Effects of Educational Mistmatch on Wages in the Korean Labor Market*

Using data on Korean workers from the Programme for the International Assessment of Adult Competencies, the present study empirically investigates the incidence and wage effects of educational mismatch. Among full‐time workers aged 25–54, approximately 27 percent are overeducated and 15 percent are undereducated. Our results reveal that, after controlling for omitted variable bias and measurement errors, return to an additional year of overeducation is significantly less than that to a year of required education, whereas undereducated workers do not appear to suffer wage penalties associated with their deficit schooling. The findings also show that returns to a year of overeducation vary across fields of study. The returns to overeducation for college graduates from health and welfare, engineering and manufacturing, and social sciences, business and law are relatively high compared with those in agriculture, services, and humanities and arts.     

Wage Consequences of Rapid Tertiary Education Expansion in a Developing Economy: The Case of Thailand

In recent years, Thailand has experienced the emergence of “overeducated” workers as the supply of university graduates in Thailand has outpaced growth in high‐skilled employment opportunities. Using the 2007 to 2009 Thai Labor Force Survey, this paper quantifies the incidence of overeducation and estimates overeducation wage penalties among male university graduates. The results show that the incidence of overeducation is greatest among younger cohorts. Quantile wage regression results suggest that overeducation wage penalties for older workers capture the impact of unobserved low ability on wages. In contrast, persistent wage penalties of 11–26% across the wage/ability distributions for younger workers are consistent with structural imbalances in the Thai labor market. These imbalances make it difficult for university graduates to find jobs commensurate with their level of formal education and to achieve their full earning power. The wage penalties are especially large for new entrants into the labor market.     

Overeducation,major mismatch,and return to higher education tiers: Evidence from novel data source of a major online recruitment platform in China

We develop a novel approach to study overeducation by extracting pre-match information from online recruitment platforms using word segmentation and dictionary building techniques, which can offer significant advantages over traditional survey-based approaches in objectiveness, timeliness, sample sizes, area coverage and richness of controls. We apply this method to China, which has experienced a 10-fold expansion of its higher education sector over the last two decades. We find that about half of online job-seekers in China are two or more years overeducated, resulting in 5.1% pay penalty. However, the effect of overeducation on pay varies significantly by college quality, city type, and the match of college major with industry. Graduates in STEM (Science, Technology, Engineering and Mathematics) or LEM (Law, Economics and Management) from Key Universities are much less likely to be overeducated in the first place, and actually enjoy a significant pay premium even when they are in the situation.     

Overeducation and wages revisited: A two‐cohort comparison and random coefficients approach

We examine the effect of overeducation on wages by comparing two cohorts from the 1979 and 1997 U.S. National Longitudinal Survey of Youth panels. Using an econometric technique uncommon to the literature, we allow for overeducation to have a disparate impact on wages across individuals by employing random slopes models. Overeducation has a positive marginal effect on wages. Yet, cohort comparisons reveal that the returns to overeducation declined dramatically over time. In the past, surplus schooling in full‐time jobs returned nearly as much as the correct level of education. Presently it returns approximately 50% less than in the past. The effect of undereducation and required education on wages changed as well, but by far less.     

Overeducation,market recognition,and effective labour supply

Supply of skilled workers in an economy is usually measured based on the number of highly educated people. This may, however, lead to an overestimation of effective labour supply when considerable people are overeducated. By incorporating a concept of “market recognition,” which proxies the gap between the capabilities reflected through the education level and the capabilities required by employers, we establish a general equilibrium model to quantify this gap in China during 1999–2011. Our calibration results show that overeducation had deteriorated as market recognition continued to decline. We give an interpretation from the perspective of effective labour supply.     

Job-worker mismatch and cognitive decline

We have used longitudinal test data on various aspects of people'scognitive abilities to analyse whether overeducated workersare more vulnerable to a decline in their cognitive abilities,and undereducated workers are less vulnerable. We found thata job-worker mismatch induces a cognitive decline with respectto immediate and delayed recall abilities, cognitive flexibilityand verbal fluency. Our findings indicate that, to some extent,it is the adjustment of the ability level of the overeducatedand undereducated workers that adjusts initial job-worker mismatch.This adds to the relevance of preventing overeducation, andshows that being employed in a challenging job contributes toworkers’ cognitive resilience.     

Does Education Still Pay Off in Rural China： Revisit the Impact of Education on Off-farm Employment and Wages

The present study considers how education affects off-farm job participation and wages. We use a nationally representative dataset from a survey conducted in 5 provinces, 101 villages and 808 households by the authors in early 2005. The empirical results show that educational attainment, skill training and years of experience of rural residents have positive, statistically significant effects on off-farm employment. The average return to a year of education is 7percent, which is higher than those observed in previous studies. We also find the return to an additional year of schooling to be higher for post-junior high schooling than for junior high and below schooling： 11.8 versus 3.2 percent. We conclude that not only does education still pays off in rural China, but also the rate of return to education is increasing over time.     

Vertical and Horizontal Educational Mismatches of Female Graduates in Taiwan

This study considers both vertical and horizontal educational mismatches, with the former referring to overeducation and undereducation, and the latter to the mismatch between college major and job. It is found that the wage premium of the vertical educational match is greater than that of the horizontal educational match. A better vertical match augments the wage premium of an improvement in the horizontal match, and vice versa. The horizontal educational mismatch appears to be an extended scenario of overeducation because graduates from colleges with low rankings have a higher probability of being vertically overeducated as well as horizontally mismatched. Graduates from highly‐ranked colleges are privileged to not only have high earnings but also to have low probabilities for the vertical and horizontal mismatches. These low probabilities indirectly raise their earnings. The indirect effects of academic characteristics on earnings are calculated. The approach we propose provides an insight into how academic characteristics comprehensively influence earnings.     

An Analysis of the Effect of Schooling,Experience and Sex On Earnings in the Government and Private Sectors of Urban Java

The returns to education in Indonesia are analysed using Susenas data. The private sector is found to reward education more generously than the public sector, while the latter puts a premium on experience. A casual analysis suggests general sex discrimination against female workers at any given level of education; however, once experience is allowed for, the negative sex differentials become insignificant. Finally, the general returns to education are of the order of 15–17% additional income for each additional year of schooling, which is a very high rate of return compared with other countries.     

Changes over time in the return to education in urban China: Conventional and ORU estimates

Studies of the return to education in urban China have reported that this has increased over time, and that females typically have a higher return than males. In this paper we adopt a framework provided by the over education/required education/under education literature, and the decomposition developed by Chiswick and Miller (2008), to investigate the reasons for these findings. The finding by Chen and Hamori (2009), from analysis of data for 2004 and 2006, of the return to schooling for males exceeding that for females, is also examined using this decomposition.     

Does School Quality Matter? Evidence from the Hong Kong Experience

This paper analyses the differential returns to education and to language ability of natives and Chinese immigrants in Hong Kong. The large difference in quality between Hong Kong schools and Chinese schools provides a natural experiment for evaluating the effect of school quality on students' performance in the labor market. We show that the rate of return to schooling is more than three times higher among local-born workers than among Chinese immigrants to Hong Kong. Our analysis also suggests that English language education is one important component of the success of the Hong Kong education system.     

Rates of return to education of blacks in South Africa

The aim of this empirical study was to calculate private and social rates of return to education and to test the hypothesis that education is a major determinant of earning differentials for blacks in South Africa. Data for 23 278 working men and women were extracted from the 1985 Current Population Survey files. This comprised a sample representative of the black population in the Republic of South Africa excluding the former Transkei, Bophuthatswana, Venda and Ciskei territories. Lifetime earnings profiles were constructed from these data for five educational levels, namely, no schooling up to Standard 1; Standards 2 to 4; Standards 5 to 7; Standards 8 to 9; and Standard 10. Schooling was assumed to account for 60 per cent of the earnings differentials between these profiles. Imputed average household outlays on schooling were taken as the private direct cost of education. These were supplemented by estimates of per pupil spending by the various government departments responsible for black education, to calculate the social costs per year of primary and secondary schooling. Indirect costs in the form of imputed foregone earnings were included from Standard 5 (age 15) onwards. The private internal rates of return to education of males were found to be about 16 per cent at primary level and 24 per cent for secondary schooling. Corresponding social rates of return are about 6 per cent for primary and 15 per cent for secondary education. Estimates for females showed negative rates of return between no schooling and Standards 2 to 4, the private and social rates being estimated at ‐1 per cent and ‐4 per cent respectively; from Standards 2 to 4 to Standards 5 to 7, a private rate of 12 per cent and a social rate of 4 per cent are reported; and for the remaining secondary school phases private rates of about 32 per cent and social rates of about 15 per cent are estimated. The study confirms that education is a major determinant of earnings differentials and education expansion can be regarded as a powerful earnings equaliser.     

Inequality and Determinants of Earnings in Malaysia, 1984–1997*

Using three large nationally‐representative Malaysian Household Income Surveys from 1984, 1989 and 1997, the present paper examines inequality and determinants of earnings. During the period 1984–1997, Malaysia's real per capita GDP increased by approximately 70percent, the participation rates for both men and women went up among all age groups, and the average number of years of schooling increased by 1.2years. There was a significant relative wage improvement among the bottom deciles. The rate of return to an additional year of schooling remained high (at 10percent), despite the huge increase in the supply of the highly educated. The stable overall rate, however, masks an increased rate of return on women's education, and a decreased rate for men. Wage discrimination against women amounts to 16–20percent, and the bias has increased in 1997. The pro‐Chinese earning ethnic bias is estimated at 31percent.     

高校扩招与教育回报率的城乡差异——基于断点回归的设计

文章基于中国家庭收入调查项目数据（2007年与2013年）,在断点回归设计的框架下分析1999年实施的高校扩招政策对城乡居民受教育年限、收入及教育回报率的影响。结果表明：第一,高校扩招政策的实施使农村居民的平均受教育年限提高了0.59年左右,使城镇居民的平均受教育年限提高了0.85年左右。第二,在断点回归的设计下,农村居民的教育回报率大约为11%,城镇居民的教育回报率大约为8%,高于OLS的估计。虽然实证结果显示教育回报并不存在城乡间的马太效应,但并不意味者城乡间教育发展与收入差距缩小。第三,高校扩招政策一方面显著促进了城镇居民低收入群体教育回报的提升,有效抑制了城镇居民中可能出现的收入差异扩大的"马太效应"。另一方面,高校扩招政策使得农村居民高收入群体教育回报高于低收入群体,在一定程度上导致了农村居民收入差异扩大的"马太效应"。     

Evolution of Education Premiums in Cambodia: 1997–2007

This paper evaluates education premiums in Cambodia over the past decade using data from the 1997, 2003–2004 and 2007 Socio‐economic Surveys of Households. The Cambodian labor market has undergone a transformation over the past decade. In 1997, the earnings of workers employed for wages exhibited limited association with education and skills. The picture was dramatically different by 2003 and more so by 2007. The profitability of education had increased sharply, especially for women. There is evidence that the human capital model is now applicable to both men and women, resulting in a wider distribution of earnings. Instrumental variables estimates of the return to an additional year of schooling for male wage earners are found to be higher than the corresponding OLS estimates, but only in the private sector.     

A Profile of Poverty in Egypt

This paper presents a profile of poverty in Egypt for 1997. It assesses the magnitude of poverty and its distribution across geographic and socioeconomic groups, provides information on the characteristics of the poor, illustrates the heterogeneity amongst the poor, and helps identify empirical correlates of poverty. This poverty profile is constructed using data from the Egypt Integrated Household Survey (EIHS), which is a nationwide, multiple‐topic household survey. One of the more striking set of findings relates to the differences between the poor and the non‐poor in their educational attainments. Our results indicate a significant literacy and schooling gap between the poor and the non‐poor. On average the poor have 2.6 fewer years of schooling than the non‐poor, and their literacy rate is 27 percent lower than the non‐poor. Our results also indicate that augmenting educational attainment of the poor does not require building more schools, but reducing the poor’s opportunity cost of attending schools and increasing their returns from extra schooling, both suggesting the importance of income generating activities as a policy instrument.     

Impacts of long-lasting civil conflicts on education: Evidence from the 2014 Census of Myanmar

Geocoded conflict information was combined with the 2014 household census data to study the impact of long-lasting township-level internal conflicts on Myanmar's primary school attendance (i.e., the short-term impact) and years of education (i.e., the long-term impact). First, we constructed quasi-panel data for primary-level schooling to find consistently negative, but statistically insignificant, impacts of internal conflicts. The results are robust, even if incompleteness of census or migration are taken into account. In addition, the magnitudes of estimated impacts are much smaller than those of the findings from other countries. Second, we confirmed that conflict exposure from 6−10 years of age has a negative but insignificant impact on years of education. Gender differences in terms of negative impact are almost negligible. By carefully reviewing previous papers and the characteristics of Myanmar’s conflicts until 2014 with respect to the mechanism of the negative effect of conflict on education, we argue that the small negative and statistically insignificant impact found in our analysis is due to the long-lasting and low-intensity nature of the conflicts, as well as the fact that schools and social services are provided by military forces. However, it is important to note that our analysis does not include data of the recent violence in Rakhine state.     

Wage Returns to Schooling in Nigeria

Abstract: In the last two decades, primary and secondary school enrollment rates have declined in Nigeria while enrollment rates in post‐secondary school have increased. This paper estimates from the General Household Survey for Nigeria the private returns to schooling associated with levels of educational attainment for wage and self‐employed workers. The estimates for both men and women are small at primary and secondary levels, 2–4 percent, but are substantial at post‐secondary education level, 10–15 percent. These schooling return estimates may account for the recent trends in enrollments. Thus, increasing public investment to encourage increased attendance in basic education is not justifiable on grounds of private efficiency, unless investments to increase school quality have higher private returns. With high private returns to post‐secondary schooling, students at this level should pay tuition, to recoup more of the public costs of schooling, which may be redistributed to poor families through scholarships.     

Returns to Education Using a Sample of Twins: Evidence from Japan*

The objective of this article is to measure the causal effect of education on earnings using a large dataset of twins compiled in Japan with wide‐ranging socioeconomic information. Recent research conducted in China showed that, contrary to the case in Western countries, ability bias is large in estimating the return to education. It is argued that the low rate of return in China is in part due to the competitive and exam‐oriented education system, which is similar to the system in Japan. The empirical results in our study show that the estimated rate of return to education using the sample of identical twins in Japan is 9.3 percent even after omitted ability bias and measurement errors in self‐reported schooling were corrected. Our findings suggest that the conventional OLS estimate is not significantly contaminated by potential biases in Japan.     

Education and development in the South African context

In line with international experience it is now widely accepted in South Africa that education has an important role to play in development, particularly of socio‐economically disadvantaged communities, although there is less certainty now than in the sixties as to what that role is. It cannot be governed solely by the manpower needs of the economy: men and women have their own equally important needs. Nor can this role be effective as long as education is equated with formal schooling, particularly where the schooling of the majority in society has been neglected over a long period. While the formal education system is undergoing reform and regeneration, and attention is being given to the critical issues of equality of opportunity and the legitimacy of the system, it is imperative that high priority should be given to non‐formal adult education. In all fields of education there is a need to give greater thought to issues of relevance and quality, rather than to seek salvation in “more of the same”.