Suchergebnisse

Since the governance system of Dutch East Indies was applied in 1800, the Colonial Government require chief laborers from pribumi indigenous or native Indonesian people, who were able to read and write well because the number of European personnel was limited at the time. The necessity for unskilled laborers who could read, write and count was increasing due to the enforcement of Cultuur Stelsel. The necessity for administrative staff was also increasing especially in the companies and goverment institution. The goverment, therefore set up Sekolah Ongko Loro to fulfil the first need, and to fulfil the second need, then it was built Sekolah Kelas Satu (First Level School), a school for nobles or government officials. The occurence of national movement triggered the existance of wild schools (wilde scholen) were strictly eradicated by BB (Binnenlands Bestuur) while for Foreign Eastern Echnicity (China, Arabian), were given freedom to set up schools based on their language and culture. However, in those schools, historical lesson was slightly taught because the Government was worried that it would empower nationalism spirit which began to grow everywhere in early 20th century.

This paper explores the variation in intergenerational educational mobility across the Brazilian states based on univariate econometric techniques. The analysis of the national household survey (PNAD-2014) confirms a strong variation in mobility among the 27 federative units in Brazil and demonstrates a significant correlation between mobility and income inequality. In this sense, this work presents empirical evidence for the existence of the "Great Gatsby curve" within a single country: states with greater income disparities present higher levels of persistence in educational levels across generations. Finally, the paper investigates one specific mechanism behind this correlation: whether higher income inequality might lead to lower investment in human capital among children from socially vulnerable households. The paper delivers robust and compelling results showing that children born into families where the parents have not completed primary education have a statistically significant reduction in their chance of completing the educational system if they live in states with a higher level of income inequality.