What's the Value of a Degree? Evidence from Egypt, Jordan and Tunisia

Autor/inn/en	Krafft, Caroline; Branson, Zea; Flak, Taylor
Titel	What's the Value of a Degree? Evidence from Egypt, Jordan and Tunisia
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 1, S.61-80 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krafft, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1590801
Schlagwörter	Academic Degrees; Educational Attainment; Outcomes of Education; Labor Market; Education Work Relationship; Elementary Secondary Education; Higher Education; Age Differences; Gender Differences; Private Sector; Public Sector; Wages; Adults; Comparative Education; Foreign Countries; Egypt; Jordan; Tunisia + Suchen Sie Ihr Suchwort? Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Labour market; Arbeitsmarkt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Privater Sektor; Öffentlicher Sektor; Wage; Löhne; Vergleichende Erziehungswissenschaft; Ausland; Ägypten; Tunesien
Abstract	The Middle East and North Africa region has the world's lowest returns to education. This paper examines what the value of a degree is using nationally representative labour market surveys from Egypt (2012), Jordan (2010) and Tunisia (2014). Specifically, the authors estimate Mincer models for levels and years of schooling. They find that returns are highest in Tunisia and lowest in Egypt, although all three countries fall short of the global average. Higher education is where returns are greatest. They also analyse the returns by sub-groups: sex; age group; and sector. The returns are higher for women than men in Egypt. The younger generation has lower returns than the older generation in Egypt. The private sector in Egypt and Tunisia has lower returns than the public sector. One reason for the low returns is that many individuals are overeducated relative to position requirements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01