Suchergebnisse

This paper documents a novel stylized fact: many teachers in Latin America have low levels of cognitive skills. This fact is the result of both low levels of skills among the population and—in the case of numeracy—a gap between the average skill level of teachers and the rest of the tertiary-educated population (i.e., a teacher skills gap). To characterize the selection patterns behind this gap, we show that individuals with a teaching degree have lower average skills than individuals with other tertiary degrees, and that this gap is larger than the teacher skills gap. This difference is mainly explained by the selection into teaching of graduates from non-teaching degrees. Finally, we show evidence on one important determinant of the teacher skills gap: teacher relative wages are decreasing in skills.

JEL Classification Codes: I21; J24; J45

While Mexico has potential to grow rapidly, its economic growth has remained low for the past three decades. There is no consensus on the country's development path or on how to achieve specific goals. Since the policy debate remains ideological and lacks pragmatism, productive development policies (PDPs) are often uncoordinated, redundant or even incongruent with each other. It is therefore important to understand the process whereby PDPs are designed and the institutional setting in which they are are implemented. This paper consequently examines whether PDPs respond to market failures and/or government failures. When PDPs are not designed to address specific market failures they can produce unwanted results or prove completely ineffective. When PDPs do address government failures, it is important to determine the reasons why the failure cannot be corrected in the first place and whether PDPs will be effective at addressing the problem in a second-best manner.