Primary education and fertility rates

Unified growth theory advances that the transition from a Malthusian regime to sustained economic growth is characterized by technological progress and, amongst other things, by an increase in demand for human capital which in turn creates incentives for lower fertility rates. Bearing that in mind, I ask the question: has southern Africa escaped the Malthusian stagnation? Specifically, I study whether primary school completion rates have played any role in total fertility rates in all countries of the Southern African Development Community (SADC) during the 1980–2009 period. Contrary to conventional wisdom, the results, based on dynamic panel time‐series methods, suggest that primary education is associated with lower fertility in the SADC, or that the community is already trading‐off quantity for quality of children. Although I do not claim causality, overall the results are significant because, in accordance with unified growth theory, they suggest that the SADC is experiencing its own transition from the Malthusian stagnation epoch into sustained growth, or that the SADC is going through its own post‐Malthusian regime.     

Income inequality and education revisited: persistence,endogeneity and heterogeneity

This article presents new results on the relationship between income inequality and education expansion – that is, increasing average years of schooling and reducing inequality of schooling. When dynamic panel estimation techniques are used to address issues of persistence and endogeneity, we find a large, positive, statistically significant and stable relationship between inequality of schooling and income inequality, especially in emerging and developing economies and among older-age cohorts. The relationship between income inequality and average years of schooling is positive, consistent with constant or increasing returns to additional years of schooling. While this positive relationship is small and not always statistically significant, we find a statistically significant negative relationship with years of schooling of younger cohorts. Statistical tests indicate that our dynamic estimators are consistent and that our identifying instruments are valid. Policy simulations suggest that education expansion will continue to be inequality reducing. This role will diminish as countries develop, but it could be enhanced through a stronger focus on reducing inequality in the quality of education.     

On the peer effects of star students

We estimate the effect that star students have on their siblings’ learning outcomes, measured by their high school grade point average (GPA) and their math grades. To this end, we couple administrative school data on grades with an unusual natural experiment in Peru that generates exogenous variation in the presence of star students at home. We find that star students increase their siblings’ GPA by 0.33 SDs and their math grades by 0.22 SDs. The effect size is inversely related to number of siblings, suggesting that the remaining siblings act as substitutes for the star student.     

CAUSAL INFERENCE ON EDUCATION POLICIES: A SURVEY OF EMPIRICAL STUDIES USING PISA,TIMSS AND PIRLS

The identification of the causal effects of educational policies is the top priority in recent education economics literature. As a result, a shift can be observed in the strategies of empirical studies. They have moved from the use of standard multivariate statistical methods, which identify correlations or associations between variables only, to more complex econometric strategies, which can help to identify causal relationships. However, exogenous variations in databases have to be identified in order to apply causal inference techniques. This is a far from straightforward task. For this reason, this paper provides an extensive and comprehensive overview of the literature using quasi‐experimental techniques applied to three well‐known international large‐scale comparative assessments, such as PISA, PIRLS or TIMSS, over the period 2004–2016. In particular, we review empirical studies employing instrumental variables, regression discontinuity designs, difference in differences and propensity score matching to the above databases. Additionally, we provide a detailed summary of estimation strategies, issues treated and profitability in terms of the quality of publications to encourage further potential evaluations. The paper concludes with some operational recommendations for prospective researchers in the field.     

农民工教育与职业的匹配及其工资效应——基于城市规模视角

农民工教育与职业的匹配状况对提高劳动力资源利用、增加劳动供给质量具有重要意义。本文使用中国流动人口动态监测调查2011~2016年微观数据,基于城市规模视角分析了农民工教育与职业的匹配状况对工资效应的差别。研究发现:人口规模越大的城市,农民工教育与职业的错配比例越高;中小城市农民工教育过度对工资的影响呈现工资嘉赏效应,大城市农民工教育过度对工资的影响以工资惩罚为主;而教育不足对农民工工资则普遍存在负向影响。农民工教育与职业不匹配对工资影响的理论机制表明,中小城市支持人力资本理论模型,而大城市和特大城市则支持分配理论模型。这意味着,农民工在中小城市表现出学历越高人力资本回报越高的特点;而在大城市,教育与职业适配则更为重要。因此,改善城市层面的教育-职业的适配性,让农民工在城市劳动力市场上自由流动和工作转换,进一步增强城市间劳动力资源的流动是相关政策调节的重点。     

Is external research assessment associated with convergence or divergence of research quality across universities and disciplines? Evidence from the PBRF process in New Zealand

ABSTRACT

Performance-based research evaluations have been adopted in several countries both to measure research quality in higher education institutions and as a basis for the allocation of funding across institutions. Much attention has been given to evaluating whether such schemes have increased the quality and quantity of research. This paper examines whether the introduction of the New Zealand Performance-Based Research Fund process produced convergence or divergence in measured research quality across universities and disciplines between the 2003 and 2012 assessments. Two convergence measures are obtained. One, referred to as β-convergence, relates to the relationship between changes in average quality and the initial quality level. The second concept, referred to as σ-convergence, relates to the changes in the dispersion in average research quality over time. Average quality scores by discipline and university were obtained from individual researcher data, revealing substantial β- and σ-convergence in research quality over the period. The hypothesis of uniform rates of convergence across almost all universities and disciplines is supported. The results provide insights into the incentives created by performance-based funding schemes.     

Primary-school class composition and the development of social capital

We study the development of social capital through adult civic engagement, in relation to social capital exposure having occurred during childhood based on experiences outside the family at primary school. We assume that the types of classmates in attendance at a child's school would have influenced her/his social capital. To identify the types of classmates, we take advantage of the heterogeneity in the ability levels of British primary-school classes during the 1960s. At that time, some schools were practicing a method of streaming, whereas others were not. Using British National Child Development data, we construct a single score of civic engagement and evaluate the effect on adult civic engagement of attending homogeneous-ability classes versus nonhomogeneous-ability classes and being in high-, average- or low-ability classes when enrolled in streamed schools. Our results show that children who were grouped in homogeneous-ability classes developed a lower interest in civic engagement than their peers who attended mixed-ability classes (nonstreamed schools). Moreover, among children who attended streamed schools, a lower attitude toward civic engagement was observed among low-ability students. Thus, streaming appears to be detrimental to social capital development, especially for low-ability individuals.     

Policy Determinants of School Outcomes under Model Uncertainty: Evidence from South Africa

In this paper, we assess the determinants of secondary school outcomes in South Africa. We use Bayesian model averaging techniques to account for uncertainty in the set of underlying factors that are chosen among a very large pool of explanatory variables in order to identify the subset of explanatory variables most strongly associated with the dependent variable. Our analysis indicates that the socio‐economic background of pupils, demographic characteristics such as population groups (Black and White), as well as geographical locations account for a significant variation in pupils’ achievement levels. We also find that the most robust policy determinants of pupils’ test scores are the availability of a library at school, the use of IT in the classroom as well as school climate.     

Do pensions foster education? An empirical perspective

The paper examines the effect of population ageing on public education spending. On the one hand, ageing is expected to have a negative effect on education, as an increasing number of retirees results in ‘intergenerational conflict’ and, hence, the condemnation of education expenditure. On the other hand, ageing, in combination with pay-as-you-go pension systems, offers incentives for the working-age generation to invest in the public education of the young in order to ‘reap’ the benefits (that is, higher income tax/contributions) of their greater future productivity. Empirical evidence derived from the application of a fixed effects approach to panel data for OECD countries shows that the increasing share of elderly people has a non-linear effect on education spending. This indicates a certain degree of intergenerational conflict. Nevertheless, we find that future population ageing, which reinforces the mechanism linking public education and pensions, reflects positively on education expenditure. Furthermore, by disaggregating total education expenditure by educational levels, we observe that this effect is led by levels of non-compulsory education, probably as a reflection of the direct connection to labor productivity.     

黑龙江省人口受教育状况与存在问题研究

黑龙江经济社会资源优势的发挥有赖于人的科学文化素质的提高和人力资本潜力的发挥.目前黑龙江省人口受教育存在城乡差异、区域差异、行业差异等.为此要充分发挥黑龙江省教育资源优势;解决人才分布不均匀问题;提高初中毕业生的升学率;提高农村劳动力素质;加强职业培训,发展继续教育.