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This edited volume contains a collection of essays that reflect a broad area of economic education inquiry ranging from teaching assessment to the philosophy of the classroom. Written by economics scholars from across the nation, this volume presents recent discoveries in presentation, assessment, and other aspects of economic education at colleges and universities in the U.S. These articles represent but a sample of the growing commentary among academics on the importance of effective teaching and economic education scholarship.
A summary of economic research on education conducted by Krueger in the 1990s. The papers are divided into four major sections: estimating the payoff of completing more education; estimating the payoff of school quality; issues related to race and education; and changes in educational payoff over time, including technological change. A final two essays consider education and economic growth, with a focus on Sweden, and evaluate whether American schools are "broken." Krueger (economics and public affairs, Princeton U.) is also author of Education matters and served as the chief economist of the U.S. Labor Department of in 1994 and 1995. Annotation copyrighted by Book News Inc., Portland, OR
In this dissertation we explore different aspects of the relationship between education (as one of the main components of human capital) and economic productivity. In the first chapter, we measure the factors that contribute to the quality of education, following Hanushek and Woessmann (2007). An empirical research is carried out for the case of Chile, a country which implemented a very unique educational system in the mid-1980s, with a strong participation of the private sector in the provision of educational services. Amongst other factors, we study the influence of the public/private divide, the socio-economic level of the students and the pupil/teacher ratio. The quality of education is measured by the performance of students in standardised national tests administered to all schools in Chile. The second chapter explores the effects of population density on productivity and the synergetic impact of educational attainment and population density on the causation of technological progress and economic growth, following Becker et al. (1999). We devise a simple theoretical model to explain the channels through which education and density affect productivity, and we test it for a wide sample of developed and developing countries. Our empirical results confirm the positive impact of both population density—broadly defined—and the interaction of education and density on economic productivity. Finally, the third chapter of the dissertation examines the ongoing controversy about the roles of education and institutions as main contributing factors of economic growth. To try to establish a balanced view, we first assume as a premise that good institutional governance is indeed an important factor in promoting economic growth, as has been shown repeatedly in the literature. But at the same time, we investigate the causes of good institutional governance, and find out that educational attainment is one of the main factors contributing to most of the aspects of good governance.
This volume, first published in 1982, is a collection of original essays written to honour Professor W. Arthur Lewis, 1979 co-winner of the Nobel Prize in economics. The authors, an international group of distinguished scholars, address a varied set of specific issues reflecting Professor Lewis’ research interests, covering topics which include: technological change in agriculture, analyses of unemployment and income distribution, the role of government policy in the development process, the historical record of development, and the relationship between developed and developing nations. The book will be of interest to both the academic researcher and practicing professionals in the international organisations and national governments, and are particularly appropriate to graduate courses in economic development, cost-benefit analysis and economic history.
This dissertation consists of three essays on development economics and economic growth. The first essay analyzes the schooling decisions of poor households with adolescent children in urban Brazil using a framed field experiment. It concludes that parent-child conflict plays a crucial role in these schooling decisions, with most parents being unable to control their child's school attendance behavior, in particular due to lack of observability of the child's actions. It also provides evidence that parental demand to control that behavior is not just to provide the child with skills but also to keep the child safe and off the streets. The second essay diverges from political economy models in which the rich do not want the poor to obtain education, using evidence from Brazil. Combining city-level evidence with a new survey, it argues that public education spending is low in countries like Brazil not because the rich oppose it, but because the poor prefer the governments to spend resources elsewhere. The third essay introduces endogenous and directed technical change in a growth model with environmental constraints and limited resources. It characterizes the structure of equilibria and the dynamic tax/subsidy policies that achieve sustainable growth or maximize intertemporal welfare. It generates new insights on the role and timing of optimal environmental policy.
The essays in this book explore the forces behind modern economic growth and, in particular, the causes of the extraordinary surge of growth since the Second World War. The introductory essay is an extended treatment of how economists now view the growth process and its causes. Other essays consider the contributions of capital formation, education, and the changed nature of industries and occupations. Professor Abramovitz asks why elevated incomes failed to bring the social progress and personal satisfaction that people had looked for. The final chapters in the book take up the causes of our discontent and consider whether the Welfare State has itself become an obstacle to further economic progress.The essays in this book explore the forces behind modern economic growth and, in particular, the causes of the extraordinary surge of growth since the Second World War. The introductory essay is an extended treatment of how economists now view the growth process and its causes. Other essays consider the contributions of capital formation, education, and the changed nature of industries and occupations. Professor Abramovitz asks why elevated incomes failed to bring the social progress and personal satisfaction that people had looked for. The final chapters in the book take up the causes of our discontent and consider whether the Welfare State has itself become an obstacle to further economic progress.
The purpose of this book is to learn the relationship among education, productivity, income distribution, and economic growth, as well as to link the structure of the educational system to the economic and social character of the society. Essay 1 examines the equilibrium levels of public and private education in a model where public and private education can exist at the same time. There is no possibility for collapse of the public education system; however, the private education system will collapse in the long run if human capital grows faster in the public education sector than in the private education sector. Income inequality declines over time, and a heterogeneous economy becomes a homogeneous society in the long run. As long as income convergence exists in an economy, a balance growth path exists in the long run. Essay 2 investigates the effects of investment in education and the role of technical progress on economic growth in Taiwan in 1964 - 2000. Education provides a positive and significant effect on output growth in Taiwan, but the role of technical progress does not appear to be extraordinarily important.