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This paper addresses issues related to higher education in selected EU Member States and its contribution to the creation of wealth. Special emphasis was placed on the shape of education policy in selected countries through an analysis of the main indicators characterizing the same. The paper raises a number of questions which are important from the point of view of social policy: these questions relate to the policy of higher education funding and attempts to isolate and identify the relationships between higher education funding and the situation of people with higher education on the labour market. In the first part of this paper, the author presents the phenomenon of welfare by taking into account its measurement, especially those measures that relate to education related elements. Then the author indicates the relationship between education, especially its availability, and the process of wealth creation in the economy. In the empirical part of the paper an analysis is carried out on the basis of available and comparable indicators for selected EU Member States and conclusions are drawn based on the indicators.

In this paper, we provide new stylized facts on inequalities in access to higher education by parental income in France. On average, an increase of 10 percentile ranks in the parental income distribution is associated with a 5.8 percentage point (p.p.) increase in the proportion of children accessing higher education-4.2 p.p. in the bottom half of the income distribution and 9.3 p.p. in the top half-. This overall level of inequality is surprisingly close to that observed in the United States. We then document how these inequalities in access to higher education by parental income combine with inequalities related to parental occupation or degree. Finally, we assess the redistributivity of public spending on higher education and more generally of all public spending on young adults and their parents, and present a new accounting method to take into account the tax contribution of parents in our redistributivity analysis.

In this paper, we provide new stylized facts on inequalities in access to higher education by parental income in France. On average, an increase of 10 percentile ranks in the parental income distribution is associated with a 5.8 percentage point (p.p.) increase in the proportion of children accessing higher education-4.2 p.p. in the bottom half of the income distribution and 9.3 p.p. in the top half-. This overall level of inequality is surprisingly close to that observed in the United States. We then document how these inequalities in access to higher education by parental income combine with inequalities related to parental occupation or degree. Finally, we assess the redistributivity of public spending on higher education and more generally of all public spending on young adults and their parents, and present a new accounting method to take into account the tax contribution of parents in our redistributivity analysis.

In this paper, we provide new stylized facts on inequalities in access to higher education by parental income in France. On average, an increase of 10 percentile ranks in the parental income distribution is associated with a 5.8 percentage point (p.p.) increase in the proportion of children accessing higher education-4.2 p.p. in the bottom half of the income distribution and 9.3 p.p. in the top half-. This overall level of inequality is surprisingly close to that observed in the United States. We then document how these inequalities in access to higher education by parental income combine with inequalities related to parental occupation or degree. Finally, we assess the redistributivity of public spending on higher education and more generally of all public spending on young adults and their parents, and present a new accounting method to take into account the tax contribution of parents in our redistributivity analysis.

In this paper, we provide new stylized facts on inequalities in access to higher education by parental income in France. On average, an increase of 10 percentile ranks in the parental income distribution is associated with a 5.8 percentage point (p.p.) increase in the proportion of children accessing higher education-4.2 p.p. in the bottom half of the income distribution and 9.3 p.p. in the top half-. This overall level of inequality is surprisingly close to that observed in the United States. We then document how these inequalities in access to higher education by parental income combine with inequalities related to parental occupation or degree. Finally, we assess the redistributivity of public spending on higher education and more generally of all public spending on young adults and their parents, and present a new accounting method to take into account the tax contribution of parents in our redistributivity analysis.

National audience ; Les expérimentations sociales peuvent-elles construire une logique d'apprentissage commune entre les acteurs de l'action publique et les chercheurs participant à leur évaluation ? A partir des expérimentations évaluées par la méthode expérimentale par assignation aléatoire, cette contribution étudie la capacité de cette méthode à structurer les apprentissages des acteurs. Trois expérimentations, découpées en trois séquences d'interactions, révèlent les lignes de tensions et les conditions d'apprentissage propres à la conduite de cette méthode.

This paper analyzes educational choices and political support for subsidies to higher education in the presence of a time-consistency problem in income redistribution. There may be political support for so generous subsidization that it motivates the median voter to obtain higher education. As a result of increasing own income, the median voter prefers in the future lower taxes than without higher education. Therefore, the expansion of participation in higher education during the second half of the 20th century may have partly been driven by the aim to limit the political support for overly generous income redistribution.

This paper analyzes the effects of immigration on the education system of the receiving country from a political economy perspective. Specifically, we extend the school-choice model by Epple and Romano (1996b) and Coen-Pirani (2011) by incorporating a subsidy to private schools, a distinguishing feature of Spain's education system. We calibrate the model to match key moments of Spain's economy and education system in year 2008, the end of a large episode of immigration. By means of simulations we evaluate the effects of immigration on the size and quality of Spain's public education. Our main findings are as follows. First, immigration will lead to a small increase in the size of public education in terms of enrollment. However, this increase in size masks an important composition effect. There is a large native flight away from public schools that is offset by the large inflow of immigrant children into public schools. Secondly, we predict a large reduction in the quality of public education, an 11 percent reduction in public spending per student. Our analysis suggests that these effects will unfold unevenly over time. While the changes in the size (and student composition) of public schools will take place promptly upon arrival of the immigrants, the reduction in funding will be more gradual and only fully take place once the immigrant population has been enfranchised. We also provide estimates separately for Spain's regions, which enjoy some autonomy in their education policies and experienced widely different levels of immigration.

Este trabajo analiza el impacto de la descentralización fiscal en la provisión de la educación pública en Colombia. Dicho análisis se realiza mediante técnicas de frontera, que permiten estimar funciones de costo y de producción, para determinar diferencias entre los departamentos en eficiencia técnica y de asignación, en la provisión de la educación pública. Los resultados muestran la presencia de altos niveles de ineficiencia en costos y en producción en los diferentes departamentos del país, lo que implica que si las autoridades locales operaran al nivel del más eficiente podría obtenerse mejores resultados educativos y ahorro considerable en el gasto público. Por otra parte, durante el periodo de aplicación de la Ley 60 de 1993, se observa un impacto positivo en la ampliación de las tasas de cobertura, pero un impacto negativo en el logro académico de los estudiantes.

En el presente documento se estudia el impacto del gasto público en educación sobre el crecimiento económico y el bienestar, para lo cual se construye un modelo de generaciones traslapadas y crecimiento endógeno. Los agentes se educan con el fin de acumular capital humano, mientras el gobierno subsidia una fracción del gasto en educación. Los parámetros son calibrados para replicar algunos hechos estilizados de la economía colombiana. Las simulaciones sugieren que un incremento del gasto público en educación equivalente al 1% del producto interno bruto (PIB) implica un aumento de 0,14 puntos porcentuales en la tasa de crecimiento económico de largo plazo.} ; This paper studies the effect of public financing of education on economic growth and welfare. It develops an overlapping generations model with endogenous growth where agents educate themselves to accumulate human capital and the government subsidizes a fraction of education expenditure. Parameters are calibrated to replicate some stylized facts of the Colombian economy. Simulations suggest that an increase in public expenditure on education of 1 percentage point of the GDP leads to an increase of 0.14 percentage points in the long run economic growth rate.

The number of tertiary students enrolled outside their home country has almost doubled in the last decade. In higher education systems that are partly tax-funded, a country's labor force might not be willing to subsidize the education of foreign students who can be expected to work abroad after graduation with high probability. This paper analyzes whether and how student mobility affects the governmental decision about the financial regime of higher education based on aggregated data of 22 OECD countries for the period 2000 to 2010. We find a small but significant positive correlation. Supported by robustness checks, this points into the direction that the larger the share of foreign students among all students in a country, the more a country shifts to private-based funding. We also study other possible determinants. Among others we find that the private financing share of higher education funding depends on a country's tax revenue, its GDP and the share of students enrolled in private universities.

Development of the global economy is marked by increasing attention towards the health sector due to Covid-19 outbreak. This research contributes by examining how important is health and education for provincial economic growth, and connect it with foreign direct investments, and infrastructure spending. Taking Indonesia as a case study, and employing GMM and Fixed Effects methods, the analysis found that improving health and education outcomes are key for sub-national economic growth. However, foreign direct investment, domestic direct investment and public spending on infrastructure failed to support growth in the sub-national level. The finding is robust against alternative specifications. For policy suggestions, in order to dampen the negative economic effects of Covid-19 and to boost growth at post-pandemic period, government at all levels must maintain or even increase public spending in health and education which directly target improvements of health and educational outcomes. To ensure the improvements, public spending must be directed to provide good quality health and educational services; services which enhance health outcomes and develop students' cognitive skills. In addition, good quality health and educational services must be evenly distributed across sub-nationalities. This is aligned with achieving the UN Sustainable Development Goals number 10; reducing inequality within a country.JEL Classification H51; H52; O15

This paper proposes a competition model in which universities freely fix their tuition fees in a setting where their soft capacity is chosen endogenously. Because of the growing competition between universities to attract additional students, universities choose to support an increasing marginal cost for students enrolled beyond their initial capacity. Our results show that i) a more convex cost leads the universities to choose a larger capacity but also higher tuition fees; ii) when the marginal cost is low, an increase in tuition fees with the number of universities is possible; iii) when the marginal cost is sufficiently high, competition between an increasing number of universities maintains fees at their maximum level (collusive fees) without reducing either the total number of admissions or social welfare.

This paper proposes a competition model in which universities freely fix their tuition fees in a setting where their soft capacity is chosen endogenously. Because of the growing competition between universities to attract additional students, universities choose to support an increasing marginal cost for students enrolled beyond their initial capacity. Our results show that i) a more convex cost leads the universities to choose a larger capacity but also higher tuition fees; ii) when the marginal cost is low, an increase in tuition fees with the number of universities is possible; iii) when the marginal cost is sufficiently high, competition between an increasing number of universities maintains fees at their maximum level (collusive fees) without reducing either the total number of admissions or social welfare.

There is a strong, positive, and well-documented correlation between education and health outcomes. In this paper, we attempt to understand to what extent this relationship is causal. Our approach exploits two changes to British compulsory schooling laws that generated sharp across-cohort differences in educational attainment. Using regression discontinuity methods, we find the reforms did not affect health although the reforms impacted educational attainment and wages. Our results suggest caution as to the likely health returns to educational interventions focused on increasing educational attainment among those at risk of dropping out of high school, a target of recent health policy efforts. (JEL H52, I12, I21, I28)