu, Meltem and Tansel, Aysıt (2007): IMPACT OF SIBSHIP SIZE, BIRTH ORDER, AND SEX COMPOSITION ON SCHOOL ENROLLMENT IN URBAN TURKEY.
en
oai:mpra.ub.uni-muenchen.de:2811
2019-09-26T22:37:19Z
7374617475733D707562
7375626A656374733D49:4932:493231
7375626A656374733D4C:4C36:4C3630
7375626A656374733D4F:4F31:4F3135
7375626A656374733D49:4932:493230
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/2811/
Educación, experiencia y especialización manufacturera en la frontera norte de México
Mendoza, Jorge Eduardo
I21 - Analysis of Education
L60 - General
O15 - Human Resources ; Human Development ; Income Distribution ; Migration
I20 - General
With the establishment of the North American Free Trade Agreement (TLCAN) the northern region manufacturing sector of Mexico exhibited a fast growth during the nineties. This paper seeks to estimate the effects of schooling, labor experience and specialization on labor maquiladora income in the cities of Tijuana and Ciudad Juarez. A weighted LS model was established, using labor earning as the dependent variable, and experience schooling and specialization as the explanatory variables. The results showed that in the northern cities both schooling and experience resulted in higher labor income, particularly in intensive capital and technological industries. The coefficient of specialization was higher in Tijuana and Ciudad Juarez than in the rest of the cities included.
2002
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/2811/1/MPRA_paper_2811.pdf
Mendoza, Jorge Eduardo (2002): Educación, experiencia y especialización manufacturera en la frontera norte de México. Published in: Comercio Exterior , Vol. Vol. 5, No. no. 4 (April 2002): pp. 300-308.
es
oai:mpra.ub.uni-muenchen.de:3046
2019-09-27T09:58:32Z
7374617475733D756E707562
7375626A656374733D49:4932:493238
7375626A656374733D50:5033:503336
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/3046/
Want Economic Growth with Good Quality Institutions? Spend on Education
Mamoon, Dawood
Murshed, Mansoob
I28 - Government Policy
P36 - Consumer Economics ; Health ; Education and Training ; Welfare, Income, Wealth, and Poverty
I21 - Analysis of Education
The purpose of this paper is to compare the role of human capital accumulation measured by number of years of schooling with the relative contribution of institutional capacity to prosperity. We employ several concepts of institutional quality prevalent in the literature. We discover that developing human capital is as important as superior institutional functioning for economic wellbeing. Indeed, the accumulation of human capital stocks via increased education might lead to improved institutional functioning, and the utilisation of policies like trade liberalisation.
2007-05
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/3046/1/MPRA_paper_3046.pdf
Mamoon, Dawood and Murshed, Mansoob (2007): Want Economic Growth with Good Quality Institutions? Spend on Education.
en
oai:mpra.ub.uni-muenchen.de:3896
2019-10-04T11:32:57Z
7374617475733D756E707562
7375626A656374733D4A:4A32:4A3234
7375626A656374733D4A:4A36:4A3632
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/3896/
A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search
Sullivan, Paul
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
J62 - Job, Occupational, and Intergenerational Mobility
I21 - Analysis of Education
This paper examines career choices using a dynamic structural model that nests a job search model within a human capital model of occupational and educational choices. Individuals in the model decide when to attend school and when to move between firms and occupations over the course of their career. Workers search for suitable wage and non-pecuniary match values at firms across occupations given their heterogeneous skill endowments and preferences for employment in each occupation. Over the course of their careers workers endogenously accumulate firm and occupation specific human capital that affects wages differently across occupations. The parameters of the model are estimated with simulated maximum likelihood using data from the 1979 cohort of the National Longitudinal Survey of Youth. The structural parameter estimates reveal that both self-selection in occupational choices and mobility between firms account for a much larger share of total earnings and utility than the combined effects of firm and occupation specific human capital. Eliminating the gains from matching between workers and occupations would reduce total wages by 31%, eliminating the gains from job search would reduce wages by 19%, and eliminating the effects of firm and occupation specific human capital on wages would reduce wages by only 2.8%.
2006-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/3896/1/MPRA_paper_3896.pdf
Sullivan, Paul (2006): A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search.
en
oai:mpra.ub.uni-muenchen.de:4412
2019-09-29T07:50:35Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493233
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/4412/
Labour Market Effects of Polytechnic Education Reform: The Finnish Experience
Böckerman, Petri
Hämäläinen, Ulla
Uusitalo, Roope
I21 - Analysis of Education
I23 - Higher Education ; Research Institutions
This paper evaluates the labour market effects of the introduction of the polytechnic education system in Finland. The reform transformed former vocational colleges gradually into polytechnics. Since the timing of the reform differed across schools, we can control for macroeconomic changes by comparing the performance of the polytechnic graduates to the performance of vocational college graduates who graduated at the same time, and to control for both time and the school fixed effects at the same time. We discover that both employment levels and earnings of post-reform graduates are significantly higher when compared to pre-reform graduates from the same schools. The effects of the polytechnic reform differ between the three largest fields. In the field of business and administration the effects from the reform have been overwhelmingly positive. This is in accordance with the fact that the polytechnic reform extended the length of education mostly in this field.
2007-08-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/4412/1/MPRA_paper_4412.pdf
Böckerman, Petri and Hämäläinen, Ulla and Uusitalo, Roope (2007): Labour Market Effects of Polytechnic Education Reform: The Finnish Experience.
en
oai:mpra.ub.uni-muenchen.de:4590
2019-10-01T03:36:11Z
7374617475733D756E707562
7375626A656374733D4A:4A36:4A3632
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/4590/
A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search
Sullivan, Paul
J62 - Job, Occupational, and Intergenerational Mobility
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
This paper examines career choices using a dynamic structural model that nests a job search model within a human capital model of occupational and educational choices. Individuals in the model decide when to attend school and when to move between firms and occupations over the course of their career. Workers search for suitable wage and non-pecuniary match values at firms across occupations given their heterogeneous skill endowments and preferences for employment in each occupation. Over the course of their careers workers endogenously accumulate firm and occupation specific human capital that affects wages differently across occupations. The parameters of the model are estimated with simulated maximum likelihood using data from the 1979 cohort of the National Longitudinal Survey of Youth. The structural parameter estimates reveal that both self-selection in occupational choices and mobility between firms account for a much larger share of total earnings and utility than the combined effects of firm and occupation specific human capital. Eliminating the gains from matching between workers and occupations would reduce total wages by 31%, eliminating the gains from job search would reduce wages by 19%, and eliminating the effects of firm and occupation specific human capital on wages would reduce wages by only 2.8%.
2007-06
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/4590/1/MPRA_paper_4590.pdf
Sullivan, Paul (2007): A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search.
en
oai:mpra.ub.uni-muenchen.de:4869
2019-09-27T04:34:50Z
7374617475733D707562
7375626A656374733D49:4932:493231
7375626A656374733D48:4835:483532
7375626A656374733D49:4932:493230
7375626A656374733D49:4932:493232
7375626A656374733D50:5033:503336
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/4869/
Educational Attainment in India: Trends, Patterns and Policy Issues
Mukherjee, Dipa
I21 - Analysis of Education
H52 - Government Expenditures and Education
I20 - General
I22 - Educational Finance ; Financial Aid
P36 - Consumer Economics ; Health ; Education and Training ; Welfare, Income, Wealth, and Poverty
I28 - Government Policy
Education is the basic requirement and the ‘Fundamental Right' of the citizens of a nation. While Higher Education is important, the Elementary Education system serves as the base over which the Super-structure of the whole education system is built up. This paper tries to analyse the trends, patterns and interacting factors affecting the quantitative and qualitative aspects of School Education System in India in recent years. It is observed that complete Literacy has not been achieved and this has far reaching socio-economic impacts. Enrolments in schools have improved substantially in recent years but the Retention rates are poor, and only a fraction of enrolled students completes even the Primary classes. Completion of Middle and Secondary levels are still lower. Substantial Gender-bias in both access to, and completion of education is a major cause of concern. Wide regional variation exists even within this sub-standard performance of the Basic Education system. While few states have performed moderately, others have done abysmally, and continue to do so. Factors like poverty, presence of a wide child-labour market, absence of assured employment after schooling, and infrastructural problems are identified as responsible for the ills plaguing the elementary education system in India. Providing incentives for attending schools, making the schooling process attractive to the children, streamlining the middle and high school curriculum to make it more vocational and job-oriented, and providing better infrastructure for the schools are some of the policies likely to improve the scenario.
2004
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/4869/1/MPRA_paper_4869.pdf
Mukherjee, Dipa (2004): Educational Attainment in India: Trends, Patterns and Policy Issues. Published in: Journal of Educational Planning and Administration , Vol. 19, No. 4 (October 2005)
en
oai:mpra.ub.uni-muenchen.de:4871
2019-09-27T16:57:20Z
7374617475733D707562
7375626A656374733D49:4932:493231
7375626A656374733D48:4835:483532
7375626A656374733D49:4932:493230
7375626A656374733D49:4932:493232
7375626A656374733D52:5235:523533
7375626A656374733D50:5033:503336
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/4871/
Women's Education in India: Trends, Interlinkages and Policy Issues
Mukherjee, Dipa
I21 - Analysis of Education
H52 - Government Expenditures and Education
I20 - General
I22 - Educational Finance ; Financial Aid
R53 - Public Facility Location Analysis ; Public Investment and Capital Stock
P36 - Consumer Economics ; Health ; Education and Training ; Welfare, Income, Wealth, and Poverty
I28 - Government Policy
Education is the basic requirement and the 'Fundamental Right' of the citizens of a nation. While Higher Education is important, the Elementary Education system serves as the base over which the Super-structure of the whole education system is built up. This paper tries to analyse the trends, patterns and interacting factors affecting the quantitative and qualitative aspects of School Education System in India in recent years with a special focus on Women's education. It is observed that complete Literacy has not been achieved and this has far reaching socio-economic impacts. Enrolments in schools have improved substantially in recent years but the Retention rates are poor, and only a fraction of enrolled students completes even the Primary classes. Completion of Middle and Secondary levels are still lower. Substantial Gender-bias in both access to, and completion of education is a major cause of concern. Wide regional variation exists even within this sub-standard performance of the Basic Education system. While few states have performed moderately, others have done abysmally, and continue to do so. Factors like poverty, presence of a wide child-labour market, absence of assured employment after schooling, and infrastructural problems are identified as responsible for the ills plaguing the elementary education system in India. Providing incentives for attending schools, making the schooling process attractive to the children, streamlining the middle and high school curriculum to make it more vocational and job-oriented, and providing better infrastructure for the schools are some of the policies likely to improve the scenario.
2005
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/4871/1/MPRA_paper_4871.pdf
Mukherjee, Dipa (2005): Women's Education in India: Trends, Interlinkages and Policy Issues. Published in: Women’s Education and Development, (ed) JBG Tilak, Gyan Books, New Delhi, 2007 (2007)
en
oai:mpra.ub.uni-muenchen.de:5159
2019-10-08T01:24:10Z
7374617475733D756E707562
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/5159/
Polytechnic graduate placement in Finnish manufacturing
Petri, Böckerman
A23 - Graduate
I21 - Analysis of Education
This paper analyses polytechnic graduate placement in Finnish manufacturing. The paper uses a register-based data source covering white-collar manufacturing workers over the period 1995-2004. Taken together, the results show that wages and job classification are higher for polytechnic graduates, once other covariates are controlled for. Despite this, almost 20% of graduates from polytechnics have been forced to take a position in manufacturing in which they can be considered to be ‘overeducated’. Interestingly, Bachelors of Business Administration are not as well placed as Bachelors of Engineering.
2006-12-29
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/5159/1/MPRA_paper_5159.pdf
Petri, Böckerman (2006): Polytechnic graduate placement in Finnish manufacturing.
en
oai:mpra.ub.uni-muenchen.de:5168
2019-09-27T00:09:41Z
7374617475733D756E707562
7375626A656374733D49:4932:493230
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/5168/
A Note on Why Quarter of Birth is Not a Valid Instrument for Educational Attainment
Aliprantis, Dionissi
I20 - General
I21 - Analysis of Education
In their justification for using entrance cutoff dates and compulsory education laws as a natural experiment, the authors of Angrist and Krueger (1991) rightly give much attention to the effectiveness of compulsory attendance laws. However, the authors do not give proper attention to the decisions made by parents. If redshirting is commonplace and nonrandom, as it is in the ECLS-K data set, then the identifying assumption of monotonicity does not hold, and their identification scheme does not work. This problem is distinct from those discussed in Bound and Jaeger (2000).
2007-10-05
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/5168/1/MPRA_paper_5168.pdf
Aliprantis, Dionissi (2007): A Note on Why Quarter of Birth is Not a Valid Instrument for Educational Attainment.
en
oai:mpra.ub.uni-muenchen.de:5187
2019-10-28T17:51:37Z
oai:mpra.ub.uni-muenchen.de:5196
2019-10-27T06:08:12Z
oai:mpra.ub.uni-muenchen.de:5523
2019-09-26T13:21:50Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D43:4333:433330
7375626A656374733D4D:4D33:4D3331
7375626A656374733D49:4932:493233
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/5523/
A model of university choice: an exploratory approach
Raposo, Mário
Alves, Helena
I21 - Analysis of Education
C30 - General
M31 - Marketing
I23 - Higher Education ; Research Institutions
In order to attract the best students, institutions of higher education need to understand how students select colleges and universities (Kotler and Fox, 1995). Understanding the choice process of a university is an instrument with high potential for developing universities marketing strategies (Plank and Chiagouris, 1997). Although many studies have tried to investigate which criteria students use to select a college or university, few have tried to analyse this trough a model that allows the interaction of all these criteria. This study presents a model of university choice, analysed through structural equations modelling using the Partial Least Squares approach.
2007-10-31
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/5523/1/MPRA_paper_5523.pdf
Raposo, Mário and Alves, Helena (2007): A model of university choice: an exploratory approach.
en
oai:mpra.ub.uni-muenchen.de:5574
2019-09-28T07:02:16Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D5A:5A31:5A3133
7375626A656374733D49:4932:493233
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/5574/
Standards and markets for university-originated organizational intelligence
Prejmerean, Mihaela Cornelia
Vasilache, Simona
I21 - Analysis of Education
Z13 - Economic Sociology ; Economic Anthropology ; Social and Economic Stratification
I23 - Higher Education ; Research Institutions
The aim of this paper is to bring to discussion ways to diagnose university’s organizational intelligence and to put forward some ways of measuring it. The main steps pursued refer to defining and describing the organizational particularities of universities, which modulate in specific ways organizational intelligence strategies implementation, applying the organizational intelligence standards to universities, and examining the features of the intelligence markets. The manner in which the paradigm of the traditional university is being changed, and finally eliminated, by the social stimuli which claim for a different type of intelligence originating in universities and which are the beneficiaries of the new model of university, as an organization in-between – preserving its idiosyncratic position, but engaging in mutually profitable alliances, is an issue we address to.
2007-05-20
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/5574/1/MPRA_paper_5574.pdf
Prejmerean, Mihaela Cornelia and Vasilache, Simona (2007): Standards and markets for university-originated organizational intelligence.
en
oai:mpra.ub.uni-muenchen.de:5620
2019-09-29T12:03:23Z
7374617475733D707562
7375626A656374733D4E:4E38:4E3837
7375626A656374733D4E:4E33:4E3337
7375626A656374733D49:4932:493231
7375626A656374733D48:4835:483532
7375626A656374733D48:4837:483735
7375626A656374733D44:4438:443833
7375626A656374733D5A:5A31:5A3133
7375626A656374733D46:4633:463335
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/5620/
New Markets for Local Experts in Africa?
Kohnert, Dirk
N87 - Africa ; Oceania
N37 - Africa ; Oceania
I21 - Analysis of Education
H52 - Government Expenditures and Education
H75 - State and Local Government: Health ; Education ; Welfare ; Public Pensions
D83 - Search ; Learning ; Information and Knowledge ; Communication ; Belief ; Unawareness
Z13 - Economic Sociology ; Economic Anthropology ; Social and Economic Stratification
F35 - Foreign Aid
In the past decades the involvement of local experts in the planning and evaluation of development projects has steadily increased. Ownership of development planning is propagated as major aim of bilateral and international development co-operation. Yet, the quality and performance of many local experts is still open to question, last but not least, because they share the same technocratic bias as lots of their Western counterparts, notably concerning pro-poor development policies, empowerment and technology transfer. An unreserved replacement of expatriates by local experts, or the replacement of technical assistance by unconditioned budget aid would be counter-productive with respect to poverty-oriented development policies.
1995
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/5620/1/MPRA_paper_5620.pdf
Kohnert, Dirk (1995): New Markets for Local Experts in Africa? Published in: (1995): pp. 63-74.
en
oai:mpra.ub.uni-muenchen.de:6948
2019-10-13T04:45:29Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/6948/
Matching frictions and the divide of schooling investment between general and specific skills
Decreuse, Bruno
Granier, Pierre
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
This paper examines the impact of labor market frictions and institutions on the divide of schooling investment between general and specific skills. We offer a simple matching model of unemployment in which individuals determine the scope and intensity of their skills. In partial equilibrium, we show that the severity of market frictions distorts the schooling allocation towards more general skills. Then, we endogenize job creation and argue that changes in labor market institutions may well originate a non-monotonous relationship between unemployment and the divide of skills between specific and general human capital. We also investigate more carefully the impacts of unemployment compensation, minimum wage and firing costs. We suggest that unemployment compensation has an ambiguous impact on the skill divide, while minimum wage and firing costs are detrimental to general skill acquisition.
2007-12
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/6948/1/MPRA_paper_6948.pdf
Decreuse, Bruno and Granier, Pierre (2007): Matching frictions and the divide of schooling investment between general and specific skills.
en
oai:mpra.ub.uni-muenchen.de:7218
2019-09-26T13:58:20Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A37:4A3738
7375626A656374733D4D:4D35:4D3531
7375626A656374733D4A:4A35:4A3533
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/7218/
Recruitment of Seemingly Overeducated Personnel: Insider-Outsider Effects on Fair Employee Selection Practices
Fabel, Oliver
Pascalau, Razvan
I21 - Analysis of Education
J78 - Public Policy
M51 - Firm Employment Decisions ; Promotions
J53 - Labor-Management Relations ; Industrial Jurisprudence
We analyze a standard employee selection model given two institutional constraints:
First, professional experience perfectly substitutes insufficient formal education for insiders while this substitution is imperfect for outsiders. Second, in the latter case the
respective substitution rate increases with the advertised minimum educational requirement. Optimal selection implies that the expected level of formal education is higher for
outsider than for insider recruits. Moreover, this difference in educational attainments
increases with lower optimal minimum educational job requirements. Investigating data
of a large US public employer confirms both of the above theoretical implications. Generally, the econometric model exhibits a �good fit�.
2007-10-24
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/7218/1/MPRA_paper_7218.pdf
Fabel, Oliver and Pascalau, Razvan (2007): Recruitment of Seemingly Overeducated Personnel: Insider-Outsider Effects on Fair Employee Selection Practices.
en
oai:mpra.ub.uni-muenchen.de:8317
2019-10-01T04:51:15Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4F:4F33:4F3332
7375626A656374733D44:4438:443833
7375626A656374733D4A:4A32:4A3234
7375626A656374733D4F:4F33:4F3333
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/8317/
Innovative Technology, Social and Economic Sustainability: Evidence from Pakistan
Herani, Gobind M.
Lodhi, Saeed A.K.
I21 - Analysis of Education
O32 - Management of Technological Innovation and R&D
D83 - Search ; Learning ; Information and Knowledge ; Communication ; Belief ; Unawareness
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
O33 - Technological Change: Choices and Consequences ; Diffusion Processes
This paper assesses the development, perspectives and prospects of innovative technology which would be supporting social and economic sustainability in Pakistan. The study specially examines following points: (i) The trend in growth rate of IT industry. (ii) Comparison of growth at the time of beginning and now. It also draws attention on four factors: introduction of IT, its development, policy issues and innovative methods to implement. Study reveals that Pakistan entered into information age in early eighties. Telecommunication and IT in the country is now growing rapidly. Ministry of telecommunication has recently formulated a strategy for promoting IT industry in Pakistan. The real IT industry requires a world class-enabling infrastructure. In spite of so many prevailing confusions the people of Pakistan have vision and good amount of knowledge. Our education system must create an environment that encourages critical debate with positive dissonance. Information economy in the country needs expansion and improvement that lasts us lifetime. The country is still in the realm of conceptual controversies and is not based on our own experiences to support people’s expectations and relevant to realities of our times. The over all conclusion is that Pakistan has made a moderate growth in social and economic sustainability during the last 59 years. The trend of IT is going up steadily, but the time wise transformation of knowledge from the beginning till today is sluggish. It is less than 1.0% of our GDP.
2008
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/8317/1/MPRA_paper_8317.pdf
Herani, Gobind M. and Lodhi, Saeed A.K. (2008): Innovative Technology, Social and Economic Sustainability: Evidence from Pakistan.
en
oai:mpra.ub.uni-muenchen.de:8472
2019-09-27T02:25:42Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4B:4B34:4B3432
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/8472/
Corruption as a legacy of the medieval university: Financial affairs
Osipian, Ararat
I21 - Analysis of Education
K42 - Illegal Behavior and the Enforcement of Law
I22 - Educational Finance ; Financial Aid
Looking back upon the centuries one would suspect that in earlier ages universities of medieval France and Italy were very different from the multiplicity of organizational and institutional forms of higher education institutions in modern times, and yet one would be surprised how much these old universitas and modern universities have in common. One of the common features may be corruption and academic misconduct that can often bee seen in universities. The increasing scale and scope of corruption in higher education in the former Soviet Bloc as well as numerous other countries urges a better understanding of the problem within the context of socio-economic transformations. Corruption in higher education is deeply rooted in the organizational structure of each higher education institution. Corruption has a long history and a proud tradition. Corruption in higher education is an organic part of corruption overall, with its culture, traditions, functions, and mechanisms. The goal of this paper is to present a description of modern day higher education corruption from a historical perspective. This paper is based on the techniques of positive analysis along with some elements of comparative analysis, and withstands from normative or moral judgments. A well-structured description of higher education corruption in a historical context is helpful in developing strategies for its eradication or prevention. This paper first presents the concept of corruption as a historical category and then analyzes corrupt legacies at the stages of admission, teaching and learning, and graduation. It also addresses issues of funding, discrimination against foreign nationals, publishing, and state-university relations. The genesis of forms of corruption and the determination of corruption as such is understood in a changing historical context.
2004-05-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/8472/1/MPRA_paper_8472.pdf
Osipian, Ararat (2004): Corruption as a legacy of the medieval university: Financial affairs.
en
oai:mpra.ub.uni-muenchen.de:8475
2019-10-02T12:52:32Z
7374617475733D756E707562
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493231
7375626A656374733D4B:4B34:4B3432
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/8475/
Higher education corruption in the world media: Prevalence, patterns, and forms
Osipian, Ararat
I23 - Higher Education ; Research Institutions
I21 - Analysis of Education
K42 - Illegal Behavior and the Enforcement of Law
Corruption in higher education is a newly emerging topic in the field of education research. There is a phenomenal growth in the number of media reports on corruption in higher education over the last decade. However, the rigorous systematic research on education corruption is virtually nonexistent. This paper considers corruption in higher education as reflected in the world media, including such aspects of corruption as its prevalence, patterns, and dominating forms. It follows publications in the specialized and the non-specialized media outlets in the United States, the United Kingdom, and the Russian Federation. The publications are grouped depending on the particular problem they address. This criterion has been chosen as best addressing the issue of corruption internationally. Socio-economic context of educational reforms and changes in each country leaves its print on major forms of corruption in higher education. The findings help to determine which aspects of corruption in higher education should be given more consideration in the future research and which ones might be prioritized, as well as how the national systems of higher education can be improved.
2007-11-15
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/8475/1/MPRA_paper_8475.pdf
Osipian, Ararat (2007): Higher education corruption in the world media: Prevalence, patterns, and forms.
en
oai:mpra.ub.uni-muenchen.de:9311
2019-09-27T16:39:14Z
7374617475733D756E707562
7375626A656374733D4A:4A36:4A3632
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/9311/
A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search
Sullivan, Paul
J62 - Job, Occupational, and Intergenerational Mobility
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
This paper examines career choices using a dynamic structural model that nests a job search model within a human capital model of occupational and educational choices. Individuals in the model decide when to attend school and when to move between firms and occupations over the course of their career. Workers search for suitable wage and non-pecuniary match values at firms across occupations given their heterogeneous skill endowments and preferences for employment in each occupation. Over the course of their careers workers endogenously accumulate firm and occupation specific human capital that affects wages differently across occupations. The parameters of the model are estimated with simulated maximum likelihood using data from the 1979 cohort of the National Longitudinal Survey of Youth. The structural parameter estimates reveal that both self-selection in occupational choices and mobility between firms account for a much larger share of total earnings and utility than the combined effects of firm and occupation specific human capital. Eliminating the gains from matching between workers and occupations would reduce total wages by 31%, eliminating the gains from job search would reduce wages by 19%, and eliminating the effects of firm and occupation specific human capital on wages would reduce wages by only 2.8%.
2008-06
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/9311/1/MPRA_paper_9311.pdf
Sullivan, Paul (2008): A Dynamic Analysis of Educational Attainment, Occupational Choices, and Job Search.
en
oai:mpra.ub.uni-muenchen.de:9397
2019-09-26T17:06:13Z
7374617475733D756E707562
7375626A656374733D4A:4A31:4A3133
7375626A656374733D49:4932:493231
7375626A656374733D43:4332:433235
7375626A656374733D4F:4F31:4F3132
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/9397/
Impact of Child Labour on School Attendance and School Attainment: Evidence from Bangladesh
Khanam, Rasheda
Ross, Russell
J13 - Fertility ; Family Planning ; Child Care ; Children ; Youth
I21 - Analysis of Education
C25 - Discrete Regression and Qualitative Choice Models ; Discrete Regressors ; Proportions ; Probabilities
O12 - Microeconomic Analyses of Economic Development
The paper examines the linkages between child work and both school attendance and school attainment of children aged 5–17 years using data from a survey based in rural Bangladesh. This paper first looks at school attendance as an indicator of a child’s time input in schooling; then it measures the “schooling-for-age” as a learning achievement or schooling outcome. The results from the logistic regressions show that school attendance and grade attainment are lower for children who are working. The gender-disaggregated estimates show that probability of grade attainment is lower for girls than that of boys. Household permanent income, parental education and supply side correlates of schooling (presence of a primary (grade 1-6) school and secondary (grade 6-10) school in the village) are appeared to be significant determinants of schooling in rural Bangladesh. The results of this study further show that the effect of household permanent income, parental education and presence of secondary school is higher for grade attainment than school attendance.
2005-03
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/9397/1/MPRA_paper_9397.pdf
Khanam, Rasheda and Ross, Russell (2005): Impact of Child Labour on School Attendance and School Attainment: Evidence from Bangladesh.
en
oai:mpra.ub.uni-muenchen.de:9665
2019-09-29T12:54:58Z
7374617475733D756E707562
7375626A656374733D4F:4F31:4F3135
7375626A656374733D49:4932:493231
7375626A656374733D44:4437:443732
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/9665/
Can Equality in Education Be A New Anti-Corruption Tool?: Cross-Country Evidence (1990-2005)
Patrawart, Kraiyos
O15 - Human Resources ; Human Development ; Income Distribution ; Migration
I21 - Analysis of Education
D72 - Political Processes: Rent-Seeking, Lobbying, Elections, Legislatures, and Voting Behavior
Recently, expectations have been raised on the civic participation role that requires supports from free press, decent average years in education attainment and independent juridical system in controlling corruption. Even so, questions have been put forward on how far this promising approach can go. This paper asks if these determinants are sufficient for fighting corruption through civic engagement. We propose that education in particular its distribution is the crucial tool for the majority of citizens to correctly acquire the key information and skills to succeed in their anti-corruption initiatives. This paper presents the simple reduced-form theoretical model which allows education inequality among agents before it employs the cross-national panel data estimations between 1990-2005 to evaluate the anti-corruption effect of education equality across the globe. Education equality significantly shows independent and complimentary anti-corruption effects through press freedom and the length of democracy. However, the anti-corruption effect of average years in education lost its robustness when education equality measures are included in fixed effects estimation.
2008-06-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/9665/1/MPRA_paper_9665.pdf
Patrawart, Kraiyos (2008): Can Equality in Education Be A New Anti-Corruption Tool?: Cross-Country Evidence (1990-2005).
en
oai:mpra.ub.uni-muenchen.de:9820
2019-10-26T18:24:15Z
oai:mpra.ub.uni-muenchen.de:10095
2019-09-28T04:36:44Z
7374617475733D756E707562
7375626A656374733D49:4932:493230
7375626A656374733D4F:4F35:4F3531
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10095/
About SES & educational expectations: interrelations in the determination of higher education baccalaureate attainment.
Milagros, Nores
I20 - General
O51 - U.S. ; Canada
I21 - Analysis of Education
I28 - Government Policy
Community colleges and four-year colleges provide two differing alternatives to post secondary education. High school seniors face several options upon high school completion: entering the labor market, entering a community college (for a two-year degree or as a step towards a baccalaureate) or attending a four-year institution. Selection into each of these is clearly not a random process, but one related to previous educational experiences, family characteristics and social class, and educational expectations, among others. Attempting to address this issue of self selection, Rouse (1994 & 1995) explicitly posed the question of the democratization versus diversion effects of community colleges. Her work provides evidence of a rational behavior on the part of two-year college students who respond to price and proximity of such institutions (1994), and of the existence of primarily a democratization effect (1994 & 1995).
This paper proposes a variation on the work by Rouse (1995) and Leigh and Gill (2003) by inquiring into the effect of SES in relation to students’ educational expectations. It builds on these two models. The underlying hypothesis is that expectations are not independent from SES and therefore examining social class differences and their interaction with educational expectations would support the theory of endogeneity between educational expectations and socioeconomic background. We directly control for expectations and interactions between SES and expectations, as well as considering variations to modeling SES and use alternative estimation methods for bounded probabilities (Logit and Biprobit) and compare these to their approaches.
W find the effect of expectations on the probability for middle and middle-high class students’ proved steeper than for the everyone but low SES students. Effect on expected probabilities increasing with SES. These results disappear when estimation methods are improved, using logits and bivariate probit methods, instead of OLS and IVs (explicitly modeling expectations). However, the democratization effect remains significant through all estimations, and strengthens when estimation methods are improved. Out estimates therefore reinforced the findings by Rouse (1995) and Leigh and Gill (2003) of a positive democratization effect that outweighs any diversion effects.
2007-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10095/1/MPRA_paper_10095.pdf
Milagros, Nores (2007): About SES & educational expectations: interrelations in the determination of higher education baccalaureate attainment.
en
oai:mpra.ub.uni-muenchen.de:10313
2019-09-26T17:53:52Z
7374617475733D707562
7375626A656374733D41:4132:413230
7375626A656374733D42:4233:423330
7375626A656374733D45:4532:453232
7375626A656374733D49:4932:493231
7375626A656374733D41:4132
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10313/
ERITREAN EDUCATION - RETROSPECT AND PROSPECT
Rena, Ravinder
A20 - General
B30 - General
E22 - Investment ; Capital ; Intangible Capital ; Capacity
I21 - Analysis of Education
A2 - Economic Education and Teaching of Economics
I22 - Educational Finance ; Financial Aid
Education has long been recognized as a central element in economics development. In Eritrea, Church education played a significant role in transmitting church literature from generation to generation. Quranic schools also played a similar role in the Muslim communities of the Eritrean Society. Since Independence, education is well organized in the country. Eritrea has invested heavily in education and has embarked on a wide-ranging program. The World Bank, Eritrea has also made substantial investment in a plan intended to quickly raise the country's skill levels. The guiding purpose of the research on which this article is based, is to explore the educational history of Eritrea at different periods. It covers the Eritrean education system during the Italian Rule, British Rule, and Ethiopian Rule. It also provides educational development of Eritrea after independence. The methodology used in this paper is essentially a descriptive analysis of data obtained from the secondary sources.
2004-10-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10313/1/MPRA_paper_10313.pdf
Rena, Ravinder (2004): ERITREAN EDUCATION - RETROSPECT AND PROSPECT. Published in: Eastern Africa Journal of Humanities and Sciences , Vol. 5, No. 2 (10 December 2005): pp. 1-12.
en
oai:mpra.ub.uni-muenchen.de:10319
2019-10-13T05:42:26Z
7374617475733D707562
7375626A656374733D41:4132:413230
7375626A656374733D41:4131:413133
7375626A656374733D49:4932:493231
7375626A656374733D41:4132:413239
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10319/
VALUE-BASED EDUCATION FOR HUMAN DEVELOPMENT – ERITREAN PERSPECTIVE
Rena, Ravinder
A20 - General
A13 - Relation of Economics to Social Values
I21 - Analysis of Education
A29 - Other
I28 - Government Policy
Education is important in any country since it promotes the knowledge, skills, habits, and values. The learning does not solely come from the teacher. Hence the educator for the child is both the teacher and his peer group. The societal values have been diminishing over the past few decades. Therefore, it is necessary develop the holistic citizenship education. The problem of value education of the young African nation Eritrea is gaining prominence in educational discussions during the recent times. Hence, Eritrea emphasises on values in education and attempted to incorporate its National Curriculum Framework for School Education-2003. An attempt is made in this paper to discuss the Eritrean societal values in fighting for their freedom and it provides some conclusions and implications to develop the value education in Eritrea.
2005-03
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10319/1/MPRA_paper_10319.pdf
Rena, Ravinder (2005): VALUE-BASED EDUCATION FOR HUMAN DEVELOPMENT – ERITREAN PERSPECTIVE. Published in: Essays in Education , Vol. 18, No. Fall (November 2006): pp. 1-7.
en
oai:mpra.ub.uni-muenchen.de:10326
2019-09-29T05:25:22Z
7374617475733D707562
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
7375626A656374733D41:4132
7375626A656374733D41:4132:413231
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10326/
Education in Post-Independent Eritrea – A Brief Description
Rena, Ravinder
I21 - Analysis of Education
I28 - Government Policy
A2 - Economic Education and Teaching of Economics
A21 - Pre-college
I22 - Educational Finance ; Financial Aid
Education is an important pillar in the national economic development. It contributes to economic growth in varied forms. The educational system in Eritrea shows all the symptoms of prolonged neglect under colonialism and war. But education plays a key role in the development after independence. This paper discusses educational growth and development in post-independent Eritrea. It also analyses educational finances, and challenges for development in the country and thus provides some implications.
2005-02
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10326/1/MPRA_paper_10326.pdf
Rena, Ravinder (2005): Education in Post-Independent Eritrea – A Brief Description. Published in: Experiments in Education , Vol. 34, No. 2 (21 February 2006): pp. 3-5.
en
oai:mpra.ub.uni-muenchen.de:10436
2019-10-01T20:27:23Z
7374617475733D756E707562
7375626A656374733D4A:4A32:4A3232
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10436/
Escolaridad y trabajo infantil: patrones y determinantes de la asignación del tiempo de niños y adolescentes en Lima Metropolitana
Rodriguez, Jose
Vargas, Silvana
J22 - Time Allocation and Labor Supply
I21 - Analysis of Education
This research study analyzed the patterns of time allocation, in particular, the consequences of child labor on the accumulation of schooling among children and adolescents. Methodologically, the investigation had two stages. The first one, based on national household survey data, analyzed the evolution and trends of child labor and schooling during recent years. The second stage consisted of the analysis of primary information, quantitative and qualitative, and included household surveys, matrixes of time allocation, focus groups, photographic reconstructions and ethnographic work.
Fieldwork was conducted in three sites in Metropolitan Lima which are characterized by high rates of "hazardous child labor": (i) Recycling of solid waste (Lomas de Carabayllo, Northern Lima), (ii) brick manufacture (Huachipa , Eastern Lima) and (iii) ambulatory trade (Market No. 1 "La Parada").
The results of secondary data evidenced that there is still a need for a standardized methodology for gathering information on child and adolescent labor.
Finally, based on the results, it was concluded that: (i) Education and participation in economic activities are complementary activities in terms of allocation of time, (ii) competition in the allocation of time puts pressure on the quality of educational outcomes, (iii) there are still differences by gender and (iv) the use of mixed research techniques facilitates obtaining more complex explanations. Also, based on the findings, it is recommended to: (i) Emphasize the implementation of conditional cash transfers’ programs (ii) generate and consolidate existing information systems, (iii) promote joint interventions in alliance with other actors and (iv) facilitate spaces for the dissemination of research results.
2008-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10436/1/MPRA_paper_10436.pdf
Rodriguez, Jose and Vargas, Silvana (2008): Escolaridad y trabajo infantil: patrones y determinantes de la asignación del tiempo de niños y adolescentes en Lima Metropolitana.
es
oai:mpra.ub.uni-muenchen.de:10576
2013-02-11T14:29:02Z
oai:mpra.ub.uni-muenchen.de:10580
2019-09-27T15:35:23Z
7374617475733D707562
7375626A656374733D41:4132:413232
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
7375626A656374733D41:4132
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10580/
HIGHER EDUCATION IN AFRICA – A CASE OF ERITREA
Rena, Ravinder
A22 - Undergraduate
I23 - Higher Education ; Research Institutions
I21 - Analysis of Education
I28 - Government Policy
A2 - Economic Education and Teaching of Economics
I22 - Educational Finance ; Financial Aid
Education has long been recognized as a central element in development. The human capital formation is receiving increased attention from policy makers and scholars in different parts of the world particularly in developing countries. Eritrea is a newly born nation in Africa and is striving hard to develop its higher education. An attempt is made in this paper to analyze the educational trends, the strategies and challenges for higher educational development in the country. Furthermore, the paper also delves the development of higher education in the country since independence. The paper provides some implications for the for the policy purpose to develop higher education so as to curb the use of expatriate manpower in different sectors of the economy.
2006
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10580/1/MPRA_paper_10580.pdf
Rena, Ravinder (2006): HIGHER EDUCATION IN AFRICA – A CASE OF ERITREA. Published in: Journal of Educational Planning and Administration , Vol. 21, No. 2 (13 April 2007): pp. 125-140.
en
oai:mpra.ub.uni-muenchen.de:10581
2019-09-26T10:43:38Z
7374617475733D756E707562
7375626A656374733D48:4837:483735
7375626A656374733D48:4834:483431
7375626A656374733D49:4932:493231
7375626A656374733D48:4835:483532
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10581/
State of Elementary Education in Public Schools of Gujarat: A Study of Schools Run by the Bharuch Municipality
Raj, Madhusudan
H75 - State and Local Government: Health ; Education ; Welfare ; Public Pensions
H41 - Public Goods
I21 - Analysis of Education
H52 - Government Expenditures and Education
In India the 73rd and 74th constitutional amendments have given powers and responsibility of achieving the goal of Universal Elementary Education (UEE) to the local body governments. The present study has examined the situation of elementary schools run by Bharuch municipality. The evidence show that the situation of elementary education is unsatisfactory and in bad shape. The number of schools has declined rapidly, the learning levels of students are miserable, community participation is almost non-existent, private cost of so called free municipality education is high; and the state of the mid-day meal scheme looks very grim. Municipality schools are loosing ground in Bharuch city.
2008
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10581/1/MPRA_paper_10581.pdf
Raj, Madhusudan (2008): State of Elementary Education in Public Schools of Gujarat: A Study of Schools Run by the Bharuch Municipality.
en
oai:mpra.ub.uni-muenchen.de:10582
2019-09-27T03:34:15Z
7374617475733D707562
7375626A656374733D41:4132:413230
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493238
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10582/
CHALLENGES IN INTRODUCING DISTANCE EDUCATION PROGRAMME IN ERITREA:Some Observations and Implications
Rena, Ravinder
A20 - General
A23 - Graduate
I21 - Analysis of Education
I23 - Higher Education ; Research Institutions
I28 - Government Policy
I22 - Educational Finance ; Financial Aid
All over the world, distance mode of education is gaining a momentum and becoming more popular than conventional education. It is a system in which schools, universities and other educational agencies offer instruction wholly or partly by mail. Eritrea is a newly independent country in Africa is been facing many challenges particularly in its education sector. It did not have more educational institutions at tertiary level. Thus the distance learning is the best option for this country. An attempt is made in this paper to discuss various problems related to the establishment and development of distance education. It also provides the distance education programmes so far undertaken in the country with concluding remarks.
2006-10
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10582/1/MPRA_paper_10582.pdf
Rena, Ravinder (2006): CHALLENGES IN INTRODUCING DISTANCE EDUCATION PROGRAMME IN ERITREA:Some Observations and Implications. Published in: Turkish Online Journal of Distance Education-TOJDE , Vol. 8, No. 1 (7 January 2007): pp. 191-205.
en
oai:mpra.ub.uni-muenchen.de:10665
2019-09-28T16:49:26Z
7374617475733D756E707562
7375626A656374733D43:4331:433133
7375626A656374733D49:4932:493231
7375626A656374733D43:4333:433331
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10665/
¿Son las escuelas particulares subvencionadas mejores que las municipales? Estimación de la ecuación de logro escolar para Chile
Idrovo Aguirre, Byron
C13 - Estimation: General
I21 - Analysis of Education
C31 - Cross-Sectional Models ; Spatial Models ; Treatment Effect Models ; Quantile Regressions ; Social Interaction Models
This work considers the relative performance of municipal schools (MUN) and individuals subsidized (PS) with different strategies from identification, ordinates from most basic - supposing the absence of selection slant and characteristics multilevels in the observations until which it relaxes such assumptions. The used source of intelligence is test SIMCE of mathematics rendered by the students of 4º basic year in the 2002, the characteristics of the students and their relatives whom the SIMCE in the survey gathers of parents, and the information on the educational establishments that it gives the Ministry of Education. Following the used methodology, the estimations revealed that a student who attends a subsidized particular school, obtains a gain in the test SIMCE of mathematics that fluctuates between 11.6 points (considered by Mínimos Cuadrados Ordinarios) and 17.3 points (considered by Mínimos Cuadrados in two stages with robust errors) versus if the student had attended a municipal school. On the other hand, the estimations that use instrumental variables show that, following the used method, a student that attend a subsidized particular school obtains between 14.1 points and 17.3 additional points in test SIMCE of mathematics that if she had attended a municipal school. In relation to the variability of the estimations, the more basic strategies of identification show a smaller difference in the scholastic performance between subsidized and municipal particular schools. On the other hand, between the techniques that correct by the characteristic multilevels and slant of selection in the observations, the method of Heckman - assuming different returns from the characteristics of schools MUN and PS, as well as different nested specifications from instrumental variables it reported a smaller variability in the estimation of the relative performance of both types of schools. In as much, for a certain specification of instrumental variables, all the techniques revealed noticeable differences in their results, and those that they controlled by the fact that the students are nested in establishments (clusters) exhibited major variance in the estimation. Finally, although the present thesis is focused in the puntaje differences enters types of schools both, the coefficients considered for the rest variable (characteristic of the students and establishments) agree with the awaited thing and the found thing in other studies. However, it is possible to mention that a limitation of the present study is that does not control by effect even (to peer effects).
2007-12-03
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10665/3/MPRA_paper_10665.pdf
Idrovo Aguirre, Byron (2007): ¿Son las escuelas particulares subvencionadas mejores que las municipales? Estimación de la ecuación de logro escolar para Chile.
es
oai:mpra.ub.uni-muenchen.de:10763
2019-09-26T12:56:52Z
7374617475733D707562
7375626A656374733D4A:4A31:4A3133
7375626A656374733D42:4230
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
7375626A656374733D41:4132
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10763/
FACTORS AFFECTING THE ENROLLMENT AND THE RETENTION OF STUDENTS AT PRIMARY EDUCATION IN ANDHRA PRADESH – A VILLAGE LEVEL STUDY
Rena, Ravinder
J13 - Fertility ; Family Planning ; Child Care ; Children ; Youth
B0 - General
I21 - Analysis of Education
I28 - Government Policy
A2 - Economic Education and Teaching of Economics
There is an imperative need to change the education pattern to achieve universal primary education in India. Even after 60 years of Independence, India faces obstacles in providing Education For All. This study was conducted in a primary school of Errabelly village of Karimnager district of Andhra Pradesh, India. The study revealed that children dropped out of school so as to assist in household and agricultural activities. It also reveals that the dropout rate of girls is more than that of boys. The study recommended that budgetary allocations should be increased so as to encourage the primary school participation and provide some form of financial assistance to the students.
2007
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10763/1/MPRA_paper_10763.pdf
Rena, Ravinder (2007): FACTORS AFFECTING THE ENROLLMENT AND THE RETENTION OF STUDENTS AT PRIMARY EDUCATION IN ANDHRA PRADESH – A VILLAGE LEVEL STUDY. Published in: Essays in Education , Vol. 22, No. Fall (September 2007): pp. 102-112.
en
oai:mpra.ub.uni-muenchen.de:10848
2019-09-26T18:56:19Z
7374617475733D756E707562
7375626A656374733D41:4132:413230
7375626A656374733D49:4932:493231
7375626A656374733D44:4438:443832
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10848/
The Economics of Student Attendance
Pipergias Analytis, Pantelis
Ramachandran, Rajesh
Rauh, Chris
Willis, Jack
A20 - General
I21 - Analysis of Education
D82 - Asymmetric and Private Information ; Mechanism Design
The most common method of education remains that of the student teacher relationship in the classroom. Within this framework, although the student has the final choice on attendance, the educational institution can affect his relevant incentives. At the two extremes, full attendance can be mandatory for completion of the course, or attendance can be entirely optional. This article begins with a theoretical model showing that under the assumptions of rational individuals, no externalities, and “perfect evaluation methods”, optional attendance is optimal. The three central assumptions of the model are then relaxed to show that under certain conditions, assuming a high social value of education, institutional intervention can be justified economically. The approach is enriched with many practical examples, and the efficiency of numerous attendance rules is discussed. The article concludes with the deduction of policy recommendations for educational institutions
2008-06-03
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10848/1/MPRA_paper_10848.pdf
Pipergias Analytis, Pantelis and Ramachandran, Rajesh and Rauh, Chris and Willis, Jack (2008): The Economics of Student Attendance.
en
oai:mpra.ub.uni-muenchen.de:10917
2019-10-03T15:51:52Z
7374617475733D756E707562
7375626A656374733D4F:4F35:4F3533
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/10917/
Does Taking One Step Back Get You Two Steps Forward? Grade Retention and School Performance in Rural China
Chen, Xinxin
Shi, Yaojiang
Rozelle, Scott
O53 - Asia including Middle East
I21 - Analysis of Education
I28 - Government Policy
Abstract:
Despite the rise in grade retention in China recently, little work has been done to understand the impact of grade retention on the educational performance of
students in China. This paper seeks to redress this shortcoming and examines this impact on 1649 students in 36 elementary schools in Shaanxi province. With a
dataset that was collected from a survey designed specifically to capture school performance of students before and after they were retained, we use
Difference-in-Difference, Propensity Score Matching and Difference-in-Difference Matching approaches to analyze the effect of grade retention on school performance.
Although the descriptive analysis shows that grade retention helps to improve the scores of the students that were retained, somewhat surprisingly, the results from the
multivariate analysis consistently show that there is no significant positive effect of grade retention on school performance of the students. In fact, in some cases (e.g.,
for the students who repeat grade 2), grade retention is shown to hurt school performance.
2007
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/10917/1/MPRA_paper_10917.pdf
Chen, Xinxin and Shi, Yaojiang and Rozelle, Scott (2007): Does Taking One Step Back Get You Two Steps Forward? Grade Retention and School Performance in Rural China.
en
oai:mpra.ub.uni-muenchen.de:11040
2019-09-30T17:07:46Z
7374617475733D756E707562
7375626A656374733D49:4931:493138
7375626A656374733D51:5135:513536
7375626A656374733D48:4837:483735
7375626A656374733D49:4932:493231
7375626A656374733D4F:4F32:4F3231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/11040/
Living better in a better world: an ecosystemic approach for the governance of complex systems
Pilon, André Francisco
I18 - Government Policy ; Regulation ; Public Health
Q56 - Environment and Development ; Environment and Trade ; Sustainability ; Environmental Accounts and Accounting ; Environmental Equity ; Population Growth
H75 - State and Local Government: Health ; Education ; Welfare ; Public Pensions
I21 - Analysis of Education
O21 - Planning Models ; Planning Policy
Problems of difficult settlement or solution in the contemporary world cannot be solved by segmented academic formats, market-place interests or mass-media headlines; instead of dealing with “taken for granted issues” (the apparent “bubbles” in the surface), public policies, research and teaching programmes should detect the issues and work with them deep inside the “boiling pot”. Beyond the creation of choices and the development of capacities and motivations, education, environment, health and quality of life must be embedded into and promoted by the cultural, social, political and economical institutions, which are more critical than individual motives and morals. Problems should be assessed and dealt with considering the dynamic and complex configurations intertwining, as donors and recipients, four dimensions of being-in-the-world: intimate (subject’s cognitive and affective processes), interactive (groups’ mutual support and values), social (political, economical and cultural systems) and biophysical (biological endowment, natural and man-made environments). The process of change must take into account the singularity of each dimension and their mutual support, as they combine to induce the events (deficits and assets), cope with consequences (desired or undesired) and contribute for change (diagnosis and prognosis). Development projects should be oriented to enhance the connections and seal the ruptures between the different dimensions of being-in-the-world, fostering their mutual support and dynamic equilibrium. Individuals, groups, society, natural and man-made environments should be dealt with simultaneously as a necessary condition to develop an ecosystemic model of culture. Changing the current “world-system” is mandatory, in view of new paradigms of growth, power, wealth, work and freedom (a framework for planning, implementation and evaluation of public policies, as well of research and teaching programmes, is proposed).
2010-05-15
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/11040/1/MPRA_paper_11040.pdf
Pilon, André Francisco (2010): Living better in a better world: an ecosystemic approach for the governance of complex systems.
en
oai:mpra.ub.uni-muenchen.de:11048
2019-09-26T14:47:50Z
7374617475733D707562
7375626A656374733D41:4132:413232
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
7375626A656374733D41:4132:413231
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/11048/
FINANCING EDUCATION AND DEVELOPMENT IN ERITREA – SOME IMPLICATIONS
Rena, Ravinder
A22 - Undergraduate
I23 - Higher Education ; Research Institutions
I21 - Analysis of Education
I28 - Government Policy
A21 - Pre-college
I22 - Educational Finance ; Financial Aid
Education has long been recognized as a central element in development. The human capital formation is receiving increased attention from policy makers and scholars in different parts of the world particularly in developing countries. Eritrea is a newly born nation in Africa and is striving hard to develop its higher education. An attempt is made in this paper to analyze the sources of finance, the strategies and challenges for higher educational development in the country. Furthermore, the paper also delves the development of higher education in the country since independence. The paper provides some implications for the for the policy purpose to develop higher education so as to curb the use of expatriate manpower in different sectors of the economy.
2007
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/11048/1/MPRA_paper_11048.pdf
Rena, Ravinder (2007): FINANCING EDUCATION AND DEVELOPMENT IN ERITREA – SOME IMPLICATIONS. Published in: Manpower Journal , Vol. 43, No. 1 (29 March 2008): pp. 73-97.
en
oai:mpra.ub.uni-muenchen.de:11062
2019-09-27T08:41:35Z
7374617475733D707562
7375626A656374733D49:4933:493330
7375626A656374733D49:4930
7375626A656374733D49:4931:493138
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/11062/
THE IMPACT OF HIV/ AIDS ON POVERTY AND EDUCATION IN AFRICA
Rena, Ravinder
I30 - General
I0 - General
I18 - Government Policy ; Regulation ; Public Health
I21 - Analysis of Education
This article deals with the impact of the HIV/AIDS pandemic on poverty and education in Africa. It considers the scale and scope of the pandemic and its anticipated impact on education systems in heavily infected sub-Saharan African countries. It looks for lessons derived from twenty years of coping with HIV/AIDS in the Southern African Development Community (SADC) region. The paper concludes by suggesting how the education sector can improve its management response to the pandemic in order to protect education provision and quality, and to mitigate the distress of increasing numbers of orphans and other vulnerable children (OVC).
2007
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/11062/1/MPRA_paper_11062.pdf
Rena, Ravinder (2007): THE IMPACT OF HIV/ AIDS ON POVERTY AND EDUCATION IN AFRICA. Published in: Accountancy Business and Public Interest , Vol. 7, No. 1 (5 January 2008): pp. 92-104.
en
oai:mpra.ub.uni-muenchen.de:11119
2019-09-26T11:02:23Z
7374617475733D707562
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493238
7375626A656374733D41:4132
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/11119/
Education and youth in post-independent Eritrea: An analytical study
Rena, Ravinder
I21 - Analysis of Education
I23 - Higher Education ; Research Institutions
I28 - Government Policy
A2 - Economic Education and Teaching of Economics
I22 - Educational Finance ; Financial Aid
The efficiency of any education and training system is often judged by how well this system prepares the youth for gainful employment and thus bring a positive social and economic change. The students in Eritrea need to acquire appropriate knowledge and skills as part of their education and training. The paper mainly deals with the areas of education and economic development, education and youth. In addition, it also highlights some of the problems and challenges of education in post-independent Eritrea. The methodology used in this paper is essentially a descriptive analysis of data obtained from secondary sources, mainly government and Ministry of Education documents, survey reports, research articles, books and other published, and unpublished, materials on Eritrea.
2006-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/11119/1/MPRA_paper_11119.pdf
Rena, Ravinder (2006): Education and youth in post-independent Eritrea: An analytical study. Published in: The African Symposium , Vol. 6, No. 3 & 4 (15 December 2006): pp. 85-94.
en
oai:mpra.ub.uni-muenchen.de:11139
2019-09-29T05:50:03Z
7374617475733D707562
7375626A656374733D41:4132:413230
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/11139/
DISTANCE EDUCATION AND ITS POTENTIAL FOR THE RED SEA NATION ERITREA: A DISCOURSE
Rena, Ravinder
A20 - General
A23 - Graduate
I21 - Analysis of Education
I28 - Government Policy
All over the world, distance mode of education is gaining a momentum and becoming more popular than conventional education. It is a system in which schools, universities and other educational agencies offer instruction wholly or partly by mail. Eritrea, a newly independent country in Africa has been facing many challenges particularly in its education sector. It does not have sufficient educational institutions at tertiary level, thus, distance learning which is more cost effective, could be an alternative method of higher education for this country. The distance education programme could promote higher education by providing access to large number of urban people and disadvantaged groups in rural and remote areas including working people, fighters, women and other adults. An attempt has been made in this paper to discuss various issues related to the establishment and development of distance education. It also provides the distance education programmes that so far undertaken in Eritrea and highlights the potential for the distance education in the country.
2007
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/11139/1/MPRA_paper_11139.pdf
Rena, Ravinder (2007): DISTANCE EDUCATION AND ITS POTENTIAL FOR THE RED SEA NATION ERITREA: A DISCOURSE. Published in: Australian Journal of Adult Learning , Vol. 47, No. 3 (20 November 2007): pp. 492-519.
en
oai:mpra.ub.uni-muenchen.de:11160
2019-10-05T04:02:45Z
7374617475733D707562
7375626A656374733D41:4132:413232
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493238
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/11160/
Challenges for higher education in eritrea in the post-independent period to the present – a case of asmara university
Rena, Ravinder
A22 - Undergraduate
A23 - Graduate
I21 - Analysis of Education
I23 - Higher Education ; Research Institutions
I28 - Government Policy
I22 - Educational Finance ; Financial Aid
Eritrean higher education faced numerous challenges over many years. It was particularly suffered during the colonial periods. Eritrea exerted its efforts to develop its dilapidated educational system with the advent of its independence. Eritrea celebrated its sixteenth birthday recently. However, the educational challenges in higher education still remain high. The government of Eritrea established different colleges in different administrative regions. The University of Asmara is the only university in the country that had to be revitalized after its devastation by the 30-year war of independence. Since independence, the University has been able to contribute to the nation’s skill manpower considerably. This paper examines higher education of Eritrea for about 60 years period. It delves the University of Asmara and its birth, development and apogee. The paper also gives some insights on recent educational development in Eritrea.
2007
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/11160/1/MPRA_paper_11160.pdf
Rena, Ravinder (2007): Challenges for higher education in eritrea in the post-independent period to the present – a case of asmara university. Published in: Argentine Center of International Studies No. 14 (2 August 2007): pp. 1-13.
en
oai:mpra.ub.uni-muenchen.de:11347
2019-10-04T15:38:30Z
7374617475733D707562
7375626A656374733D41:4132:413232
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/11347/
Educational breakthrough in eritrea: some expectations and outcomes
Rena, Ravinder
A22 - Undergraduate
A23 - Graduate
I21 - Analysis of Education
I28 - Government Policy
I22 - Educational Finance ; Financial Aid
The ongoing national reconstruction process of Eritrea is centered on the educational reformation. The Government of Eritrea has developed educational policy on top priority of national development which demands the emergence of new class of trained youth blended with disciplined mind with skill instead of raw graduation. In this line, it laid down new policies and curricula suit to the immediate national scenario. It had installed about eight colleges at tertiary level within a short span of time to build manpower resource required for present and future. This article analyses the strengths and weakness of the policies, planning and the infrastructure requirements to meet the intended goal. The outcome of the educational reformation is expected to have a profound effect on the development of the Nation. Hence, it becomes curious watch for the educational reformists around the globe.
2007
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/11347/1/MPRA_paper_11347.pdf
Rena, Ravinder (2007): Educational breakthrough in eritrea: some expectations and outcomes. Published in: Indian Journal of Science and Technology , Vol. 1, No. 1 (5 November 2007): pp. 1-12.
en
oai:mpra.ub.uni-muenchen.de:12008
2019-09-26T21:31:12Z
7374617475733D756E707562
7375626A656374733D43:4331:433132
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/12008/
Now, whose schools are really better (or weaker) than Germany's? A multiple testing approach
Hanck, Christoph
C12 - Hypothesis Testing: General
I21 - Analysis of Education
Using PIRLS (Progress in International Reading Literacy Study) data, we investigate which countries' schools can be be classified as significantly better or weaker than Germany's as regards the reading literacy of primary school children. The `standard' approach is to conduct separate tests for each country relative to the reference country (Germany) and to reject the null of equally good schools for all those countries whose $p$-value satisfies p_i< 0.05. We demonstrate that this approach ignores the multiple testing nature of the problem and thus overstates differences between schooling systems by producing unwarranted rejections of the null. We employ various multiple testing techniques to remedy this problem. The results suggest that the `standard' approach may overstate the number of significantly different countries by up to 30%.
2008-11
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/12008/1/MPRA_paper_12008.pdf
Hanck, Christoph (2008): Now, whose schools are really better (or weaker) than Germany's? A multiple testing approach.
en
oai:mpra.ub.uni-muenchen.de:12302
2019-09-27T02:25:45Z
7374617475733D707562
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493233
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/12302/
Did the Great Depression affect Educational Attainment in the US?
Kisswani, Khalid
I21 - Analysis of Education
I23 - Higher Education ; Research Institutions
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
The Great Depression is a prime example of a macroeconomic crisis that produced adverse economic and social effects in all spheres of life. The theoretical arguments about the real effects of the Great Depression on education vary. The first is that of economic hardships, which might force individuals eligible to go to school to work for their sustenance. The second argument is that high unemployment would reduce the opportunity cost of going to school, making going to school the best other viable alternative.
Following these theoretical notions, this paper explores the impact of the Great Depression on education, on race (whites and blacks) and gender (males and females), during the period from 1930 to 1940. Furthermore, this paper examines the effects of state employment indices on the average education (at the mean). The results (using individual census data from 1960) show some evidence that the Great Depression affected education of whites born between 1911 and 1915. However, the results show no evidence that the variation in state employment indices affected the decision of schooling on the average (mean), but it affected the education of white males at the top of the distribution (90% percentile).
2008-12-19
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/12302/1/MPRA_paper_12302.pdf
Kisswani, Khalid (2008): Did the Great Depression affect Educational Attainment in the US? Published in: Economics Bulletin , Vol. 9(30), (19 December 2008): pp. 1-26.
en
oai:mpra.ub.uni-muenchen.de:12626
2019-09-28T06:49:02Z
7374617475733D707562
7375626A656374733D41:4132:413232
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493238
7375626A656374733D49:4932:493232
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/12626/
Education in Eritrea: Developmental Challenges
Rena, Ravinder
A22 - Undergraduate
I21 - Analysis of Education
I23 - Higher Education ; Research Institutions
I28 - Government Policy
I22 - Educational Finance ; Financial Aid
The ongoing national reconstruction process of Eritrea is centered on educational reformation. The
government of Eritrea placed educational policy on top priority for national development which demands
the emergence of new class of trained youth blended with disciplined minds and skills instead of raw
graduation. It had established about eight colleges at tertiary level within a short span of time to build
human resource required for the present and future. In line with this, it laid down new policies and
curricula suit to the immediate national scenario. This article analyzed the strengths and weaknesses of the
educational policies, planning and the infrastructure requirements to meet the intended goal. It explored
and analyzed Eritrean educational development and its key challenges. It also provided some useful insights
for policy development. The data for the study were mainly collected from the reports of Ministry of
Education and other colleges in Eritrea. The outcome of the educational reformation is expected to have a
profound effect in the development of the country.
2008-03
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/12626/1/MPRA_paper_12626.pdf
Rena, Ravinder (2008): Education in Eritrea: Developmental Challenges. Published in: International Journal of Scientific Research in Education , Vol. 1, No. 1 (30 June 2008): pp. 41-53.
en
oai:mpra.ub.uni-muenchen.de:13073
2019-09-26T11:49:09Z
7374617475733D696E7072657373
7375626A656374733D46:4631:463136
7375626A656374733D4A:4A31:4A3133
7375626A656374733D49:4932:493231
7375626A656374733D49:4933
7375626A656374733D4A:4A32:4A3234
7375626A656374733D49:4933:493332
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/13073/
The Child Labour in Developing Countries – A Challenge to Millennium Development Goals
Rena, Ravinder
F16 - Trade and Labor Market Interactions
J13 - Fertility ; Family Planning ; Child Care ; Children ; Youth
I21 - Analysis of Education
I3 - Welfare, Well-Being, and Poverty
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
I32 - Measurement and Analysis of Poverty
The problem of child labour is immense and has been growing. Wherever poverty exists, child labour there prevails and it is one of the most striking issues in the developing countries. Hence, there is a need to identify the vulnerable children and point out the problems in relation to the Millennium Development Goals (MDG), particularly poverty eradication, education for all, gender equality, combating HIV/AIDS and creation of a global partnership for development. To understand household labour supply decisions, considering relations to the labour market and to public interventions is critical in designing programmes in order to achieve the MDG. The research on child labour represent in this respect a largely untapped resource of knowledge for policymakers in the fields of education programme and poverty reduction programmes. An attempt is made in this article to demonstrate how increased education opportunities and increased welfare reduces child labour.
2006-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/13073/1/MPRA_paper_13073.pdf
Rena, Ravinder (2006): The Child Labour in Developing Countries – A Challenge to Millennium Development Goals. Forthcoming in: Indus Journal of Management & Social Sciences , Vol. 3, No. 1 (February 2009): pp. 1-10.
en
oai:mpra.ub.uni-muenchen.de:13159
2019-09-28T15:56:36Z
7374617475733D707562
7375626A656374733D48:4831:483139
7375626A656374733D49:4932:493230
7375626A656374733D49:4930
7375626A656374733D44:4438:443839
7375626A656374733D49:4932:493231
7375626A656374733D41:4132:413239
7375626A656374733D44:4438:443830
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/13159/
Výuka webových technologií v souvislosti s potřebami podnikatelského prostředí a státní správy
Suchánek, Petr
H19 - Other
I20 - General
I0 - General
D89 - Other
I21 - Analysis of Education
A29 - Other
D80 - General
Internet with all services is integral part of profession and private life of the all community. Web technologies develop very quickly and its usage has an increasing trend. Web technologies are used for various purposes in private business and public administration companies. In both cases web technologies are very important and have a big sense to support of presentation, communication and generally control processes. Today there are quite a number of standards and methods of web interface development. One of main goal of web technologies is communication of external environment and information systems, because information systems are one of fundamental part of all types of companies because of support operational and control processes. With web technologies expansion is growing need to educate new specialists and users. It is target of technical and economic universities. In this respect we have to observe uses of external environment and offer fields of study whose school-leavers find good jobs. Web technologies area is very extensive and always we have to do thorough evaluation what to teach in terms of fields of study in singles types of schools.
2008-05-14
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/13159/1/MPRA_paper_13159.pdf
Suchánek, Petr (2008): Výuka webových technologií v souvislosti s potřebami podnikatelského prostředí a státní správy. Published in: Sborník příspěvků mezinárodní vědecké konference - Čtyři roky členství zemí střední a východní Evropy v Evropské unii (14 May 2008): pp. 704-710.
cs
oai:mpra.ub.uni-muenchen.de:13875
2019-09-26T09:30:14Z
7374617475733D756E707562
7375626A656374733D49:4932
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/13875/
Reading between the lines: A closer look at the effectiveness of early childhood education policy to reduce inequality in Argentina
Paglayan, Agustina
I2 - Education and Research Institutions
I21 - Analysis of Education
I28 - Government Policy
This study looks more closely at Argentina’s early childhood education policy, to determine whether it “ensures quality education and equal opportunities, without regional disparities and socio-economic inequities” –the main purpose of education policy in that country. In particular, the study examines how public kindergartens’ effect on children’s early literacy development compares to the effect of their alternative, private kindergartens. Panel data collected between 2004 and 2006 by Argentina’s urban household survey is used to estimate a logit model for the probability of knowing how to read and write by the end of first grade. Estimations take into consideration the complex design of the survey data employed. The validity of the results obtained is further checked by the use of quasi-experimental econometric techniques. The study finds that, net of important individual, family, community and geographic characteristics, attending a public kindergarten has some effect on the probability that a child will know how to read and write by the end of first grade, but attending a private kindergarten has a more substantial effect on this probability. In turn, the analysis finds that knowing how to read and write by the end of first grade reduces the probability of repeating that grade. Perhaps more worryingly, the quality gap between public and private kindergartens is found to be larger in the poorest regions of the country, as well as among the poorest families. These findings are relevant to education policymaking in Argentina, where efforts have focused on expanding the coverage of preschool services, largely disregarding that there is a fundamental problem of unequal opportunities among children in terms of access to high-quality early childhood education. Specific policy recommendations that could improve the quality of public preschools are suggested, taking into account the political difficulty to introduce profound reforms in the education system.
2008-05
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/13875/1/MPRA_paper_13875.pdf
Paglayan, Agustina (2008): Reading between the lines: A closer look at the effectiveness of early childhood education policy to reduce inequality in Argentina.
en
oai:mpra.ub.uni-muenchen.de:14034
2019-09-28T09:23:36Z
7374617475733D756E707562
7375626A656374733D43:4331:433134
7375626A656374733D49:4932:493231
7375626A656374733D43:4332:433235
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/14034/
Blaming the exogenous environment? Conditional efficiency estimation with continuous and discrete exogenous variables
De Witte, Kristof
Mika, Kortelainen
C14 - Semiparametric and Nonparametric Methods: General
I21 - Analysis of Education
C25 - Discrete Regression and Qualitative Choice Models ; Discrete Regressors ; Proportions ; Probabilities
This paper proposes a fully nonparametric framework to estimate relative efficiency of entities while accounting for a mixed set of continuous and discrete (both ordered and unordered) exogenous variables. Using robust partial frontier techniques, the probabilistic and conditional characterization of the production process, as well as insights from the recent developments in nonparametric econometrics, we present a generalized approach for conditional efficiency measurement. To do so, we utilize a tailored mixed kernel function with a data-driven bandwidth selection. So far only descriptive analysis for studying the effect of heterogeneity in conditional efficiency estimation has been suggested. We show how to use and interpret nonparametric bootstrap-based significance tests in a generalized conditional efficiency framework. This allows us to study statistical significance of continuous and discrete exogenous variables on production process. The proposed approach is illustrated using simulated examples as well as a sample of British pupils from the OECD Pisa data set. The results of the empirical application show that several exogenous discrete factors have a statistically significant effect on the educational process.
2009-03-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/14034/1/MPRA_paper_14034.pdf
De Witte, Kristof and Mika, Kortelainen (2009): Blaming the exogenous environment? Conditional efficiency estimation with continuous and discrete exogenous variables.
en
oai:mpra.ub.uni-muenchen.de:14036
2019-10-01T11:06:17Z
7374617475733D707562
7375626A656374733D4A:4A36:4A3632
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/14036/
The Educational Attainment of Second Generation Immigrants in Canada: Analysis based on the General Social Survey
Kucera, Miroslav
J62 - Job, Occupational, and Intergenerational Mobility
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
Using data from the 2001 General Social Survey, this study focused on differences in educational attainment between the children of immigrants to Canada, referred to as second-generation immigrants, and similarly-aged children of Canadian-born parents. Two definitions of second-generation immigrants were introduced. The first considered a Canadian resident with at least one immigrant parent to be a second-generation immigrant, while the second definition required that both parents were foreign-born. All first-generation immigrants were excluded from the sample, except those who had arrived in Canada at the age of 9 or younger; these young immigrants were then included among the second-generation immigrants. The results show that second-generation immigrants did better in terms of schooling attainment than their peers born to Canadian parents. Although a part of the observed difference was explained by differences in individual characteristics, a significant disparity remained even after controlling for them. Moreover, the main result of the children of immigrants being, on average, more educated than the children of the Canadianborn was robust towards different definitions of second-generation immigrants, and held for both men and women.
2008-02
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/14036/1/MPRA_paper_14036.pdf
Kucera, Miroslav (2008): The Educational Attainment of Second Generation Immigrants in Canada: Analysis based on the General Social Survey. Published in: HRSDC Learning Research Series (September 2008)
en
oai:mpra.ub.uni-muenchen.de:14327
2019-10-04T20:46:42Z
7374617475733D707562
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/14327/
Methods of Measuring the Students’ Results Obtained in the Teaching-Learning Process
Serbanescu, Luminita
Bengescu, Marcela
Dumitru, Mihaela Iuliana
I21 - Analysis of Education
The experimental implementation and the determination of the efficiency of multimedia teaching-learning technologies was done with the purpose of establishing the necessity of transformations that are paramount for the educational system, in order to synchronize it with the general development tendencies of contemporary society. In this article I shall present the results of an experiment made at the Faculty of Economics Sciences, specialization Finances Banks. In this scientific experiment we applied the technique of parallel groups which supposes the implication of 4 groups of second year students, 2 groups forming the experimental team for whom the multimedia courses for training process were used and 2 control groups for whom teaching was made in the traditional system. The application of the statistical methods of processing experimental data attested the hypotheses about the positive impact of the implementation of the multimedia courses in teaching- learning process in the experimental groups and the efficiency of the applied methods to the experimental groups, compared to traditional methods, applied to control groups. The research in question has tried to propose a new perspective for performing the learning-teaching process, corresponding to present requirements, which, by using information technology, offers new possibilities to stimulate interest, new ways for active involvement of the student in the knowledge process.
2008
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/14327/1/MPRA_paper_14327.pdf
Serbanescu, Luminita and Bengescu, Marcela and Dumitru, Mihaela Iuliana (2008): Methods of Measuring the Students’ Results Obtained in the Teaching-Learning Process. Published in: MIBES 2008 Proceedings (2008): pp. 406-417.
en
oai:mpra.ub.uni-muenchen.de:14600
2019-09-26T10:36:54Z
7374617475733D707562
7375626A656374733D44:4433:443331
7375626A656374733D49:4932:493231
7375626A656374733D50:5035:503532
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/14600/
National IQ Means Transformed from Programme for International Student Assessment (PISA) Scores, and their Underlying Gene Frequencies
Weiss, Volkmar
D31 - Personal Income, Wealth, and Their Distributions
I21 - Analysis of Education
P52 - Comparative Studies of Particular Economies
Any general statement as to whether the secular trend of a society is eugenic or dysgenic depends upon a reliable calibration of the measurement of general intelligence. Richard Lynn set the mean IQ of the United Kingdom at 100 with a standard deviation of 15, and he calculated the mean IQs of other countries in relation to this “Greenwich IQ”. But because the UK test scores are declining, the present paper recalibrates the mean IQ 100 to the average of seven countries having a historical mean IQ of 100. By comparing Lynn-Vanhanen-IQ with PISA scores and educational attainment of native and foreign born populations transformed into IQ, we confirmed brain gain and brain drain in a number of nations during recent decades. Furthermore, the growth of gross domestic product per capita can be derived as a linear function of the percentage of people with an IQ above 105 and its underlying frequency of a hypothetical major gene of intelligence.
2009-01-20
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/14600/1/MPRA_paper_14600.pdf
Weiss, Volkmar (2009): National IQ Means Transformed from Programme for International Student Assessment (PISA) Scores, and their Underlying Gene Frequencies. Published in: The Journal of Social, Political and Economic Studies , Vol. 34, No. 1 (April 2009): pp. 71-94.
en
oai:mpra.ub.uni-muenchen.de:14617
2019-10-02T16:41:36Z
7374617475733D707562
7375626A656374733D49:4932
7375626A656374733D49:4932:493231
7375626A656374733D4F:4F31:4F3135
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/14617/
Performance Assessment and Quality Control: A Continuous Need for Professional Education in Developing Countries
Das, Rituparna
I2 - Education and Research Institutions
I21 - Analysis of Education
O15 - Human Resources ; Human Development ; Income Distribution ; Migration
This article is a policy paper on the the modus operandi of quality management in professional higher studies.
2010-09-24
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/14617/1/MPRA_paper_14617.pdf
Das, Rituparna (2010): Performance Assessment and Quality Control: A Continuous Need for Professional Education in Developing Countries. Published in: Published as Chapter in the 'Book Research Methodology in Social Sciences and Management: Models on Indian Issues', ISBN-13: 978-3639295467 (24 September 2010)
en
oai:mpra.ub.uni-muenchen.de:14845
2019-09-28T16:30:31Z
7374617475733D756E707562
7375626A656374733D45:4531:453132
7375626A656374733D45:4535:453531
7375626A656374733D41:4132:413230
7375626A656374733D49:4932:493231
7375626A656374733D45:4535:453538
7375626A656374733D45:4535:453532
7375626A656374733D45:4534:453431
7375626A656374733D41:4131:413134
7375626A656374733D42:4235
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/14845/
Locked-in and Sticky Textbooks: Mainstream Teaching of the Money Supply Process
Boermans, Martijn Adriaan
Moore, Basil J
E12 - Keynes ; Keynesian ; Post-Keynesian
E51 - Money Supply ; Credit ; Money Multipliers
A20 - General
I21 - Analysis of Education
E58 - Central Banks and Their Policies
E52 - Monetary Policy
E41 - Demand for Money
A14 - Sociology of Economics
B5 - Current Heterodox Approaches
Current macro-economic textbooks provide a fatally misleading description of the money supply process in modern economies. Over the past 20 years Post Keynesian authors have established conclusively that despite strictly-enforced cash reserve requirements, changes in the supply of bank deposits are not determined exogenously by central bank open market operations, but are endogenously determined by changes in bank borrowers’ demand for credit. Nevertheless the vast majority of undergraduate macroeconomic textbooks continue to teach the high-powered-base “money-multiplier” paradigm that the supply of money is
exogenously determined by the central bank. Few texts recognize that interest rate targeting renders the high-powered base endogenous. This paper summarizes the extent mainstream macroeconomic textbooks are “locked in” and “sticky,” and fail both in the teaching of monetary policy and in proper scientific discourse.
2008-11
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/14845/1/MPRA_paper_14845.pdf
Boermans, Martijn Adriaan and Moore, Basil J (2008): Locked-in and Sticky Textbooks: Mainstream Teaching of the Money Supply Process.
en
oai:mpra.ub.uni-muenchen.de:14955
2019-09-26T14:42:10Z
7374617475733D756E707562
7375626A656374733D4F:4F31:4F3137
7375626A656374733D49:4932:493231
7375626A656374733D4B:4B34:4B3432
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/14955/
Терминологический словарь Коррупция в высшем образовании
Osipian, Ararat
O17 - Formal and Informal Sectors ; Shadow Economy ; Institutional Arrangements
I21 - Analysis of Education
K42 - Illegal Behavior and the Enforcement of Law
Higher education corruption is an emerging sub-field of research that has yet to develop its terminological apparatus and own specific research methodologies. The interdisciplinary nature of this sub-field predetermines its dependency on other well-established fields, such as microeconomics, organizational theory, political economy, education policy, and sociology. Accordingly, most of the terminology of higher education corruption is not unique fundamentally but derived from terminologies of social sciences. A specific professional language is required to communicate major issues in the field of study that may be formulated as higher education corruption. This Glossary presents terminology used in research and discussion of higher education corruption. It contains 155 terms and offers brief definitions and explanations of the terms. Most of the terms presented in this Glossary are not operational, i.e. they are often not very formal but useful in describing the phenomenon of corruption. They carry an explanatory function rather than function of operationalization. Operationalization is the process of strictly defining variables into measurable factors. Operationalization of higher education corruption anticipates development of a set of special terms that not only describe but put them into clearly defined measurable variables ready for quantitative analysis. This terminology does not rely on any particular conceptual approach to higher education corruption. Nor does it refer to any particular country or national educational system. Different terms apply better to different national educational systems, since the systems differ significantly and so do forms of corruption that may be found in these systems. All of the terms, presented in this Glossary, refer to corruption higher education even if not mentioned so specifically. This Glossary does not offer any references, nor does it offer further readings on the topic of corruption. Finally, this Glossary may be updated periodically, new terms may be added and descriptions of terms extended.
2009-04-29
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/14955/1/MPRA_paper_14955.pdf
Osipian, Ararat (2009): Терминологический словарь Коррупция в высшем образовании.
ru
oai:mpra.ub.uni-muenchen.de:15008
2019-09-28T13:30:43Z
7374617475733D707562
7375626A656374733D49:4932:493239
7375626A656374733D4D:4D33:4D3331
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493233
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/15008/
Factors Influencing Students' Learning at KASB Institute of Technology
Riaz, Kashif
Hussainy, Syed Karamatullah
Khalil, Hamza
Herani, Gobind M.
I29 - Other
M31 - Marketing
A23 - Graduate
I23 - Higher Education ; Research Institutions
I21 - Analysis of Education
The research article looks into the psychological and other characteristics that play a role in students’ learning ability. In all the observations we have found some students performing better than the others, this display of performance in their studies implies the presence of certain factors which are different from others or play a role in their better learning capabilities. These factors may be present in students, teachers, institutions and others. This article is an attempt to highlight those factors which may be required on part of the students, teachers, institutions and others that may or may not play a significant role in enhancing students’ learning capabilities, the sample of 103 is used to infer the significance of these factors. Through research we were able to answer as per students, punctuality of the teacher is somewhat important in enhancing learning. Clarity of speech was considered an insignificant feature. The most preferred quality of the teacher which is responsible for ranking a teacher as the best teacher is cooperativeness. Another finding was the relationship between CGPA obtained and consulting teacher outside class, which we concluded that there is a strong relationship between consulting teacher and obtaining good CGPA. Lastly we found that time spend in library has no significant association with understanding of topic when taught.
2008-12-31
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/15008/1/MPRA_paper_15008.pdf
Riaz, Kashif and Hussainy, Syed Karamatullah and Khalil, Hamza and Herani, Gobind M. (2008): Factors Influencing Students' Learning at KASB Institute of Technology. Published in: KASBIT Business Journal No. 1(1) (31 December 2008): pp. 61-74.
en
oai:mpra.ub.uni-muenchen.de:15021
2019-09-26T16:06:09Z
7374617475733D756E707562
7375626A656374733D41:4132:413230
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/15021/
The Impact of Schooling Reform on Returns to Education in Malaysia
Ismail, Ramlee
A20 - General
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
The objective of this paper is to examine the impact of education reforms on earnings. One of the significant changes in the Malaysian education system was the schooling reform of 1970 that changed the medium of instruction from the English language to the Malaysian national language. Using data from the Household Income Surveys of 2002 and 2004, this paper updates the private rate of return to education. Applying a homogenous return model, using an ordinary least square (OLS) regression indicates that the private rate of returns to education is close to the world average. Using the Instrumental Variable approach, however, the impact of the schooling reforms indicates that the private rate of return to education is higher than the average.
2007-01-29
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/15021/1/MPRA_paper_15021.pdf
Ismail, Ramlee (2007): The Impact of Schooling Reform on Returns to Education in Malaysia.
en
oai:mpra.ub.uni-muenchen.de:15105
2019-09-26T22:49:26Z
7374617475733D707562
7375626A656374733D4F:4F31:4F3135
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
7375626A656374733D44:4431:443130
7375626A656374733D43:4332:433235
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/15105/
Poverty and Child Farm Labor in Africa: Wealth Paradox or bad Orthodoxy
Nkamleu, Guy Blaise
O15 - Human Resources ; Human Development ; Income Distribution ; Migration
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
D10 - General
C25 - Discrete Regression and Qualitative Choice Models ; Discrete Regressors ; Proportions ; Probabilities
The link between poverty and child labor has traditionally been regarded as well established but recent researches have questioned its validity, suggesting that child labor is more important in the richest households (wealth paradox). The present study revisits the link between poverty and farm child labor in Africa and aims at testing the paradoxical wealth effect. Using different modeling techniques, the analysis focuses on family-controlled child labor taking place in the cocoa sector of Côte d’Ivoire.
The results reveal that the effect of different commonly used wealth proxies have opposite effects on child labor participation and are sometimes sensitive to the modeling technique. This mixed result is the root of the apparent wealth paradox found in the literature. However, relevant and robust wealth proxies clearly indicate a positive relationship between poverty and child labor. The study therefore sustains that the apparent wealth paradox found in the literature is the end result of a bad orthodoxy.
2006
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/15105/1/MPRA_paper_15105.pdf
Nkamleu, Guy Blaise (2006): Poverty and Child Farm Labor in Africa: Wealth Paradox or bad Orthodoxy. Published in: African Journal of Economic Policy , Vol. 13, No. 1 (2006): pp. 1-24.
en
oai:mpra.ub.uni-muenchen.de:15125
2019-09-26T15:22:11Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D43:4332:433235
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/15125/
I would walk 500 miles (if it paid)
Chumacero, Romulo
Gómez Caorsi, Daniel
Paredes, Ricardo
I21 - Analysis of Education
C25 - Discrete Regression and Qualitative Choice Models ; Discrete Regressors ; Proportions ; Probabilities
One of the pillars of the educational voucher system instituted in Chile is that competition among schools to attract students would improve the quality of the education provided. Surveys have suggested that families rank the distance of the school from their home as the most important factor for choosing a school. They also suggest that parents largely ignore the results of standardized tests. We use a novel data set which includes measures of the distance between homes and schools to analyze the determinants of school choice. Economic theory suggests, and the estimations confirm, that parents consider quality of the school and its location when choosing schools. The paper quantifies the relevant trade-offs.
2008-08
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/15125/1/MPRA_paper_15125.pdf
Chumacero, Romulo and Gómez Caorsi, Daniel and Paredes, Ricardo (2008): I would walk 500 miles (if it paid).
en
oai:mpra.ub.uni-muenchen.de:15162
2019-09-29T11:25:12Z
7374617475733D707562
7375626A656374733D46:4631:463136
7375626A656374733D4A:4A31:4A3133
7375626A656374733D49:4932:493231
7375626A656374733D49:4933
7375626A656374733D4A:4A32:4A3234
7375626A656374733D49:4933:493332
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/15162/
The Child Labour in Developing Countries – A Challenge to Millennium Development Goals
Rena, Ravinder
F16 - Trade and Labor Market Interactions
J13 - Fertility ; Family Planning ; Child Care ; Children ; Youth
I21 - Analysis of Education
I3 - Welfare, Well-Being, and Poverty
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
I32 - Measurement and Analysis of Poverty
The problem of child labour is immense and has been growing. Wherever poverty exists, child labour there prevails and it is one of the most striking issues in the developing countries. Hence, there is a need to identify the vulnerable children and point out the problems in relation to the Millennium Development Goals (MDG), particularly poverty eradication, education for all, gender equality, combating HIV/AIDS and creation of a global partnership for development. To understand household labour supply decisions, considering relations to the labour market and to public interventions is critical in designing programmes in order to achieve the MDG. The research on child labour represent in this respect a largely untapped resource of knowledge for policymakers in the fields of education programme and poverty reduction programmes. An attempt is made in this article to demonstrate how increased education opportunities and increased welfare reduces child labour.
2006-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/15162/2/MPRA_paper_15162.pdf
Rena, Ravinder (2006): The Child Labour in Developing Countries – A Challenge to Millennium Development Goals. Published in: Indus Journal of Management & Social Sciences , Vol. 3, No. 1 (20 April 2009): pp. 1-8.
en
oai:mpra.ub.uni-muenchen.de:15583
2019-09-27T00:29:31Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/15583/
Should Students Be Allowed to Miss?
Paredes, Ricardo
Ugarte, Gabriel
I21 - Analysis of Education
I28 - Government Policy
In this paper we investigate the effect of class attendance on academic performance, and evaluate the existence and importance of minimum attendance requirement thresholds. We found that attendance has a relevant and statistically significant impact on performance, together with the existence of a threshold, although contrary to the expected, not associated with a decrease in performance, which questions the existence of minimum attendance requirement.
2009-04
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/15583/1/MPRA_paper_15583.pdf
Paredes, Ricardo and Ugarte, Gabriel (2009): Should Students Be Allowed to Miss?
en
oai:mpra.ub.uni-muenchen.de:15677
2019-09-26T22:38:46Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
7375626A656374733D44:4438:443833
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/15677/
作为人力资本的语言:专业化、组织沟通与语言习得
Huang, Weiting
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
D83 - Search ; Learning ; Information and Knowledge ; Communication ; Belief ; Unawareness
From the perspective of labor division and specialization, we explained the human capital attributes of language, and pointed out the human capital was depended on the acquisition of specialized organizational language which is the standard code system in the process of organizational communication. Then we employed the "beauty contest game" to analyze the two-stage language acquisition decision of individual, and pointed out that first stage language acquisition was to gain the advantages of human capital competition in the second stage. The model we employed has shown the importance and mechanism of private information and public information in the individual language acquisition decision making process. In the end, we briefly analyzed factors which determined the formation and diffusion of private and public information.
2009-06
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/15677/1/MPRA_paper_15677.pdf
Huang, Weiting (2009): 作为人力资本的语言:专业化、组织沟通与语言习得.
zh
oai:mpra.ub.uni-muenchen.de:16420
2019-09-29T04:36:34Z
7374617475733D756E707562
7375626A656374733D41:4132:413233
7375626A656374733D41:4131:413132
7375626A656374733D49:4932:493231
7375626A656374733D41:4131:413134
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16420/
In Disputatione Nascitur Veritas
Orkodashvili, Mariam
A23 - Graduate
A12 - Relation of Economics to Other Disciplines
I21 - Analysis of Education
A14 - Sociology of Economics
Centrality and fragility of university in the long-lasting debates over the functions of higher education and its role in the interplay of wider socioeconomic, political and cultural forces is an ever recurrent issue. It seems that exactly these debates called for constant public attention towards academia and helped retain its core function of knowledge production through the dynamics of controversies and disputations.The essay attempts to discuss the main issues regarding the features and functions of university. It also tries to identify the challenges that the University of the Future will face. The main argument that the essay makes is that through constant search for the truth, through continuous discussions and „disputations‟, the university should retain its core function that is the production of knowledge. The continuous struggles between academic, sociocultural, political and economic forces have always helped academia to preserve its unique character. The essay adheres to the well-known belief that truth is born in constant discussions and „disputations‟ (in disputatione nascitur veritas).
2008-12-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16420/1/MPRA_paper_16420.pdf
Orkodashvili, Mariam (2008): In Disputatione Nascitur Veritas.
en
oai:mpra.ub.uni-muenchen.de:16421
2019-09-27T12:46:39Z
7374617475733D756E707562
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493230
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16421/
International Graduate Student Life: Building Grounded Theory
Orkodashvili, Mariam
A23 - Graduate
I20 - General
I21 - Analysis of Education
The paper analyses qualitative data on the topic of ‘international graduate student life’, and especially on the cultural and academic adaptation processes that graduates go through in a new environment. The paper describes and discusses the process of the work on the data. It deals with the theories and hypotheses that were generated during the process of analysis. It also describes some limitations and complexities that were encountered while working with the data and different computer packages.
The report also tries to put the main story and the findings in the wider context of the existing sociological literature on the present topic of adaptation, managing change and intercultural relations between the representatives of different nationalities.
2001-03
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16421/1/MPRA_paper_16421.pdf
Orkodashvili, Mariam (2001): International Graduate Student Life: Building Grounded Theory.
en
oai:mpra.ub.uni-muenchen.de:16462
2019-09-26T16:51:06Z
7374617475733D707562
7375626A656374733D5A:5A31:5A3132
7375626A656374733D48:4831:483131
7375626A656374733D49:4932:493231
7375626A656374733D4C:4C33:4C3333
7375626A656374733D48:4834:483434
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16462/
Literacy and Numeracy in Faith-Based and Government Schools in Sierra Leone
Wodon, Quentin
Ying, Yvonne
Z12 - Religion
H11 - Structure, Scope, and Performance of Government
I21 - Analysis of Education
L33 - Comparison of Public and Private Enterprises and Nonprofit Institutions ; Privatization ; Contracting Out
H44 - Publicly Provided Goods: Mixed Markets
This paper provides a comparative assessment of the market share, reach to the poor, and performance of faith-based and public schools in Sierra Leone using data from the 2004 Integrated Household Survey. One-third of primary school students attend government schools and more than half are in faith-based government-assisted schools. Faith-based schools tend to serve children who live in poverty more than public schools, and after controlling for student and household characteristics and school choice, they also perform slightly better than public schools.
2009-06
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16462/1/MPRA_paper_16462.pdf
Wodon, Quentin and Ying, Yvonne (2009): Literacy and Numeracy in Faith-Based and Government Schools in Sierra Leone. Published in: Emerging Evidence on Vouchers and Faith-Based Providers in Education: Case Studies from Africa, Latin America, and Asia, edited by F. Barrera-Osorio, H. A. Patinos, and Q. Wodon, Directions in Development, World Bank, Washington, DC (June 2009): pp. 99-117.
en
oai:mpra.ub.uni-muenchen.de:16463
2019-09-30T10:16:44Z
7374617475733D707562
7375626A656374733D5A:5A31:5A3132
7375626A656374733D48:4831:483131
7375626A656374733D49:4932:493231
7375626A656374733D4C:4C33:4C3333
7375626A656374733D48:4834:483434
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16463/
Comparing the Performance of Faith-Based and Government Schools in the Democratic Republic of Congo
Backiny-Yetna, Prospere
Wodon, Quentin
Z12 - Religion
H11 - Structure, Scope, and Performance of Government
I21 - Analysis of Education
L33 - Comparison of Public and Private Enterprises and Nonprofit Institutions ; Privatization ; Contracting Out
H44 - Publicly Provided Goods: Mixed Markets
This paper provides a comparative assessment of the market share, reach to the poor, and performance of faith-based and public schools in the Democratic Republic of Congo using data from the 2004-2005 "123" survey. More than two thirds of primary school students attend faith-based government-assisted schools. Both types of school cater to a similar population that is overwhelmingly poor. Faith-based schools perform slightly better at least in some dimensions than government schools, but the differences between the two types of schools are small and not statistically significant.
2009-06
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16463/1/MPRA_paper_16463.pdf
Backiny-Yetna, Prospere and Wodon, Quentin (2009): Comparing the Performance of Faith-Based and Government Schools in the Democratic Republic of Congo. Published in: Emerging Evidence on Vouchers and Faith-Based Providers in Education: Case Studies from Africa, Latin America, and Asia, edited by F. Barrera-Osorio, H. A. Patinos, and Q. Wodon, Directions in Development, World Bank, Washington, DC (June 2009): pp. 119-135.
en
oai:mpra.ub.uni-muenchen.de:16464
2019-09-28T16:44:33Z
7374617475733D707562
7375626A656374733D5A:5A31:5A3132
7375626A656374733D48:4831:483131
7375626A656374733D49:4932:493231
7375626A656374733D4C:4C33:4C3333
7375626A656374733D48:4834:483434
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16464/
Comparing the Private Cost of Education at Public, Private, and Faith-Based Schools in Cameroon
Backiny-Yetna, Prospere
Wodon, Quentin
Z12 - Religion
H11 - Structure, Scope, and Performance of Government
I21 - Analysis of Education
L33 - Comparison of Public and Private Enterprises and Nonprofit Institutions ; Privatization ; Contracting Out
H44 - Publicly Provided Goods: Mixed Markets
This paper uses recent household survey data for Cameroon to measure the cost for households of the education services that their children receive and assess how this cost varies according to the type of service provider. Contrary to what has been observed in some other countries, the data suggest that faith-based schools in Cameroon serve primarily better-off children, with public schools serving the poor more. Faith-based schools are also more expensive for households than private schools (possibly due to lower levels of public funding). This may be one of the reasons why the poor tend to go to public schools more than to faith-based schools.
2009-06
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16464/1/MPRA_paper_16464.pdf
Backiny-Yetna, Prospere and Wodon, Quentin (2009): Comparing the Private Cost of Education at Public, Private, and Faith-Based Schools in Cameroon. Published in: Emerging Evidence on Vouchers and Faith-Based Providers in Education: Case Studies from Africa, Latin America, and Asia, edited by F. Barrera-Osorio, H. A. Patinos, and Q. Wodon, Directions in Development, World Bank, Washington, DC (June 2009): pp. 165-178.
en
oai:mpra.ub.uni-muenchen.de:16485
2019-10-08T16:47:37Z
7374617475733D756E707562
7375626A656374733D44:4432:443231
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16485/
A Case of Mimetic Isomorphism: A Short-Cut to Increasing Loyalty to Academia
Orkodashvili, Mariam
D21 - Firm Behavior: Theory
A23 - Graduate
I21 - Analysis of Education
The paper discusses the process of shortening career path to leadership positions in academia that could serve as an example of mimetic isomorphism, where university tries to apply business-like quick result-oriented strategies. This strategy incentivizes young faculty to stay in universities and keep loyalty to academia. This process could also be one step towards bringing academia and business closer: breeding academic loyalty through business-type strategies of quick promotion.
2008-09-30
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16485/1/MPRA_paper_16485.pdf
Orkodashvili, Mariam (2008): A Case of Mimetic Isomorphism: A Short-Cut to Increasing Loyalty to Academia.
en
oai:mpra.ub.uni-muenchen.de:16558
2019-09-26T12:10:11Z
7374617475733D756E707562
7375626A656374733D44:4436:443633
7375626A656374733D41:4131:413133
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16558/
Investment in Human Capital: Vocational vs. Academic Education
Orkodashvili, Mariam
D63 - Equity, Justice, Inequality, and Other Normative Criteria and Measurement
A13 - Relation of Economics to Social Values
I21 - Analysis of Education
I28 - Government Policy
The dilemma of providing effective education particularly in developing countries with limited resources and ambiguous calculations of rates of return due to unstable economies and labour market fluctuations makes it an absolute necessity to consider costs and benefits associated both with academic and vocational education.Through argumentation and scholarly literature analysis the paper brings together the benefits of academic education and emphasizes its multiple positive implications as opposed to secondary-school level vocational education that has a number of problematic issues to tackle. The argument further develops towards shifting vocational education from secondary-school level to on-the-job short-term technical trainings.The paper also brings arguments from scholarly literature that while rich developed countries can afford certain amount of vocationally oriented subjects incorporated into comprehensive secondary school curricula, the most optimal way for developing countries to find the solution to the problem would be to conduct vocational training courses at job places and adhere to general academic education in secondary schools.
2008-04-07
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16558/1/MPRA_paper_16558.pdf
Orkodashvili, Mariam (2008): Investment in Human Capital: Vocational vs. Academic Education.
en
oai:mpra.ub.uni-muenchen.de:16945
2019-09-27T11:40:55Z
7374617475733D756E707562
7375626A656374733D43:4332:433233
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/16945/
Effects of Class Size on Achievement of College Students
De Paola, Maria
Scoppa, Vincenzo
C23 - Panel Data Models ; Spatio-temporal Models
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
In this paper we investigate the effects of class size on the achievements of a sample of college students enrolled at a middle-sized Italian public university. To estimate the effects of class size we exploit the exogenous variations in class size determined by a maximum class size rule introduced by the 2001 Italian university reform. From our analysis it emerges that large teaching classes produce negative effects on student performance measured both in terms of the grades obtained in exams and the probability of passing exams. These results are robust to the use of a matching estimator.
2009-08-25
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/16945/1/MPRA_paper_16945.pdf
De Paola, Maria and Scoppa, Vincenzo (2009): Effects of Class Size on Achievement of College Students.
en
oai:mpra.ub.uni-muenchen.de:17792
2019-09-26T10:46:39Z
7374617475733D756E707562
7375626A656374733D49:4933:493330
7375626A656374733D49:4932:493231
7375626A656374733D4F:4F34:4F3430
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/17792/
Education inequality, economic growth, and income inequality: Evidence from Indonesia, 1996-2005
Digdowiseiso, Kumba
I30 - General
I21 - Analysis of Education
O40 - General
Abstract
This paper examines the determinants of economic growth, income inequality, and their relationship in the context of education inequality. The econometric results from a cross-section analysis of 23 provinces in the period of 1996-2005 indicate that a higher level of human capital and the relative dispersion of human capital have a disequalizing effect on the income distribution. It also confirms that economic growth has strongly and significantly equalizing effect on the income distribution, supporting the complementarity relationship between equity and growth. In addition, human capital investment contributes significantly to the growth of economy. Therefore, in a bid to achieve egalitarian society with a more equitable distribution of income, economic policies should be more targeted at not only more education but also equal access to education.
2009-12-20
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/17792/1/MPRA_paper_17792.pdf
Digdowiseiso, Kumba (2009): Education inequality, economic growth, and income inequality: Evidence from Indonesia, 1996-2005.
en
oai:mpra.ub.uni-muenchen.de:17899
2019-09-27T12:39:58Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/17899/
Reading between the lines: A closer look at the effectiveness of early childhood education policy to reduce inequality in Argentina
Paglayan, Agustina S.
I21 - Analysis of Education
I28 - Government Policy
This study looks at Argentina’s early childhood education policy, to determine whether it “ensures quality education and equal opportunities, without regional disparities and socio-economic inequities” –the main purpose of education policy in that country. In particular, the study examines how public kindergartens’ effect on children’s early literacy development compares to the effect of their alternative, private kindergartens. Panel data collected between 2004 and 2006 by Argentina’s urban household survey is used to estimate a logit model for the probability of knowing how to read and write by the end of first grade. Estimations take into consideration the complex design of the survey data employed. The validity of the results obtained is further checked by the use of quasi-experimental econometric techniques. The study finds that, net of important individual, family, community and geographic characteristics, attending a public kindergarten has some effect on the probability that a child will know how to read and write by the end of first grade, but attending a private kindergarten has a more substantial effect on this probability. The difference between public and private kindergartens is found to be larger in the poorest regions of the country, as well as among the poorest families. In turn, the analysis finds that knowing how to read and write by the end of first grade reduces the probability of repeating that grade. These findings are relevant to education policymaking in Argentina, where efforts have focused on expanding the coverage of preschool services, largely disregarding that there is a fundamental problem of unequal opportunities among children in terms of access to high-quality early childhood education. Specific policy recommendations that could improve the quality of public preschools are suggested, taking into account the political difficulty to introduce profound reforms in the education system.
2008-05
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/17899/1/MPRA_paper_17899.pdf
Paglayan, Agustina S. (2008): Reading between the lines: A closer look at the effectiveness of early childhood education policy to reduce inequality in Argentina.
en
oai:mpra.ub.uni-muenchen.de:18011
2019-10-12T17:05:45Z
7374617475733D756E707562
7375626A656374733D46:4632:463232
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A32:4A3234
7375626A656374733D5A:5A31:5A3133
7375626A656374733D46:4634:463433
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18011/
Migration des Elites Norme Culturelle et Formation de la Diaspora
Jellal, Mohamed
F22 - International Migration
I21 - Analysis of Education
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
Z13 - Economic Sociology ; Economic Anthropology ; Social and Economic Stratification
F43 - Economic Growth of Open Economies
One considers a model of accumulation of the human capital in the presence of the international migration offers. One shows that under certain conditions,this option can support the increase in the stock of the national human capital by taking of account the externalities. Thus the `brain drain' would have a positive impact on the national economy under a well controlled restrictive migratory policy. The difficulty of this control scheme leads us to propose an alternative model suggesting the internalisation of the human capital externalities thus allowing the implementation of the social optimum. The mechanism of this internalisation is based on the endogenous creation of cultural norm with the accumulation of the knowledge. This social norm avoids the risks of conditionalities inherent in a migratory policy as a mechanism of internalisation of the externalities of the human capital.
2009-10-19
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18011/1/MPRA_paper_18011.pdf
Jellal, Mohamed (2009): Migration des Elites Norme Culturelle et Formation de la Diaspora.
fr
oai:mpra.ub.uni-muenchen.de:18295
2019-09-27T03:30:24Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D48:4838:483833
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18295/
Calculative practices in higher education: a retrospective analysis of curricular accounting about learning
Dixon, Keith
I21 - Analysis of Education
H83 - Public Administration ; Public Sector Accounting and Audits
I28 - Government Policy
Accounting has been shown to figure variously in New Higher Education. However, despite their infant precursors having been labelled curricular accounting (Theodossin, 1986), accounting researchers have overlooked a collection of calculative practices that has grown and spread internationally over the past two decades. The collection in question comprises credit points, levels of learning, level descriptors, learning outcomes, and related characteristics of student transcripts and diploma supplements, qualification frameworks and credit transfer systems. This paper extends coverage of the accounting literature to this particular variant of accounting.
The subject is addressed both in a technical way and in the broader context of accounting in organisations and society. The former University of New Zealand and its affiliate in Christchurch, New Zealand, and the University of Canterbury, also of that city, are used as a case study. The credit point system in place at the University of Canterbury in 2009 and its antecedents back to 1873 are analysed genealogically. Participant-observation and related means are used to collect data. These data are analysed using ideas of representational schemes, path-dependent changes and negotiated orders among parties who have been associated with the case institutions.
The analysis illuminates how and why learning (and teaching) at the University of Canterbury has come to be specified, recorded and controlled using curricular accounting; and why the accounting in use accords conceptually and, to an increasing degree, in practice to that in use across tertiary education in many countries. Among the social, economic and political issues that have spurred on this spread are international standards, quality and equivalence of tertiary education qualifications, study and learning; diversification of participation in tertiary education; changes to the levels and sources of funding tertiary education; and the many and varied ideas, etc. associated with New Higher Education. The spread has multifarious consequences for students, academics, alumni, universities and similar institutions, higher education, governments and others. There is much scope for further research.
2009-11-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18295/1/MPRA_paper_18295.pdf
Dixon, Keith (2009): Calculative practices in higher education: a retrospective analysis of curricular accounting about learning.
en
oai:mpra.ub.uni-muenchen.de:18369
2019-09-28T23:21:30Z
7374617475733D756E707562
7375626A656374733D4F:4F31:4F3130
7375626A656374733D41:4132:413230
7375626A656374733D4F:4F34:4F3433
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18369/
Education, Rent Seeking and Growth
Berdugo, Binyamin
Meir, Uri
O10 - General
A20 - General
O43 - Institutions and Growth
I21 - Analysis of Education
This paper studies the role of education as a way of reducing private rent seeking
activities and increasing output. In many underdeveloped economies, for most
individuals, there is no private return to education. Nonetheless, according to this
paper, governments are better off by investing in public education. We view education
as a means to build personal character, thereby affecting macroeconomic long run
equilibrium by reducing the number of individuals who are engaged in private rentseeking
activities. We show that education is more efficient than ordinary law
enforcement because it has a long-run effect. The policy implication of this result is
that even when education does not increase human capital, compulsory schooling will
be beneficial in pulling underdeveloped economies out of poverty.
2009-10-31
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18369/1/MPRA_paper_18369.pdf
Berdugo, Binyamin and Meir, Uri (2009): Education, Rent Seeking and Growth.
en
oai:mpra.ub.uni-muenchen.de:18428
2019-10-02T07:42:35Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D5A:5A31:5A3133
7375626A656374733D4A:4A32:4A3234
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18428/
Peer Group Effects on the Academic Performance of Italian Students
De Paola, Maria
Scoppa, Vincenzo
I21 - Analysis of Education
Z13 - Economic Sociology ; Economic Anthropology ; Social and Economic Stratification
J24 - Human Capital ; Skills ; Occupational Choice ; Labor Productivity
We analyse peer effects among students of a middle-sized Italian public university. We explain students’ average grade in exams passed during their Second Level Degree course on the basis of their pre-determined measures of abilities, personal characteristics and peer group abilities. Thanks to a rich administrative dataset, we are able to build a variety of definitions of peer groups, describing different kinds of students’ interaction, based on classes attended together or exams taken in the same session. Self-selection problems are handled through Two-Stage Least Squares estimations using as an instrument, the exogenous assigning of students to different teaching classes in the compulsory courses attended during their First Level Degree course. We find statistically significant positive peer group effects, which are robust to the different definitions of peer group and to different measures of abilities.
2009-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18428/1/MPRA_paper_18428.pdf
De Paola, Maria and Scoppa, Vincenzo (2009): Peer Group Effects on the Academic Performance of Italian Students.
en
oai:mpra.ub.uni-muenchen.de:18808
2019-09-28T16:46:27Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D48:4838:483833
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18808/
Calculative practices in higher education: a retrospective analysis of curricular accounting about learning
Dixon, Keith
I21 - Analysis of Education
H83 - Public Administration ; Public Sector Accounting and Audits
I28 - Government Policy
Accounting has been shown to figure variously in New Higher Education. However, despite their infant precursors having been labelled curricular accounting (Theodossin, 1986), accounting researchers have overlooked a collection of calculative practices that has grown and spread internationally over the past two decades. The collection in question comprises credit points, levels of learning, level descriptors, learning outcomes, and related characteristics of student transcripts and diploma supplements, qualification frameworks and credit transfer systems. This paper extends coverage of the accounting literature to this particular variant of accounting.
The subject is addressed both in a technical way and in the broader context of accounting in organisations and society. The former University of New Zealand and its affiliate in Christchurch, New Zealand, and the University of Canterbury, also of that city, are used as a case study. The credit point system in place at the University of Canterbury in 2009 and its antecedents back to 1873 are analysed genealogically. Participant-observation and related means are used to collect data. These data are analysed using ideas of representational schemes, path-dependent changes and negotiated orders among parties who have been associated with the case institutions.
The analysis illuminates how and why learning (and teaching) at the University of Canterbury has come to be specified, recorded and controlled using curricular accounting; and why the accounting in use accords conceptually and, to an increasing degree, in practice to that in use across tertiary education in many countries. Among the social, economic and political issues that have spurred on this spread are international standards, quality and equivalence of tertiary education qualifications, study and learning; diversification of participation in tertiary education; changes to the levels and sources of funding tertiary education; and the many and varied ideas, etc. associated with New Higher Education. The spread has multifarious consequences for students, academics, alumni, universities and similar institutions, higher education, governments and others. There is much scope for further research.
2009-11-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18808/1/MPRA_paper_18808.pdf
Dixon, Keith (2009): Calculative practices in higher education: a retrospective analysis of curricular accounting about learning.
en
oai:mpra.ub.uni-muenchen.de:18943
2019-10-02T23:37:04Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D48:4838:483833
7375626A656374733D49:4932:493238
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18943/
Calculative practices in higher education: a retrospective analysis of curricular accounting about learning
Dixon, Keith
I21 - Analysis of Education
H83 - Public Administration ; Public Sector Accounting and Audits
I28 - Government Policy
Accounting has been shown to figure variously in New Higher Education. However, despite their infant precursors having been labelled curricular accounting (Theodossin, 1986), accounting researchers have overlooked a collection of calculative practices that has grown and spread internationally over the past two decades. The collection in question comprises credit points, levels of learning, level descriptors, learning outcomes, and related characteristics of student transcripts and diploma supplements, qualification frameworks and credit transfer systems. This paper extends coverage of the accounting literature to this particular variant of accounting.
The subject is addressed both in a technical way and in the broader context of accounting in organisations and society. The former University of New Zealand and its affiliate in Christchurch, New Zealand, and the University of Canterbury, also of that city, are used as a case study. The credit point system in place at the University of Canterbury in 2009 and its antecedents back to 1873 are analysed genealogically. Participant-observation and related means are used to collect data. These data are analysed using ideas of representational schemes, path-dependent changes and negotiated orders among parties who have been associated with the case institutions.
The analysis illuminates how and why learning (and teaching) at the University of Canterbury has come to be specified, recorded and controlled using curricular accounting; and why the accounting in use accords conceptually and, to an increasing degree, in practice to that in use across tertiary education in many countries. Among the social, economic and political issues that have spurred on this spread are international standards, quality and equivalence of tertiary education qualifications, study and learning; diversification of participation in tertiary education; changes to the levels and sources of funding tertiary education; and the many and varied ideas, etc. associated with New Higher Education. The spread has multifarious consequences for students, academics, alumni, universities and similar institutions, higher education, governments and others. There is much scope for further research.
2009-11-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18943/1/MPRA_paper_18943.pdf
Dixon, Keith (2009): Calculative practices in higher education: a retrospective analysis of curricular accounting about learning.
en
oai:mpra.ub.uni-muenchen.de:18955
2019-10-21T06:41:56Z
7374617475733D707562
7375626A656374733D44:4437:443733
7375626A656374733D4E:4E33:4E3330
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18955/
Europeanization or Curricular Harmonization in the Area of Administrative Sciences (Follow-Up of Bologna Process): Comparative Analysis and Empirical Research
Matei, Lucica
D73 - Bureaucracy ; Administrative Processes in Public Organizations ; Corruption
N30 - General, International, or Comparative
I21 - Analysis of Education
The paper aims a comparative analysis of curricula for Bachelor studies in the area of administrative sciences. The objectives of research focused on elaboration of a set of indicators, based on the curricular contents of the programmes from the first cycle in administrative sciences,aiming to size 'the Europeanism degree' and curricular compatibilisation degree between Romanian and European universities
2007-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18955/1/MPRA_paper_18955.pdf
Matei, Lucica (2007): Europeanization or Curricular Harmonization in the Area of Administrative Sciences (Follow-Up of Bologna Process): Comparative Analysis and Empirical Research. Published in: Transylvanian Review of Administrative Sciences No. 22E (February 2008): pp. 92-124.
en
oai:mpra.ub.uni-muenchen.de:18957
2019-10-04T05:02:33Z
7374617475733D707562
7375626A656374733D44:4437:443733
7375626A656374733D41:4132:413232
7375626A656374733D4E:4E33:4E3330
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18957/
Europeanisation of Higher Education in the Area of Administrative Sciences in Romania
Matei, Lucica
D73 - Bureaucracy ; Administrative Processes in Public Organizations ; Corruption
A22 - Undergraduate
N30 - General, International, or Comparative
I21 - Analysis of Education
The paper aims to reveal some relevant issues about Europeanisation of higher education in the area of administrative sciences in Romania. Europeanisation as global process in the European space is supported and promoted through a specific legislative framework as well as relevant institutional mechanisms. Since 2005, by applying the provisions of Bologna Declaration, the whole configuration of the Romanian higher education has significantly changed.
Based on comprehensive empirical researches, the paper approaches and describes both "the Europeanism degree" for the content of the educational process in bachelor, master, doctoral studies in administrative sciences and the social perception of the phenomena and processes deriving from and influencing the Romanian public administration reform, training needs for each academic cycle, graduates' insertion in the labour market.
The data and interpretations provide the basis of a comparative analysis of higher education in the area of administrative sciences in NISPAcee members as well as the opportunity for further development of researches and regional debates on this topic
2006-09
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18957/1/MPRA_paper_18957.pdf
Matei, Lucica (2006): Europeanisation of Higher Education in the Area of Administrative Sciences in Romania. Published in: Lessons and Recommendations for Improvement: Central and Eastern European Public Administration and Public Policy (September 2007): pp. 87-130.
en
oai:mpra.ub.uni-muenchen.de:18967
2019-09-27T06:25:19Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D4A:4A31:4A3138
7375626A656374733D48:4834:483434
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18967/
For-Profit Student Heterogeneity
Chung, Anna
I21 - Analysis of Education
J18 - Public Policy
H44 - Publicly Provided Goods: Mixed Markets
In this study, I use three data sets collected by the US Department of Education, National Center for Education Statistics (NCES): National Postsecondary Student Aid Studies of 1996, 2000 and 2004 (NPSAS:96,NPSAS:2000, and NPSAS:04) to derive the characteristics of the students
in the US for-profit postsecondary educational sector and to identify the trends in these characteristics. I generate a collection of complex survey means and ratios and perform a series of t-tests to produce two sets of comparisons. First, I compare the for-profit students to the students in 2-year (and less-than-2-year) and 4-year non-profit schools. Second, I compare the students in less-than-2-year, 2-year, and 4-year for-profit colleges. These two different comparisons lead to three main conclusions. First, for-profit students are systematically and significantly different from their counterparts in non-profit 2-year and 4-year schools. Second, for-profit students are a very heterogeneous body. Students at less-than-2-year for-profit schools are different from the students in 2-year for-profit schools, and there is even a starker difference between the students in for-profit
4-year schools and the rest of the for-profit students. Finally, the increasing student population in for-profit 4-year schools drives the contemporary trends in proprietary student characteristics.
2008-12
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18967/1/MPRA_paper_18967.pdf
Chung, Anna (2008): For-Profit Student Heterogeneity.
en
oai:mpra.ub.uni-muenchen.de:18971
2019-09-27T05:27:07Z
7374617475733D756E707562
7375626A656374733D49:4932:493231
7375626A656374733D44:4438:443833
7375626A656374733D48:4834:483434
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18971/
The Choice of For-Profit College
Chung, Anna
I21 - Analysis of Education
D83 - Search ; Learning ; Information and Knowledge ; Communication ; Belief ; Unawareness
H44 - Publicly Provided Goods: Mixed Markets
In this paper I investigate whether students self-select into the US for-profit colleges or whether the choice of for-profit sector is accidental or due to the reasons external to the students (geographic exposure to for-profit providers, tuition pricing, or random circumstances). The main student-level data samples come from the National Education Longitudinal Study of 1988 (NELS:88) and the associated Postsecondary Education Transcript Study (PETS:2000). I estimate a multinomial logit of college choice where student's choice set is defined across four alternatives: no college, a for-profit college, a non-profit 2-year (or less-than-2-year) college, and a non-selective non-profit 4-year college. I find that students self-select into for-profit sector. Three groups of significant factors stand out. First, choice
of for-profit sector is characterized by lower parental involvement
in student's schooling. Second, ceteris paribus,
for-profit-bound students are more likely to display high levels of
school absenteeism and to give birth as early as 10th grade. Third,
the average predicted probabilities of choosing for-profit sector
increase as in-state public community college tuition rises and county-specific
concentration of for-profit providers grows larger.
2008-12
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18971/1/MPRA_paper_18971.pdf
Chung, Anna (2008): The Choice of For-Profit College.
en
oai:mpra.ub.uni-muenchen.de:18972
2019-09-29T04:30:51Z
7374617475733D756E707562
7375626A656374733D4A:4A33:4A3331
7375626A656374733D49:4932:493231
7375626A656374733D48:4834:483434
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/18972/
The Effects of For-Profit College Training on Earnings
Chung, Anna
J31 - Wage Level and Structure ; Wage Differentials
I21 - Analysis of Education
H44 - Publicly Provided Goods: Mixed Markets
In this paper, I obtain the estimates of the effects
of for-profit training and credentials on students' annualized earnings. I differentiate for-profit students by
the program level and account for students' self-selection into for-profit
sector. I formulate the evaluation as the series progressing in the
assumption on the source of selection bias: a basic specification
of the Mincer earnings model is followed up by the rich-covariate
model of selection on observables and finally by the multinomial model
of selection into for-profit postsecondary training. To identify the
selection into for-profit training, I use two exclusion restrictions:
state-specific community college tuition, and county-specific share
of Title-IV eligible for-profit schools. I find that selection into employment is not a pressing issue
with for-profit college trained workers. Also, after controlling
for self-selection into for-profit sector I find that on average a
receipt of a for-profit certificate is associated with an increase
in individual annualized earnings. However, this finding varies by gender, so I investigate various explanations for this gender divide. I observe that the differences in earnings effects between men and women are not systematically related to occupational differences by gender. Also, there may be some merit to the claim
that the lack of the significant effects of for-profit Associate degrees
for males are due to the unrelated vocational training.
2008-12
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/18972/1/MPRA_paper_18972.pdf
Chung, Anna (2008): The Effects of For-Profit College Training on Earnings.
en
oai:mpra.ub.uni-muenchen.de:19060
2019-09-28T05:14:20Z
7374617475733D756E707562
7375626A656374733D43:4331:433134
7375626A656374733D4A:4A33:4A3331
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/19060/
Wage inequality and returns to schooling in Europe: a semi-parametric approach using EU-SILC data
Biagetti, Marco
Scicchitano, Sergio
C14 - Semiparametric and Nonparametric Methods: General
J31 - Wage Level and Structure ; Wage Differentials
I21 - Analysis of Education
In this paper we apply a semi-parametric approach (quantile regression - QR) to the last 2007 wave of the EU-SILC data set, in order to explore the connection between education and wage inequality in 8 European countries. We find that wages increase with education and this holds true across the whole distribution. Furthermore, this effect is generally more important at the highest quantiles of the distribution than at the lowest, implying that schooling increases wage dispersion. This evidence is found to be rather robust as showed through tests of linear hypothesis. We also corroborate the idea that, although OLS coefficients estimates are substantially in line with the QR’s, the former technique really misleads relevant information about cross-countries heterogeneity in the impact of education on within group inequality at different points of the wage distribution. Hence this paper confirms that a semi-parametric QR approach is more interesting, as well as more appropriate, because it measures the wage effect of education at different quantiles, thus describing relevant cross-countries changes or bounces not only in the location, but also in the shape of the distribution.
2009-11-28
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/19060/1/MPRA_paper_19060.pdf
Biagetti, Marco and Scicchitano, Sergio (2009): Wage inequality and returns to schooling in Europe: a semi-parametric approach using EU-SILC data.
en
oai:mpra.ub.uni-muenchen.de:19076
2019-10-05T05:21:59Z
7374617475733D756E707562
7375626A656374733D43:4331:433134
7375626A656374733D4A:4A33:4A3331
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/19076/
Inter-industry Wage Premia in Portugal: Evidence from EU-SILC data
Biagetti, Marco
Scicchitano, Sergio
C14 - Semiparametric and Nonparametric Methods: General
J31 - Wage Level and Structure ; Wage Differentials
I21 - Analysis of Education
In this paper we investigate whether inequality in the inter-industry wage premia may be explained by unobserved differences in workers’ educational skills. We use the 2007 EU-SILC data set for Portugal, a nation which can be considered a case-study, due to its high inter-industry wage dispersion. Applying both OLS and quantile regression techniques, our results suggest that this unobserved heterogeneity is not a relevant matter in the wage premia determination. We thus corroborate the previous empirical contribution to Economic Letters performed by Martins (2004).
2009-12-08
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/19076/1/MPRA_paper_19076.pdf
Biagetti, Marco and Scicchitano, Sergio (2009): Inter-industry Wage Premia in Portugal: Evidence from EU-SILC data.
en
oai:mpra.ub.uni-muenchen.de:19259
2019-09-27T08:35:25Z
7374617475733D756E707562
7375626A656374733D44:4437:443733
7375626A656374733D48:4837:483735
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/19259/
Bologna changes in MA degree programmes. Convergence of the public administration programmes in South-Eastern Europe
Matei, Lucica
D73 - Bureaucracy ; Administrative Processes in Public Organizations ; Corruption
H75 - State and Local Government: Health ; Education ; Welfare ; Public Pensions
I21 - Analysis of Education
The provisions of Bologna Declaration are ongoing implemented in several South-
Eastern European states, members or non members of the European Union. For most
states, important restructuring processes for the legal framework and organisation system
of higher education were imperative. At the same time, the content of the programmes for
all the three cycles was revised in order to follow closely the finalities stipulated in the
European documents, substantiating the European Higher Education Area.
In this context, the current paper aims to carry out the comparative analysis for the actual
level attained by the mentioned states in implementing Bologna Process, with special
attention towards higher education in the area of public administration. Research teams,
led by the author of this paper have analysed the degree of curricular compatibility of the
Bachelor programmes from various European states.
This time, the research will focus on describing the process of convergence related to the
delivery modalities and the content of the Master programmes in the area of public
administration, corresponding to the second cycle of Bologna system.
The indicators of convergence will be defined related to the standards of evaluation,used
by EAPAA for accreditation of the public administration programmes.
2009-09-07
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/19259/1/MPRA_paper_19259.pdf
Matei, Lucica (2009): Bologna changes in MA degree programmes. Convergence of the public administration programmes in South-Eastern Europe.
en
oai:mpra.ub.uni-muenchen.de:19522
2019-09-27T18:38:28Z
7374617475733D707562
7375626A656374733D44:4438:443831
7375626A656374733D41:4132:413233
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/19522/
Technology Assessment and Education: Introduction
Dusseldorp, Marc
Beecroft, Richard
Moniz, António
D81 - Criteria for Decision-Making under Risk and Uncertainty
A23 - Graduate
I21 - Analysis of Education
“Theory and Practice” of TA, which is referred to in the title of this journal “TATuP”, is usually addressed as a question of TA research. But science is more than research: the field of teaching requires just as much attention, both practically and theoretically.
Therefore, a mere collection of individual teaching experiences and best practice examples does not provide a strong enough basis to discuss questions of TA teaching, these must also be embedded in a theoretical context and discussed in their relation to research. In this special issue, we aim to contribute to a combination of theoretical and practical approaches to the relation of TA and “Bildung”.
2009-10
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/19522/1/MPRA_paper_19522.pdf
Dusseldorp, Marc and Beecroft, Richard and Moniz, António (2009): Technology Assessment and Education: Introduction. Published in: TATuP Technikfolgenabschätzung – Theorie und Praxis , Vol. 18, No. 3 (December 2009): pp. 4-8.
en
oai:mpra.ub.uni-muenchen.de:19570
2019-09-27T16:52:37Z
7374617475733D707562
7375626A656374733D41:4132:413230
7375626A656374733D49:4932:493231
74797065733D7061706572
https://mpra.ub.uni-muenchen.de/19570/
Impact of Training on Earnings: Evidence from Pakistani Industries
Asma, Hyder
Javaid, Zainab
A20 - General
I21 - Analysis of Education
Abstract
Training and skills development play a vital role in individual’s productive capacity and are integral part of Human Resource Development (HRD). This study aims to examine the role of training in determination of wages. By utilizing the cross-sectional data from Labor Force Survey 2005-06, results have shown that training is not significant in the determination of wages, which shows the poor quality of training in the overall economy. Results were obtained by Ordinary Least Square (OLS) technique. However, schooling and other demographic variables have expected signs and magnitudes. The recommendations of the study based on empirical findings are toward technical education and vocational training institutions; they should ideally have to devise their technical education and vocational training exactly according to the requirements of industry. Empirical results also emphasize to improve the quality of training.
2009-11-01
MPRA Paper
NonPeerReviewed
application/pdf
en
https://mpra.ub.uni-muenchen.de/19570/1/MPRA_paper_19570.pdf
Asma, Hyder and Javaid, Zainab (2009): Impact of Training on Earnings: Evidence from Pakistani Industries. Published in: Asian Social Science , Vol. 5, No. 11 (1 November 2009): pp. 76-85.
en
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