Suchergebnisse

Some important aspects of returns to education in Indonesia have been neglected. This paper draws on the Indonesia Family Life Survey, a longitudinal survey, to shed some light on these aspects. This paper finds in a Mincerian specification that a more recent rate of return is in line with the rates found in previous research. A quantile regression is applied to show that the rate varies little in the conditional distribution of earnings, which stands in stark contrast to findings from some developed countries. In addition, the rate of return in self‐employment is estimated to be lower than that in paid employment for person‐ and sector‐specific reasons. In addition to monetary returns to education, happiness returns to education are considered. This paper advances evidence that education has important and robust implications for happiness above and beyond absolute and relative levels of income.

While many advocate 'lifelong learning' as the ideal career model, its impact on workers' lives is still partly unclear. Especially research on monetary returns to further education has yielded mixed evidence. I argue that a thorough assessment has to consider both the types of courses and the segmentation of labour markets. Using data from the German National Educational Panel Study, I test explanations of differing returns to non-formal further education in Germany, a country known for its highly segmented labour market. Results confirm that the returns to short non-formal training courses, which are the most common forms of further education in Germany, differ remarkably between types of courses and segments. Employer-mandated courses yield the highest returns, which is especially pronounced in internal labour markets. Furthermore, there are no returns on closed occupational labour markets. In occupations, where formal credentials are less important, returns to training are present. These results suggest that returns depend less on individual decisions to invest in training and more on the context. Hence, these findings go against human capital explanations and instead support implications of the Job Competition Model and Credentialism, which emphasize the importance of labour market structure.

A framework for analysis of the components of private & soc returns to educ, & their interrelationships. Specifying that because of interaction phenomena, total returns will differ from the sum of individual returns, we may set up the identity: S' + S' = A' + A' + D' + D', where S refers to true soc returns, A is the sum of private returns, D is the discrepancy between S & A, & (') & (') refer, respectively, to monetary & non-monetary components of returns. It is shown that while the value of D' will normally be positive in the long term, in a dynamic society (as educ as a whole expands), presumptive discrepancies can be negative in an advanced industrial economy with strong demands for high-level skills. The components of A' are systematically presented, noting their possible negative, as well as positive, aspects. Taking interactive factors into account, the weight of the presumptions is found to be toward a positive S', but not necessarily a positive D'. AA.

This paper uses households' data from central region of Sudan to examine the factors, which affect fertility. Thus, it examined the effect of parental education, income, mother age, residence area together with the effect of the interaction between fertility and child mortality, on fertility. Child mortality is instrumented on community and environmental health services, which are used as identifiers in the two-stage least squares estimation of the fertility function. The results suggest that mother's education, child mortality, and mother's age are important factors in determining the fertility level. Mother's education, particularly university education, is found to have a significant negative impact on fertility, whereas child mortality and mother's age have significant positive impact on fertility. The results of the two-stage least squares method are almost identical to those of the ordinary least squares method.

There is an extensive empirical literature on returns to
education that focuses both on developed and developing countries.
Available literatures in developing countries compare the returns to
academic education and vocational education [Nasir and Nazil (2000)], or
seek to identify the impact of completing a given schooling cycle on
earnings [Appleton (2001)]. The aim of this study is to contribute the
literature by conducting a systematic analysis on returns to education
and education inequality in Pakistan. In particular it asks to what
extent inequality for different level of education vary across the wage
distribution. In order to address simultaneously the two issue of return
to education and education inequality, study adopt a quantile regression
framework. A characteristic of the wage and salary structure of most
countries is that people with more education tend to receive higher
remuneration than those with less [Colclough (1982)]. To do so, the
paper has used data drawn from Labour Force Surveys, conducted by
Government of Pakistan for the time period between 1990 and 2003, which
contains eight different surveys, using methodology developed by Agrist,
et al. (2006), where weighted least squares interpretation of Quantile
Regression is used to derive an omitted variables bias formula and a
partial quantile regression concept, similar to the relationship between
partial regression and OLS. Estimation uses personal and household
characteristics, occupational and employment characteristics in order to
assess the education inequality. Empirical estimates indicate that
education inequality is much higher for the middle level educates
compare to educate that has less education or high level education and
qualifications. The education level coefficients decrease when different
sets of exogenous variables are introduced in the estimation equation.
Analysis also suggests the existence of the education inequality across
different areas and regions and over the time it has
increased.

This study estimates the returns to education while
controlling endogeneity and sample selection biases in Pakistan, over a
time period using Ordinary Least Square (OLS), simultaneous approach
using both Heckman Sample Selection and Instrumental Variable, and Fixed
Effect techniques. Household Integrated Economic Survey (HIES) data for
2004-05 and 2011-12 time periods have been used in this study. The
returns to education have been found downward biased in OLS estimates
for both time periods. The unbiased real returns to education have
increased on average for wage workers over time period. Landholding and
Non-earned income have been used as exclusion restrictions to control
for sample selection bias in the Heckman Sample Selection technique. The
endogeneity bias has been controlled for with the help of parental
education as instrument in Instrumental Variable technique. Both
techniques have also been used collectively or simultaneously to get
more efficient estimate in simultaneous approach. Household Fixed Effect
technique has also been used with the assumption that ability and family
characteristics largely remain same within family or household. The
increase in the unbiased and real returns to education shows that
profitability still exists in investing in education whereas experience
via skill enhancement reinforces this rise in wage. Sadly, the historic
gender and regional discriminations persist or aggravate in wage market.
Married persons are getting more in returns relative to the unmarried
individuals. Having negative implications for income inequality,
Convexity in education-earning relationship in Pakistan has been
confirmed by Indicator Function technique for both time periods. Low
education prompt low-earning workers who would be unable to bear the
schooling cost of their children. This seriously inhibits earning
potential making income inequality worse. JEL Classification: I26, I24,
J24 Keywords: Returns to Education, Human Capital

This paper estimates the marginal returns to college for individuals induced to enroll in college by different marginal policy changes. The recent instrumental variables literature seeks to estimate this parameter, but in general it does so only under strong assumptions that are tested and found wanting. We show how to utilize economic theory and local instrumental variables estimators to estimate the effect of marginal policy changes. Our empirical analysis shows that returns are higher for individuals more likely to attend college. We contrast the returns to well-defined marginal policy changes with IV estimates of the return to schooling. Some marginal policy changes inducing students into college produce very low returns.