Tropical storms and mortality under climate change
In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 117, S. 172-182
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In: World development: the multi-disciplinary international journal devoted to the study and promotion of world development, Band 117, S. 172-182
World Affairs Online
In: LABOUR, Band 32, Heft 2, S. 205-242
SSRN
In: IZA journal of labor & development, Band 3, Heft 1
ISSN: 2193-9020
In: IZA Discussion Paper No. 12117
SSRN
In: IZA Discussion Paper No. 10784
SSRN
In: IZA Discussion Paper No. 7015
SSRN
In: IZA Discussion Paper No. 6305
SSRN
In: The journal of human resources, S. 0221-11474R2
ISSN: 1548-8004
The types of workers recruited into teaching and their allocation across classrooms can greatly influence a country's stock of human capital. This paper considers how markets and non-market institutions determine the quantity, wages, skills, and spatial distribution of teachers in developing countries. Schools are a major source of employment in developing countries, particularly for women and professionals. Teacher compensation is also a large share of public budgets. Teacher labor markets in developing countries are likely to grow further as teacher quality becomes a greater focus of education policy, including under the United Nations Sustainable Development Goals. Theoretical approaches to teacher labor markets have emphasized the role of non-market institutions, such as government and unions, and other frictions in teacher employment and wages. The evidence supports the existence and importance of such frictions in how teacher labor markets function. In many countries, large gaps in pay and quality exist between teachers and other professionals; teachers in public and private schools; teachers on permanent and temporary contracts; and teachers in urban and rural areas. Teacher supply increases with wages, though teacher quality does not necessarily increase. However, most evidence comes from studies of short-term effects among existing teachers. Evidence on effects in the long-term, on the supply of new teachers, or on changes in non-pecuniary compensation is scarcer.
BASE
The types of workers recruited into teaching and their allocation across classrooms can greatly influence a country's stock of human capital. This paper considers how markets and non-market institutions determine the quantity, wages, skills, and spatial distribution of teachers in developing countries. Schools are a major source of employment in developing countries, particularly for women and professionals. Teacher compensation is also a large share of public budgets. Teacher labor markets in developing countries are likely to grow further as teacher quality becomes a greater focus of education policy, including under the United Nations Sustainable Development Goals. Theoretical approaches to teacher labor markets have emphasized the role of non-market institutions, such as government and unions, and other frictions in teacher employment and wages. The evidence supports the existence and importance of such frictions in how teacher labor markets function. In many countries, large gaps in pay and quality exist between teachers and other professionals; teachers in public and private schools; teachers on permanent and temporary contracts; and teachers in urban and rural areas. Teacher supply increases with wages, though teacher quality does not necessarily increase. However, most evidence comes from studies of short-term effects among existing teachers. Evidence on effects in the long-term, on the supply of new teachers, or on changes in non-pecuniary compensation is scarcer.
BASE
In: Economics of education review, Band 62, S. 151-161
ISSN: 0272-7757
In: Journal of development effectiveness, Band 10, Heft 2, S. 249-276
ISSN: 1943-9407
World Affairs Online
Informal school fees – for uniforms, books, and other supplies – are substantial in developing countries, often several times formal tuition. We evaluate a scholarship program that alleviated informal fees for girls in a subset of Gambian secondary schools. The program is unique because it overlapped with a government policy that had already eliminated formal school fees for girls, allowing for a comparison between program recipients and students who paid no tuition fees but were responsible for other expenses. We analyze the program using difference-in-differences, an identification strategy we support by documenting common pre-treatment outcome trends between treated and untreated schools. We find that informal fee alleviation increased female enrollment by 13% and the share of enrolled students who took the 9th grade exit exam by 11 percentage points. These results highlight the importance of informal fees in secondary school outcomes, even in settings where formal fees have been lifted.
BASE
In: Economics of education review, Band 41, S. 120-136
ISSN: 0272-7757
In: Journal of development economics, Band 108, S. 169-183
ISSN: 0304-3878