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1.
Gender gap in returns to schooling in Palestine 总被引：1，自引：0，他引：1
This study provides estimates of the private returns to schooling in Palestine utilizing eight quarterly labor force surveys for 1999 and 2001. This period was chosen to investigate the differential impact of the Israeli closure policy on Palestinian male and female workers. Although gross enrollment ratios for males and females reveal little to no difference in the primary, middle and tertiary levels of schooling, returns to schooling are significantly different. On average, females earned 14–15% less than males in 1999. The gender gap is narrowed during 2001 due to rising male unemployment in the Palestinian areas. Performing the regression for males and females separately, it is found that returns to schooling are larger for women (at least at the margin). The gap in returns to schooling was reduced in 2001; however, female returns to schooling as estimated by OLS suffer from selectivity bias which worsened during 2001. The work in Israel premium increased for women and decreased for men. Finally, Palestinian public sector employment parallels periods of restricted access to Israeli labor markets; its average wages are lower and years of schooling are higher relative to private sector employment. 相似文献
2.
Using data from Thailand’s National Labor Force Survey, this paper analyzes the long-run earnings differentials for vocational and academic schooling at the secondary and post-secondary levels. The results show that vocational schooling offers consistently higher returns for men and women at the secondary and post-secondary levels. However, the returns to vocational and academic credentials vary substantially, both by gender and year. The primary conclusion that vocational schooling offers a higher private rate of return should be tempered by the understanding of the long-run decline in value of some vocational credentials and the potential growing importance of all post-secondary degrees. 相似文献
3.
Groot and Maassen van den Brink (International Journal of Manpower 21, 584, 2000a) provide a useful summary of the incidence of overeducation and undereducation. Unfortunately, by combining non-compatible estimates of the impact of surplus schooling (and under schooling) on earnings they potentially bias their estimates downward (upward). This paper bypasses this potential bias by examining only wage estimates that use the “standard” required-surplus-deficit education model of Duncan and Hoffman (1981). The paper also expands the meta-analysis by including approximately 50 additional wage estimates. On average, the literature finds that the premium paid for overeducation is approximately equal to the penalty for undereducation, but lower than the returns associated with an increase in required education. Overeducated individuals earn more than their properly educated co-workers, but less than others with their level of schooling. The paper also examines how different definitions of required education impact the returns from overeducation and undereducation. 相似文献
4.
Patel Ila 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):155-175
The contemporary women's movement in India (1975–present) has played an important role in bringing gender issues to the forefront of development planning and defining feminist politics. This paper examines how this movement has addressed the issue of women's education. The first section highlights contributions of the social reformist movement in the 19th century and the nationalist movement in promoting women's education. The role of the contemporary women's movement in changing school curricula is examined in the second section, followed by discussion on how women's studies has contributed to redefining knowledge. The fourth section discusses women's empowerment and education from the perspective of the women's movement. The article concludes by highlighting challenges facing the women's movement in promoting women's education for equality and empowerment. 相似文献
5.
Applying single and recursive bivariate probit models that utilize micro data sets of five countries, this paper examines the concatenation between school enrollments and family background. The empirical analysis captures considerable variations in the pattern of school enrollments and school wastage according to rural–urban locations and family background variables. Income gaps are powerful and interact with gender gap to produce differential school enrollment and wastage patterns. Access to credit partially redresses the adverse effects on school enrollments of negative household economic shocks. The findings call for more concerted government efforts to increase school enrollments and retention and to improve rural education particularly for females and the underprivileged. 相似文献
6.
Abebe Hailemariam 《Journal of Education & Work》2018,31(3):291-306
This article examines the long-run effect of higher education, measured in average years of tertiary schooling, on the level and growth rate of national per capita income. It uses an improved dataset on educational attainments which not only reduces measurement error but also overcomes data comparability issues and allows us to estimate the long-run effect of human capital through higher education on economic development. Using unique long panel data for 36 advanced and emerging economies spanning over the period 1870–2010, we find that higher education has a positive and significant effect on the level and the growth rate of national per capita income. Specifically, our empirical results indicate that a 1% increase in educational attainment at higher education level would raise the growth rate of per capita income by about 0.01% to 0.02% over a five-year period. That is, at the sample mean, an increase in average tertiary education by one year would raise output growth by about 6% to 11% in five years. We find that the returns to female education are lower than the returns to male education at tertiary schooling levels. Our results are robust to alternative specifications. 相似文献
7.
Schooling of girls and boys in a West African country: the effects of parental education,income, and household structure 总被引：2，自引：0，他引：2
This study investigates gender differences in the determinants of several schooling indicators in Conakry, Guinea, using ordered and binary probit models incorporating household-level random effects. Such indicators include grade attainment, current enrollment, and withdrawal from school. The survey, which was conducted on 1725 households, contains detailed information on a wide range of socioeconomic factors such as education, labor force activity and earnings, assets and health. Results indicate that increases in household income lead to greater investments in the schooling of girls than in the schooling of boys. Meanwhile, improvements in the education of fathers raise the schooling of both sons and daughters, while the education of mothers only has a significant impact on the schooling of daughters. These estimates show differences in maternal and paternal preferences for schooling daughters relative to sons. Therefore, the importance of gender, parental education, and household income and composition affect the education of children. However, findings also show that education for girls is unnecessary since they only need to work at home. Moreover, policies that raise household incomes will increase gender equity in schooling, which will also depend on whether and how these policies change the opportunity costs of girls and boys and the labor market returns to female and male schooling. 相似文献
8.
London B 《Sociology of education》1992,65(4):306-316
The analysis of the association between educational status and fertility decline is performed 1) by examining the rates of enrollment in primary and secondary schools by gender and 2) by assessing the effects of the change/spread in rates of enrollment between 1965 and 1986. 59 countries were involved in the cross-sectional analysis. Variables included the logged crude birth rate, total enrollment rates, enrollment rates by gender, male-female ratios, the growth rate for each educational measure by world system status (core, peripheral, and semiperipheral countries), control variables (economic growth, family planning, multinational corporate penetration, women's labor force participation, child mortality rate, social insurance programs), and enrollment changes. The evidence reflects a strong association between levels of enrollment of girls in primary and secondary school and gender inequality and fertility declines. Caldwell's theory of the flows of wealth and the spread of education effect was found to have little support. High levels of female enrollment and low levels of gender inequality in access to schooling are associated with fertility declines. Caldwell's theory is that this indicates a decline in patriarchy, change in women's familial roles and a shift to a more egalitarian family structure. Increases in female education mean higher status and more power for women. 相似文献
9.
《Journal of Vocational Education & Training》2012,64(3):229-238
ABSTRACT Household survey data for II Latin American countries are used to assess earnings differentials by type of secondary education during the late 1980s. Introduction of the cost of the curriculum allows for the estimation of private and social rates of return to investment in education by type of secondary school curriculum. The paper documents mixed results. In some countries the private returns to vocational schooling are higher than the returns to general secondary schooling. Introducing differential cost of curriculum and estimating social returns to schooling results in much lower returns to vocational schooling. 相似文献
10.
In this paper, Norwegian research on the relationship between the school and the local community during the past 30 years is reviewed. The Norwegian context of schooling is briefly described, pointing out the rural–urban conflict. The review is organized into two phases: research in the expansive and contractive phases of the Norwegian welfare state. Substantial research results are summarised. The challenge is how to raise the quality of research on the relationship between the school and the community. Themes discussed are the role of research – legitimizing or critical – based on an independent database of research knowledge, research designs and the dimension of time, research questions and choice of conceptual perspectives, local agency and children's voice in research and the importance of comparative research. 相似文献
11.
Martin Watts 《Higher Education》1997,34(1):45-61
In this paper the extent and change of the gender segregation ofcourse completions across fields of study in higher education over theperiod 1978–94 in Australia is measured. It is argued that similarforms of measurement are appropriate in documenting changing patterns ofattainment in higher education by gender, as those which are used formeasuring occupational gender segregation. The issues relating to themeasurement of gender segregation are briefly explored. Over the period1978–86, women and men exhibited a more integrated distribution ofcourse completions, as measured by the Karmel and Maclachlan index of(occupational) segregation. Although women continued to raise their share ofcompletions over the period 1987–94, there was little change in theextent of gender segregation in aggregate, and segregation increased inMasters and Bachelors courses. Reference is also made to the impact ofchanges in the Higher Education Contributory Scheme in 1996 on the gendercomposition of undergraduate course completions. Policies designed toattract women into atypical Higher Education courses are explored. 相似文献
12.
John Knodel 《比较教育学》1997,33(1):61-86
The results from the 1990 national census indicate that the long standing gender gap in educational attainment favouring boys over girls has closed in Thailand at all levels. This occurred as responses to generalized questions on attitudes about schooling for boys and girls on nationally representative surveys are showing a substantial reduction in the preference for educating sons more than daughters, although some preference for sons persists. Qualitative data from focus group discussions in rural areas reveal that parental views on gender and schooling are complex and do not operate uniformly to favour one sex over the other. Moreover, the changing socioeconomic context of schooling decisions in Thailand are likely to encourage parents to favour girls at least as much as boys in education. While gender inequality in schooling is no longer important, the socioeconomic level continues to influence starkly Thai children's chances for higher levels of education. 相似文献
13.
This paper estimates the distribution of educational returns by gender for India. While previous studies focus on mean returns, the variance of educational returns has important implications for policy-making and micro-level decision making with respect to education. If the variance of educational returns is large, it can leave large sections of the population with negative returns; if the variance of educational returns is gender specific, it can influence households’ decisions to educate girls versus boys. Our econometric results provide evidence that India's labor markets are characterized by significant uncertainty and that the uncertainty is systematically larger for women. 相似文献
14.
This article examines whether focusing primarily on public schooling can lead to more rapid achievement of universal basic education (UBE) than relying on a mixture of public and private schooling. Through a structured, focused comparison, we find China's greater emphasis on public schooling has contributed to higher enrollment, attendance, graduation rates, gender parity, and proportion of students entering higher education than India, the country with the world's largest private sector in primary and secondary education. This comparison suggests that greater emphasis on public schooling in developing countries may lead to more rapid UBE attainment than encouraging privatization. 相似文献
15.
Tine Stanovnik 《Economics of Education Review》1997,16(4):443-449
This article provides estimates of the returns to education in Slovenia. A Mincerian earnings function was estimated on three data sets, i.e. the 1978, 1983 and 1993 Household Expenditure Survey, with the subsample consisting of households where adults were employees (in the public or private sector). The estimated rates of return for all educational levels and for both men and women were rather low in 1978 and 1983. This can be explained with a tightly regulated labour market, with direct state interference-and thus small wage differentials. In 1993, the estimated rates of return increased considerably, though they are still somewhat lower than in most developed market economies. This increase was-without doubt-caused by a more deregulated labour market and a strong push towards market liberalization. 相似文献
16.
Private tutoring is a widespread phenomenon in many developing countries, including Vietnam. Using the Vietnam Living Standards Surveys 1997–1998 and 1992–1993 for analysis, this paper finds evidence that private tutoring in Vietnam is a necessity in the household budget for both primary students and lower secondary students, and the trend to attend private tutoring is stronger at higher education levels. There is no evidence of gender discrimination in expenditure on private tutoring. Ethnic minority students spend less on private tutoring at the primary level but not at the lower secondary level, as do students living in rural areas. However, spending on private tutoring would fall significantly if the qualifications of primary school teachers are increased. Private tutoring is found to have significant impact on a student's academic performance, but the influence is larger for lower secondary students. This paper contributes to the available estimation techniques by extending the simultaneous Tobit model of Amemiya [(1974). Multivariate regression and simultaneous equation models when the dependent variables are truncated normal. Econometrica, 42(6), 999–1012] to a joint Tobit-ordered probit econometric model to address the possible endogeneity of household spending on private tutoring. 相似文献
17.
In post-war contexts, education is widely regarded as essential not only for civic reconciliation, but also as a key force for gender equity. In Sierra Leone, however, despite enhanced educational opportunities for girls, much of the emphasis on post-war educational reconstruction is unlikely to rectify gender inequities that remain entrenched within mainstream schooling and in the broader social context. Yet the capacity of education to contribute to gender-based change has not been entirely muted. Several women's associations are supporting girls’ education as integral to economic and political actions aimed at challenging the hegemony of patriarchy and gendered violence. What remains to be seen is whether these discrete efforts can foster a women's movement capable of altering the structures of patriarchal power in Sierra Leone. 相似文献
18.
This paper examines the factors that prevent slum children aged 5–14 from gaining access to schooling in light of the worsening urban poverty and sizable increase in rural-to-urban migration. Bias against social disadvantage in terms of gender and caste is not clearly manifested in schooling, while migrated children are less likely to attend school. I argue that the lack of preparation for schooling in the pre-schooling ages and school admission procedures are the main obstacles for migrated children. The most important implication for universal elementary education in urban India is raising parental awareness and simplifying the admission procedures. 相似文献
19.
This study estimates the private average rate of return (ARR) and internal rate of return (IRR) to education in rural Bangladesh. Using data from the Bangladesh Integrated Household Survey (BIHS) 2015, we estimate average returns using the Mincerian method and IRR using the full method, accounting for both the direct and indirect costs of schooling. To account for endogeneity and selection bias, we use parental education as an instrumental variable and apply the Heckman correction method. We find an average return of 18 %, an IRR of 12 % for tertiary education, 4.86 % for secondary, and 5.24 % for primary. In the agricultural sector specifically, however, returns to tertiary education are more in line with primary and secondary education. 相似文献
20.
From the early 1980s, China underwent perhaps the world’s largest and most comprehensive experiment of decentralization in education. There has been a shift from decentralization to some degree of recentralization, however, since the mid-1990s, particularly since the early 2000s. The purpose of this shift was to establish a stable and regularized financing mechanism for rural education. Using provincial-level data from between 1997 and 2005, this paper analyzes whether the shift worked as expected. It finds that by the end of 2005, there had been a substantial decrease in the rural–urban gap, the regional disparity, and the overall inequality in per student budgetary expenditure and total spending. Much of the decline occurred in the 2000s. Moreover, the rural–urban gap declined more rapidly than the regional disparity, and inequalities in spending on primary education declined much more rapidly than junior secondary education. 相似文献