Overeducation in Developing Economies: How Can We Test for It, and What Does It Mean?

Autor/inn/en	Mehta, Aashish; Felipe, Jesus; Quising, Pilipinas; Camingue, Sheila
Titel	Overeducation in Developing Economies: How Can We Test for It, and What Does It Mean?
Quelle	In: Economics of Education Review, 30 (2011) 6, S.1334-1347 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.06.004
Schlagwörter	Foreign Countries; Education Work Relationship; Developing Nations; Outcomes of Education; Educational Attainment; Occupational Surveys; Unskilled Workers; India; Mexico; Philippines; Thailand + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Berufsanalyse; Unskilled worker; Hilfsarbeiter; Indien; Mexiko; Philippinen
Abstract	A worker is said to be overeducated if he/she has acquired more education than is required to perform his/her job. In the absence of data measuring the number of years of schooling required to perform particular jobs, we propose a new approach to testing for overeducation. Overeducation is confirmed if we observe that education levels rose in jobs that offer very low returns to education and that underwent little technological change. Using labor force surveys from four developing countries, we find evidence of overeducation in unskilled jobs in the Philippines, mild evidence in Mexico, and little evidence in India and Thailand. We show that a job's mean and modal years of schooling are poor proxies for required education. We also show that overeducation sometimes increases within unskilled jobs, even while a growing share of educated workers enter skilled jobs. This may be because the quality of education segments the labor market. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10