Relative productivity and factor-intensity in the manufacturing sectors of the U.S. and the U.K. during the nineteenth century

Summary The main objective of the paper is to examine the relationship between relative factor-costs and relative factor-intensity in the American and British textile sectors during the nineteenth century. The empirical attempt is made within an explicit theoretical framework (a model). This framework is based primarily onimplicit analytical arguments made by E. Rothbarth and H. J. Habakkuk while explaining the causes for the superiority of American industrial efficiency as compared with the British. It is shown that various indicators for the textile sectors during most of the second half of the nineteenth century favor a higher capitalintensity in the U.S.This work is part of a Ph.D. thesis written for the University of Rochester Department of Economics. The author is deeply indebted to S. Engerman for his valuable help and comments. He has also benefited from comments by E. Drandakis, G. S. Maddala, F. J. de Jong and T. K. Kumar. Needless to say, the author takes full responsibility for the content of this paper. Currently the author is an Assistant Professor at Florida State University, Tallahassee, Florida, U.S.A.     

The impact of vocational education on productivity in the United States

This paper examines the impact of vocational education on productivity in the United States. By using a cross-correlation test for directional causality, it is shown that vocational education has led to improvements in human capital that in turn increase productivity as measured by real private domestic product per worker hour in nonfarm business. The reverse is not true: that is, changes in productivity do not have a statistically identifiable impact on vocational education. Moreover, the time it takes for significant cross-correlations to appear suggests that the total effect of any vocational educational change takes at least 10 to 20 years to exhaust itself.When the manufacturing sector is studied separately, such positive results are not obtained. Only two out of seven vocational education measures appear to have a significant effect on productivity. For these two measures, the time for an identifiable impact to occur is also fairly long.