Does female schooling reduce fertility? Evidence from Nigeria

The literature generally points to a negative relationship between female education and fertility. Citing this pattern, policymakers have advocated educating girls and young women as a means to reduce population growth and foster sustained economic and social welfare in developing countries. This paper tests whether the relationship between fertility and education is indeed causal by investigating the introduction of universal primary education in Nigeria. Exploiting differences in program exposure by region and age, the paper presents reduced form and instrumental variables estimates of the impact of female education on fertility. The analysis suggests that increasing female education by one year reduces early fertility by 0.26 births.     

Schooling,wages and profits: Negative pecuniary externalities from schooling and their consequences for schooling investments

This paper tests the hypothesis that the schooling of the poor reduces profits for landowners, and that such negative pecuniary externalities in turn adversely affect schooling investments made by local governments. A theoretical model of occupational choice in the presence of credit and labor market constraints, combined with existing political economy models of the delivery of local public goods delivers such a result. This hypothesis is tested using household data from India. The empirical analysis shows that profits are reduced by the schooling of the poor and that this is primarily because of the effect of schooling on wages. It also shows that the negative effect of wages on profits reduces government provided schooling inputs.     

The causal effects of parents’ schooling on children's schooling in urban China

Parental schooling is widely thought to improve child outcomes. But most studies on parental-child relations are associative, without control for estimation problems, such as unobserved intergenerationally-correlated endowments, if causality is of interest. The few exceptions are relatively recent studies that focus on high-income countries (HICs), with their much different contexts than the low- and middle-income countries (LMICs) in which the vast majority of children globally are growing up. This paper estimates the causal (conditional on the assumptions for the model) relationships between parents’ schooling and their children's schooling in the most populous LMIC, using adult identical (monozygotic, MZ) twins data from urban China. Our ordinary least-squares estimates show that one-year increases in maternal and paternal schooling are associated, respectively, with 0.4 and 0.5 more years of children's schooling. However, if we control for genetic and other endowment effects by using within-MZ fixed effects, the results indicate that mothers''and fathers’ schooling have no significant effects on children's schooling. Our main results remain with various robustness checks, including controlling for measurement error. These results suggest that the positive associations between children's and parents’ schooling in standard cross-sectional estimates in this major LMIC are mainly due to the correlation between parents’ unobserved endowments and their schooling and not the effects of their schooling per se.     

The effect of female and male schooling on economic growth in the Barro-Lee model

Barro and Lee (1994), in an influential empirical study of the determinants of economic growth, find that, whereas growth is positively related to male schooling, it is negatively related to female schooling. Stokey (1994) has suggested that this is largely due to the influence of four Asian countries (Hong Kong, Singapore, Taiwan and Korea) that have very high levels of growth but very low levels of female schooling, and that deleting the female education variable would cast doubt on the statistical significance of the male education variable. Deletion diagnostics and partial scatter plots are analysed to identify influential observations. The sensitivity of the Barro-Lee results to deleting selected countries from the sample and deleting female education from their growth equations is then examined. The results obtained point to the fragile nature of both the significant negative effect of female education and the significant positive effect of male education in the Barro-Lee model. First version received: September 1996/Final version received: December 1998     

The Cultural Revolution and returns to schooling in China: Estimates based on twins

This paper investigates the returns to schooling in China for the Cultural Revolution (CR) cohort and the non-CR cohort using a new set of Chinese twins data. Applying the fixed-effects model on twins data, which helps to control for the genetic and family background effects, this paper examines whether the CR cohort has smaller economic returns to schooling than the non-CR cohort. The empirical results in this paper indicate that the Cultural Revolution has not played a significantly adverse role in the returns to schooling.     

The effects of external migration on enrolments,accumulated schooling and dropouts in Punjab

External migration in developing countries can relax household income constraints because of external remittances. This paper looks at whether the external migration of individuals in a household has a positive effect on schooling outcomes of children as measured by school enrolments, accumulated level of schooling, number of days spent in school and dropouts in Punjab. Historic migration rates were used to instrument for migration in an analysis of school outcomes for children of different ages to see which group has been most affected by external migration. The results show a significantly positive impact of external migration on the enrolments of younger children, whereas, the accumulated level of schooling for older children increases significantly if there is an external migrant in the household.     

Is emigration of workers contributing to better schooling outcomes in Nepal?

This paper presents evidence on how emigration for work affects schooling outcomes for primary and secondary school‐age children in Nepal. Using an instrumental variable strategy exploiting past migration network, we show that the identified effects critically depend on how schooling outcomes are measured. While conventional measures of school attendance indicate no impact, our new set of schooling status and schooling gap measures reveals significant impacts. Schooling status measures reveal favorable impacts for girls, and for emigration to India. Schooling gap measures reveal favorable effects of all emigration on schooling outcomes for girls and of emigration to other countries for boys.     

Are complementary reforms a “luxury” for developing countries?

This paper investigates the impact of complementarity reforms on growth and how it depends on GDP per capita. Based on reform data for six policy areas compiled from various sources during the period 1994–2006 for over 100 countries, we compute composite indicators of reform level and complementarity. We provide qualitative justification for the existence of pair-wise complementarities among policy areas. We then use cross-section and panel data estimates to test the effect of reform level and complementarity on GDP per capita growth. We found reforms to be positively related and their dispersion (or the inverse of complementarity) negatively related to growth, controlling for initial conditions, monetary stability and other structural and institutional variables, as well as endogeneity of reform level and complementarity. We show that the effect of policy complementarity is a stronger condition for sustainable growth in developing than in advanced countries, to conclude that complementary reforms are not a ‘luxury’ for developing countries.     

Cronyism and education performance

Recent research suggests that some countries may be unable to use productively their schooling output because of the scope of cronyism or corruption. We investigate further and demonstrate that, in a stylised model, cronyism in the labour market, (e.g. the ability to exert influence to gain high wage positions without merit), may impact heavily on the relationship between schooling inputs and cognitive skills, due to incentive effects. We then use a two-stage DEA approach to identify factors affecting inefficiency in education performance of OECD countries, as measured by PISA scores. Along with other well known factors, a proxy measure for cronyism from the World Value Survey, explains a substantial fraction of the inefficiency. This result suggests that, as in our model, in the presence of cronyism, incentives to cognitive skills acquisition are dampened. The best way to improve education performance may be to increase transparency in labour access.     

Foreign aid and the quality of economic institutions

Identification of the causal effect that foreign aid has on the quality of institutions in recipient countries has been elusive in the aid effectiveness literature. The main reason is that aid is endogenous with respect to the development of institutions. Our paper examines the impact of foreign aid on economic freedom in the recipient countries at a disaggregated level using an innovative identifying strategy. To do so, we use recently innovated instruments for aid, exploiting the long lags between loan approval and disbursements by official creditors to developing countries. Using plausibly exogenous variations in predicted loan disbursements as instruments for actual aid, we find that foreign aid has a significant positive effect on the quality of economic institutions in recipient countries. The results are robust to alternative specifications and samples. By establishing the existence of a strong link between aid and the quality of economic institutions, we identify the main channel through which aid affects economic growth and development.     

What factors drive individual misperceptions of the returns to schooling in Tanzania? Some lessons for education policy

Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. Building on previous studies that show individuals underestimating the returns to schooling, we use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions regarding actual returns. Using OLS and instrumental variable methods, we find that each additional year of schooling in Tanzania increases earnings, on average, by 9 to 11%. We find that on average individuals underestimate returns to schooling by 74 to 79% and three factors are associated with these misperceptions: income, asset, poverty and educational attainment. Shedding light on what factors relate to individual beliefs about educational returns can inform policy on how to structure effective interventions in order to correct individual misperceptions.     

A note on schooling and wage inequality in the public and private sector

The few studies that have examined the wage impact of education across the earning distribution have focused on high-income countries and show education to be more profitable at the top of the distribution. The implication is that education may increase inequality. Extending the analysis to 16 East Asian and Latin American countries, in Latin America we observe a pattern similar to that of Europe/North America (increasing wage effects), while in East Asia the wage effects are predominantly decreasing by earnings quantile. However, once the analysis is performed separately for the public and the private sector, it is revealed that the strongly decreasing impact of schooling on earnings in the public sectors of East Asian countries is responsible for the overall observed decreasing pattern, while the impact of schooling on earnings in the private sectors of these countries is non-decreasing.     

Does financial intermediation matter for macroeconomic performance?

This paper investigates whether financial intermediary development influences macroeconomic technical efficiency on a sample of 47 countries, both developed and developing, over 1980–1995. We do so by applying Battese and Coelli (1995)'s method at the aggregate level. It is found that financial intermediary development, except financial depth, is on average associated with more efficiency. However we find strong evidence that this relationship is conditional on the level of economic development. The lower the economic development the weaker is the impact of financial development on efficiency. That impact can even become negative in the poorest countries.     

Globalization and growth in the low income African countries with the extreme bounds analysis

The relationship between globalization and economic growth, especially in the poorer developing countries, is controversial. Previous studies have used single globalization indicators such as the ratio of exports plus imports to GDP. This paper uses a comprehensive measure of a globalization of Dreher (2006), which is based on measures of globalization of the economic, social and political sectors. Panel data estimates with data of 21 low income African countries show a small but significant positive permanent growth effects. The sensitivity of this growth effect is examined with the extreme bounds analysis (EBA). Contrary to the findings by Levine and Renelt (1992) that cross-country growth relationships are fragile, the effects of globalization and some other determinants of the long run growth rate are found to be robust by EBA.     

复杂技术产业追赶与国家经济发展:国际贸易视角

选取16个发达国家和12个发展中国家作为样本,利用其1992—2011年的数据,采取回归方法,分组检验了不同类别复杂技术产品出口额所占份额及其增长率对经济增长的影响。结果显示:无论是简单技术产品还是复杂技术产品,其出口增长都会促进经济增长,但是前者的促进作用存在拐点,且简单技术产品出口额增长与经济增长之间存在倒U型关系;各类产品的出口额对经济增长同样具有显著影响,且该影响不是线性的。提出中国在大力发展复杂技术产品的同时,应关注出口结构的调整,以保证出口持续促进经济增长。     

Testing the ‘brain gain’ hypothesis: Micro evidence from Cape Verde

Does emigration really drain human capital accumulation in origin countries? This paper explores a unique household survey designed and conducted to answer this research question. We analyze the case of Cape Verde, a country with allegedly the highest ‘brain drain’ in Africa, despite a marked record of income and human capital growth in recent decades. We propose the first explicit test of ‘brain drain’ arguments, according to which the prospects of own future migration can positively impact educational attainment. Our most conservative estimates using individual specific variation in economic conditions at the destination indicate that a 10 pp increase in the probability of own future migration improves the probability of completing intermediate secondary schooling by nearly 4 pp for individuals who do not migrate before age 16. These findings are robust to the choice of instruments and econometric specification. Counterfactual simulations point to significant human capital gains from lowering migration barriers.     

Political stability and growth: An application of dynamic GMM and quantile regression

This paper studies the effect of political stability on economic growth by taking 120 developing countries over the period of 1996–2014. We apply relatively advanced dynamic two step system-GMM and quantile regression. Political stability is found to be a key determinant of economic growth. More importantly, political instability (or risk) is found to be higher in the OIC countries and is a deterrent to economic growth. Also, for the lower and middle income OIC countries, political instability appears to affect economic growth more severely perhaps due to the absence of strong economic and political institutions. Moreover, political instability is also found to be significantly higher in the oil-dependent OIC countries. Notably, political instability is likely to affect growth through the channels of investment and human capital accumulation in the developing countries. Finally, the impact of political stability and political instability on growth is found to be equally distributed across the OIC countries with higher or lower growth level. Therefore, the development of political and economic institutions along with human capital development is recommended for all the developing countries in general and the OIC countries in particular.     

Economic growth, international trade and air pollution: A decomposition analysis

This study analyzes the impact of economic growth and international trade on the level of air pollution. This is done by the estimation of the Structural Equation Model with two factors describing the structure of economic activity and air pollution intensity. It is further assumed that there is causal link between these two factors and that they are influenced by per capita income, international trade intensity and the Freedom House Index.The estimation results suggest that in the developing countries analyzed both international trade and per capita income lead to changes in the structure of economic activity and - as a consequence - to the increase in air pollution. In addition, the estimation results suggest that the impact of economic growth on air pollution intensity varies between the developing and developed countries. In the developing countries, this impact occurs through the change of the structure of economic activity, while in the developed countries, this impact is mainly direct and occurs through the sum of the scale effect and income effect. The positive sign of this impact suggests the dominance of the scale effect over the income effect.     

The demand for primary schooling in Madagascar: Price,quality, and the choice between public and private providers

We estimate a discrete choice model of primary schooling and simulate policy alternatives for rural Madagascar. Among school quality factors, the results highlight the negative impacts on schooling demand of poor facility quality and the use of multigrade teaching (several grades being taught simultaneously by one teacher) in public schools. Simulations indicate the feasibility of reducing multigrade in public schools by adding teachers and classrooms, a policy that would lead to modest improvements in overall enrollments and would disproportionately benefit poor children. Given much higher price elasticities for poorer households, raising school fees to cover some of the additional costs would strongly counteract these favorable distributional outcomes. An alternative policy of consolidation of primary schools combined with multigrade reduction or other quality improvements is likely to be ineffective because of the strongly negative impact of distance to school.     

Globalization and financial development

This paper argues that globalization is a key factor in stimulating institutional reforms in developing countries that promote financial development and economic growth. Advanced countries can help in this process by supporting the opening of their markets to goods and services from emerging-market countries. By encouraging these countries to increase their participation in global markets, advanced countries can create exactly the right incentives for developing countries to implement the reforms that will enable them to have high economic growth.