Education,globalization and catch-up: Scandinavia in the Swedish mirror

This paper estimates and analyses wage inequality trends in Portugal, from 1944 to 1984, a period that comprises the Estado Novo dictatorship and the first decade after the transition to democracy. Wage inequality is measured by the gap between skilled and unskilled labour, and reveals a downward trend in most of the period in analysis. We provide an explanation for the observed trends by looking at the influence of domestic and international forces on changes in the relative supply and demand of skilled labour. According to our findings, the skill premium declined due to the combined influence of two major forces: an increase in the relative supply of skilled labour due to the mass emigration of unskilled labour, and the decrease in the relative demand for skills, related to trade-induced changes stemming from the country's increasing openness, which followed the country's unskilled labour comparative advantages. Our findings point to the conclusion that the impact of openness on wage inequality is related to the country's relative level of development among its major trading partners.     

FDI,Education, and Economic Growth: Quality Matters

In this paper, we revisit the results from the influential study by Borensztein et al. (Journal of International Economics 45:115–135, 1998), which argues that inward foreign direct investment (FDI) promotes the economic growth in a less developed host country only when the host country obtains a threshold level of secondary schooling. Borensztein et al. (Journal of International Economics 45:115–135, 1998) only focus on the quantity of education. We take into consideration both the quantity and the quality of education. We adjust the original schooling data in Borensztein et al. (Journal of International Economics 45:115–135, 1998) by two quality of education indices and re-estimate their model. We find that the complementarity between inward FDI and schooling still exists, but the threshold level of schooling in our study is lower than the threshold calculated in Borensztein et al. (Journal of International Economics 45:115–135, 1998). Our results support the importance of education quality and suggest that with improved quality of education, it does not take as much quantity of schooling, as established in Borensztein et al. (Journal of International Economics 45:115–135, 1998), for inward FDI to have a positive impact on economic growth in the host country.     

扩招、教育选择与教育公平

基于CHIP2002和CHIP2007数据，采用双重差分( DID)、线性概率模型( LPM)研究扩招对于个人教育选择及教育公平的影响。研究发现：扩招后个人选择接受高等教育的概率提高6．9个百分点。具体而言，扩招使得个人接受大专教育的概率提高10．3个百分点，接受大学本科教育的概率提高6．4个百分点。扩招并没有改善在性别、民族、家庭文化背景(父母受教育水平)方面的差异引起的教育不平等，扩招政策没有起到促进教育公平的作用，最后提出促进教育公平的建议。     

素质教育：地方综合性院校师范教育的重要使命

地方综合性院校主办师范教育在发挥综合性院校学术资源和师资优势,促进师范专业与非师范专业之间的融合等方面具有一定的优势,但也面临着一些矛盾。文章分析了地方综合性院校师范教育基本的课程体系及组织实施策略。     

Education,skill training,and lifelong learning in the era of technological revolution: a review

Rapid technological development makes skills depreciate faster than in the past while new technologies generate gaps in workers' skills and call for the acquisition of appropriate skills and lifelong learning. Proper skill mixes for future jobs include strong cognitive skills, basic information and communication technology, and analytical skills, as well as a range of non-cognitive skills such as creativity, problem-solving, critical thinking, and communication. Retraining and reskilling workers are also crucial, particularly as life expectancy increases. All these changes lead to a major rethinking of education and skill training throughout a person's life. This paper reviews the recent studies on human capital and skill formation in the era of rapid technological progress. Findings from these studies, particularly in labour economics, can shed light on new directions for lifelong education policies, for example (1) parental investment in pre-school learning is reflected in highly positive adult outcomes; (2) as far as education inputs are concerned, teacher quality is far more important than additional school resources; and (3) government workforce training programs are largely ineffective as compared to private training, which contribute significantly to worker productivity.     

Education Vouchers,the Peer Group Problem,and the Question of Dropouts

This paper extends the analysis of Epple and Romano (1998a, b), who argue that vouchers encourage private schools to “skim the cream off” public schools. Because the education received by students depends on the quality of their classmates, this loss reduces the quality of education received by those remaining in the public system—the peer group effect. In our model, vouchers allow low-income students to escape the frustration of having to conform to the uniformity of the public school system. Ultimately, the size of the dropout effect relative to the peer group effect is an empirical question. Nevertheless, to the extent that voucher use reduces the student dropout rate, the peer group externality becomes insufficient in itself to prevent reconsideration of a voucher system on equity as well as efficiency grounds.     

教育、收入与房价：关系探讨与实证分析

为探究教育、收入与房价间的影响关系,基于VAR模型,以2002-2020年普通高等学校毕业生数、城镇居民人均可支配收入与商品房平均销售价格的数据为样本对三者关系进行实证分析。研究发现：普通高等学校毕业生数每增长1%,商品房平均销售价格同方向增长0.84%;城镇居民人均可支配收入每增长1%,商品房平均销售价格同方向增长0.79%,两者之间都呈正相关关系;普通高等学校毕业生数对商品房平均销售价格贡献度最高值为2.98%,城镇居民人均可支配收入对商品房平均销售价格贡献度最高值为15.13%。针对房价稳健发展提出合理性建议。     

生命教育视域下的“三生教育”实践

高校开展“三生教育”要从生命教育开始，明确生命教育的基本含义及特点。在生命教育中，通过加强师资队伍建设、加强课程研究、创设活动载体、进行学科渗透、尊重个性化的教育等途径有效进行生命教育，使学生认识生命的意义和人生的价值，学会与人相处，尊重和珍视他人和自己的生命，拥有丰富的人生。     

Lotteries,Litigation, and Education Finance

In 1993, the state of Georgia instituted a lottery that earmarked new funds for instructional and capital expenditures in public schools. In that same year, Tennessee began court-ordered education finance reforms that were also designed to promote instructional and capital expenditures. Using district-level panel data, this study presents empirical evidence on how these disparate policies influenced the patterns of educational revenues by source and expenditures by function. The results suggest that both state policies increased the state aid to the poorest districts and promoted some spending on the targeted functions. However, the results also suggest that these reforms influenced spending in several other functional areas.     

Education, training, and economic growth

Ashton, D. and Green, F. 1996: EDUCATION, TRAINING, AND THE GLOBAL ECONOMY. Cheltenham: Edward Elgar, £18.95 paper, £55.00 cased.

Booth, A. and Snower, J. (eds) 1996: ACQUIRING SKILLS: MARKET FAILURES, THEIR SYMPTOMS AND POLICY RESPONSES. Cambridge: Cambridge University Press, £15.95 paper, £45.00 cased.

Deakin, B. 1996: THE YOUTH LABOUR MARKET IN BRITAIN: THE ROLE OF INTERVENTION. Cambridge: Cambridge University Press, £35.00 cased.

Godfrey, M. (ed) 1997: SKILL DEVELOPMENT FOR INTERNATIONAL COMPETITIVENESS. Cheltenham: Edward Elgar, £59.95 cased.

Shackleton, J. with Clarke, L, Lange, T. and Walsh, S. 1995: TRAINING FOR EMPLOYMENT IN WESTERN EUROPE AND THE UNITED STATES. Cheltenham: Edward Elgar, £55.00 cased.     

健康、教育和经济增长:理论及跨国证据

本文基于Soares(2005)的模型,导出婴儿死亡率和成年人预期寿命对人力资本积累以及最后对经济增长的影响效果,然后用跨国数据对模型的预测进行验证。本文模型的独特之处在于区分了成年人对小孩和对成年人自己的人力资本投资,揭示了成年人寿命增加对经济行为的影响的作用机制。在实证检验中,本文除了采用地理、气候等指标作为工具变量外,还独创性的利用因为实施大范围免疫计划的时间不同而产生的外生的免疫率的国别差异来解决健康的内生性问题。本文的结论对中国和发展中国家经济增长中健康的重要作用具有启发意义。     

Gender,Sibling Order,and Differences in the Quantity and Quality of Education: Evidence from Japanese Twins*

Using information on 1045 pairs of Japanese monozygotic twins, we examined differences in education by considering both the years of schooling (quantity) and the reputation of the last attended school (quality). We found that a difference in learning performance at 15 years of age is one of the key factors determining the differences. We also found that a female eldest child in the family from the 1950s and 1960s birth cohorts averaged 0.54 years less schooling than did her ‘younger’ twin. However, for the same birth cohorts, a male eldest child in the family generally had access to higher‐quality education than his ‘younger’ twin. Nonetheless, as the Japanese economy matured in the 1970s and thereafter, educational differences between twins disappeared, regardless of gender and sibling order.     

Education for development, reconsidered

In this article, we review the relationship between education and the achievement of development goals in the world's poorer countries. If our concern is primary improving the lives of the deprived majority of the world's population, then experience shows that most education strategies have failed to promote development. After examining why this has happended, we look at some examples which suggest more effective approaches to education.     

Health,Education and Emergence from the Development Trap

Abstract: This paper studies the emergence of developing countries from a development trap. It shows that countries whose dynamics exhibits several growth peaks can be considered as cases of equilibrium jump. Applying this criterion to a sample of 65 countries that were initially very poor in 1950, it identifies 13 such countries, called ‘emerging economies’. Comparing emerging and non‐emerging economies in the 1950s and early 1960s, it shows that economic take‐offs starting in the 1960s can be related to health and education in the early 1950s, while other possible factors, such as savings, openness and democracy are not significant.     

Education signaling,effort investments,and the market's expectations: Theory and experiment on China's higher education expansion

China's higher education expansion has led to significant changes in younger generations' educational investments and labor market outcomes, and this trend is expected to continue due to the recent post-graduate education expansion in response to economic challenges posed by the COVID-19 pandemic. This paper investigates the impact of higher education expansion on labor market participants' choices, beliefs, and learning effects through an extended education signaling model, and uncovers the behavioral patterns in response to this policy change using a laboratory experiment. We find that subjects playing the role of workers generally follow a threshold strategy, and the changes in their effort investments and received wages after the enrollment expansion are consistent with the theoretical prediction. Using a hierarchical clustering method, we estimate different types of empirical strategies adopted by the subjects. In the low-enrollment treatment, the three types of empirical strategies are more distinct, and there is a strong tendency for effort over-investment by low-ability workers and under-investment by high-ability workers. In the high-enrollment treatment, the distinction between the estimated strategy types becomes much smaller. An analysis using elicited beliefs suggests that effort over-investment stems from workers' inconsistent beliefs regarding firms' wage offers — this inconsistency persists even in the last few periods of the game. Our findings provide a belief-based explanation for the discussion on over-education and are of great policy relevance.