Literaturnachweis - Detailanzeige
| Autor/in | Glewwe, Paul |
|---|---|
| Institution | Minnesota Univ., Minneapolis. Dept. of Economics.; Minnesota Univ., St. Paul. Dept. of Applied Economics. |
| Titel | Schools, Skills and Economic Development: Education Policies, Student Learning and Socioeconomic Outcomes in Developing Countries. Bulletin. [Report No.: Bull-01-3 |
| Quelle | (2001), (76 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Developing Nations; Economic Development; Educational Policy; Elementary Secondary Education; Foreign Countries; Labor Market; Learning; Outcomes of Education; Productivity; Socioeconomic Influences |
| Abstract | This paper reviews recent research on the determinants of educational outcomes and the impact of those outcomes on other socioeconomic phenomena. It investigates the relationship between education and economic growth and development in emerging countries. The paper addresses school policies that are most cost-effective in producing students with particular cognitive skills, such as literacy and numeracy; the relationship between schooling, particularly cognitive skills acquired in school, and labor productivity; and the impact of schooling, especially cognitive skills, on other socioeconomic outcomes. Until recently, most empirical studies that examined what school policies were most cost-effective in producing students with particular cognitive skills estimated production functions for cognitive skills. This approach has serious shortcomings, which has led to new approaches such as generating or finding random variation in school characteristics and comparing cognitive skills across schools with different levels of these characteristics. Research shows that cognitive skills are directly responsible for part, if not most, of the impact of schooling in labor income. There is no evidence that innate ability has a direct impact on labor income. There is very little evidence on the impact of schooling on socioeconomic outcomes other than labor productivity. Recommendations for future research are presented. (Contains 81 references and 28 footnotes.) (SM) |
| Anmerkungen | For full text: http://agecon.lib.umn.edu/cgi-bin/pdf_ view.pl?paperid=3839&ftype=.pdf. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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