Relevant bibliographies by topics / Economic development Education Human capital

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Economic development Education Human capital'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Economic development Education Human capital"

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Chugunov, Igor, Valentyna Makohon, Tatjana Kaneva, and Iryna Adamenko. "Influence of financial support of human capital development on economic growth." Problems and Perspectives in Management 20, no. 2 (May 18, 2022): 269–80. http://dx.doi.org/10.21511/ppm.20(2).2022.22.

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The COVID-19 pandemic has intensified the issue of strengthening the financial support of human capital development and enhancing its impact on economic growth. This study aims to assess the impact of financial support of human capital development in terms of public spending on health and education on economic growth. Economic-statistical methods and correlation-regression analysis are used to determine the impact of the share of public spending on health and education in GDP on real GDP, and to assess the characteristics of financial support of human capital development. The study reveals evidence of a link between the level of public funding for human capital development and real GDP. At the same time, for Ukraine and the countries-full members of the Commonwealth of Independent States, in particular Armenia, Azerbaijan, Kazakhstan, Moldova, Belarus, the Kyrgyz Republic, Uzbekistan, and Russia, the results of the study were mixed. In recent years, with the share of public spending on health and education in GDP growing by 1 percentage point, real GDP has grown in 4 and 5 countries, respectively, and decreased in 5 and 4 countries out of 9 studied. The results show that a significant deterrent to strengthening the financial support of human capital development and its impact on economic growth is a significant level of uncertainty in economic processes, which determines the importance of revising the forms and methods of public financing of human capital.
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Chijioke, Amadi Kelvin, and Alolote Ibim Amadi. "Human Capital Investment as a Catalyst for Sustainable Economic Development in Nigeria." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 5, no. 5 (2019): 13–22. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.55.1002.

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Human capital development presupposes investments, activities, and processes facilitating the generation of technical and expert knowledge; skills, health or values that are embodied in people. It implies maintaining an appropriate balance and key massive human resource base and providing an encouraging environment for all individuals to be fully engaged and contribute to organizational or national goals. Human capital development is necessary in order for National development to occur. In addition, human capital development teaches people how to utilize the advantages of diverse thinking styles (analytical and intuitive) so that they achieve the best holistic practical solutions. Human capital development and training are basically the same. This paper aims to examine the meaning of human capital development in relation to nation-building. The authors also took a cursory look at the concept of business education and its roles for sustainable development for nation-building. The study examined human capital investment as a catalyst for sustainable economic environment in Nigeria. The broad objective of the study is to analyze the effect of human capital investment on the Nigerian economy from 1986 to2017. The data used for the study were sourced from the central bank statistical bulletin and national bureau of Statistics. Ordinary Least Squares (OLS) techniques were used to analyze the data. The findings of the study reveal that there is a positive relationship between government expenditure on health and real gross domestic product. The adjusted coefficient of determination (R2) shows that 97.3% of variations in the real gross domestic product is being accounted for by government expenditure on education, government expenditure on health and gross capital formation while the remaining 2.7% is accounted for by variables not included in the model. The study suggests that Nigerian policymakers should pay more attention to the health sector and increase its yearly budgetary allocation to it. Nevertheless, the key to achieving best results lies not in ordinarily increasing particular budgetary allocation but rather in implementing a public expenditure and revenue and ensuring the usage of the allocated fund as transparently as possible.
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Yan, Yu Xiao. "Technical Analysis on Relationships of Human Capital and Economic Growth." Applied Mechanics and Materials 253-255 (December 2012): 211–14. http://dx.doi.org/10.4028/www.scientific.net/amm.253-255.211.

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Shanxi province has already made tremendous progress in economics, and human capital development in Shanxi province should be kept as before. This paper attends to analysis that human capital and economic growth is correlated positively in Shanxi province by analysis the data in 30 years before via technical aspect. Improvement per capita level of education, the proportion of higher education, the proportion of secondary and primary education to the population is conducive to economic development. The results of this paper show increasing proportion of the higher education population plays a greater role on economic growth in Shanxi Province.
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Spring, Joel. "Globalization of Education." International Journal of Chinese Education 1, no. 2 (2012): 139–76. http://dx.doi.org/10.1163/22125868-12340002.

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Abstract This article examines the political, economic, and social forces shaping global education policies. Of particular concern is global acceptance of human capital ideology and its stress on education as the key to economic growth. Human capital ideology encompasses consumerism which is a driving force in global economics. This article discusses the role of the Organization for Economic Cooperation and Development, the World Bank, and global education businesses in globalizing education policies and human capital ideology. An alternative to human capital ideology is an educational paradigm based on the goals of longevity and happiness.
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Barefield, Alan. "Discussion: Human Capital and Rural Economic Development." Journal of Agricultural and Applied Economics 41, no. 2 (August 2009): 431–33. http://dx.doi.org/10.1017/s107407080000290x.

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One of the most critical elements of a nation's social infrastructure is its system of education. Concerns with accessibility, achievement, and choice are significant elements in determining the quality of life for all communities, but most especially for rural communities where resources, and in many cases, opportunities, are perceived to be less plentiful than for their urban and suburban counterparts.
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Buşoi, Simona. "Education and health, components of human development." Romanian Medical Journal 62, no. 2 (June 30, 2015): 185–88. http://dx.doi.org/10.37897/rmj.2015.2.17.

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Education and health are components of human capital, but also of human development. Man, through his creative force, it was considered an economic resource. Although intangible assets – human capital as main component of intellectual capital – are those that generate growth and development, we are currently witnessing a paradigm shift in economic and social field: human been is no longer regarded as a resource, as means to growth and development, but his welfare constitutes the very purpose of growth and development. This paper aims to present some interdependences between education and health as components of human development.
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Thamma-Apiroam, Rewat. "Human Capital and the Level of Economic Development." Asian Social Science 14, no. 2 (January 29, 2018): 31. http://dx.doi.org/10.5539/ass.v14n2p31.

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This study aims at testing the causal relationship between human capital via the government spending share on education and economic growth using cross-country evidence and investigating the relationship pattern between such human capital – growth and the level of economic development based on 30 country data. The study employs a standard approach through uniting root test and Granger causality test. The data is annually collected during the periods 1983 – 2012, totaling to 30 observations. The finding indicates that for both developing and developed countries, education human capital cannot explain much the economic growth and vice versa. In addition, from the relationship pattern between human capital – growth and the economic development level neutrality is the most commonly found pattern for both developing and developed countries. However, we see somewhat difference between them in terms of causation running from growth to human capital. That is, the number of developed countries is almost double as compared to the developing ones. This gives rise to a policy implication for developed countries in that it should put more emphasis on the government education spending share to GDP since it can help boost human capital in the long run.
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Dasgupta, Partha. "Nature's role in sustaining economic development." Philosophical Transactions of the Royal Society B: Biological Sciences 365, no. 1537 (January 12, 2010): 5–11. http://dx.doi.org/10.1098/rstb.2009.0231.

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In this paper, I formalize the idea of sustainable development in terms of intergenerational well-being. I then sketch an argument that has recently been put forward formally to demonstrate that intergenerational well-being increases over time if and only if a comprehensive measure of wealth per capita increases. The measure of wealth includes not only manufactured capital, knowledge and human capital (education and health), but also natural capital (e.g. ecosystems). I show that a country's comprehensive wealth per capita can decline even while gross domestic product (GDP) per capita increases and the UN Human Development Index records an improvement. I then use some rough and ready data from the world's poorest countries and regions to show that during the period 1970–2000 wealth per capita declined in South Asia and sub-Saharan Africa, even though the Human Development Index (HDI) showed an improvement everywhere and GDP per capita increased in all places (except in sub-Saharan Africa, where there was a slight decline). I conclude that, as none of the development indicators currently in use is able to reveal whether development has been, or is expected to be, sustainable, national statistical offices and international organizations should now routinely estimate the (comprehensive) wealth of nations.
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Nishimura, Kazuo. "Human Capital and Economic Growth." Impact 2021, no. 3 (March 29, 2021): 58–60. http://dx.doi.org/10.21820/23987073.2021.3.58.

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Education is invaluable. In addition to helping shape individuals it also has economic and societal benefits, enhancing productivity in industries, for example. However, such long-term impacts don't manifest immediately and, therefore, the effects of home and school education cannot be quantified until a child becomes an adult and enters the workforce. This is why researchers are seeking to empirically investigate the true impact of education. Professor Kazuo Nishimura, Research Institute for Economics and Business Administration, Kobe University, Japan, is working with Professor Tadashi Yagi and other collaborators to determine the relationship between what children are taught and how this influences knowledge and skills in adult life. He is seeking to unearth new discoveries related to the normative attitudes that are generated through family education and how these can affect human capital; specifically, the knowledge, skills and abilities that workers acquire as capital. Nishimura's research involves conducting surveys on family education, the results of which are widely applicable, encompassing parenting at home, human resource development in businesses, student teaching in schools, and the attitudes of children. In a study on parenting methods in relation to norm awareness, social issues and the perspectives of family in adulthood, Nishimura found that: qualities such as honesty can enhance an individual's interests, parenting that encourages independence leads to greater future success for children and self-determination has a bigger impact on wellbeing than income. These findings will enable Nishimura and his collaborators to develop evidence-based recommendations.
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Budiman, Muhammad Akbar. "Human Capital, Labour Force, And Economic Growth: Case Study of Across Regions in Indonesia." Modern Economics 28, no. 1 (August 20, 2021): 22–27. http://dx.doi.org/10.31521/modecon.v28(2021)-03.

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Abstract. Introduction. Human development in education, health, and decent living increases, the accumulated human capital increases. The increase in production factors in the form of human development as a whole will increase output. In aggregate, an increase in the accumulation of human capital will impact the use of production factors as a source that replaces accumulated physical capital with human capital. Based on endogenous growth theory, human capital accumulation will create knowledge that will produce higher knowledge output. This research focuses on analyzing economic growth in Indonesia regarding endogenous factors, including the Government Expenditure Ratio for Education and Health, Human Development Index, and Labor Force Participation Rate by all provinces in Indonesia. The data used in this study are secondary for the period 2011-2020 and cross-sectional from 34 provinces in Indonesia. The analysis technique uses quantitative with Panel Data regression analysis tool. Purpose. This study analyzes the effect of the Government Expenditure Ratio on Education and Health, Human Development Index, and Labor Force Participation Rate on Economic Growth in Indonesia. Results. Education and Health Expenditure Ratio, HDI, and TPAK have a positive effect on Economic Growth. This condition means that every increase in Education and Health Expenditures, the human development index, and the Labor Force Participation Rate (TPAK) will increase economic growth. Overall economic growth is mostly determined by the Labor Force Participation Rate (TPAK). Conclusions. . Increasing the Proportion of Education and Health Expenditure Ratio, improving the quality of HDI, and increasing LFPR will impact increasing Economic Growth in Indonesia. Thus, to further increase spending on education and health, the availability of employment opportunities will result in the accumulation of human capital, which will increase economic growth in the long term.
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Dissertations / Theses on the topic "Economic development Education Human capital"

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Neri, Frank. "Schooling quality and economic growth." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phn445.pdf.

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Bibliography: leaves 148-155. This thesis investigates whether cross-country variations in schooling quality (the productivity of the time spent studying) affect the empirical results in studies of economic growth based on an augmented method of Solow. It was found that schooling quality is positively and statistically significantly associated with mean economic growth rates in regressions which control for physical capital investment rates, population growth rates and secondary school enrolment rates. Education levels of parents, hours of homework and the non-teaching duties of teachers were also significant determinants.
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Chirwa, Masauso. "Economic Development and Education : A Cross-Country, Time Series Study." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-14156.

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Kang, Wan-Goo. "Focusing on the effect of educational attainment and technology adoption on economic growth /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060110.

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Jalilian, Pegah. "The Effect of Female Education on Human Development and Economic Growth : A Study of Human Capital Formation in developing countries." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17466.

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According to the different studies, there is a strong correlation between (GDP) per capita as the index of economic growth and indicators of human development such as life expectancy, infant mortality, adult literacy, political and civil rights. Based on Millennium Development Goals, which is a program made by UN to reduce extreme poverty and improve human development in developing countries, we can find the indicator of which has key role and affect the other goals of human development directly and clearly. Considering the concept of education accurately we also would be faced with subject of literacy for both genders in a society. Recent empirical research reveals the benefit of women's education and describes the importance of this subject for the economic development.Therefore the main object of this paper is the relation between human development and economic growth and the effect of education on human capital accumulation and thereby on the economic growth, especially the case of female literacy rate and its consequences for human development. This paper will analyze the effect of the human development on the economic growth and well being with special attention to the female education concept related to the MDG in developing countries generally. It will consider mainly the sub Saharan countries as developing countries. For this purpose we will verify the theoretical literature via comparing statistic and charts for the region under consideration.
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Gama, Victor Azambuja. "Os efeitos da qualidade da educação sobre a acumulação de capital humano e o crescimento econômico no Brasil." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/11/11132/tde-03062014-153434/.

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O objetivo do presente trabalho é analisar empiricamente a relação entre indicadores de qualidade da educação e o crescimento econômico no Brasil, com ênfase em medidas de qualidade da educação, representadas pelos resultados de provas em proficiência escolar ao nível dos estados brasileiros. A análise empírica, seguindo os conceitos de Hanushek e Kimko (2000) sobre a qualidade da educação, utilizou como referência metodológica dois modelos macroeconômicos tradicionais da análise do crescimento com capital humano: (i) o modelo de crescimento baseado na equação de Mincer; (ii) modelo de Solow estendido sugerido por Mankiw, Romer e Weil (1992). Utilizando a metodologia de dados em painel, os resultados sugerem que a quantidade de capital humano teve uma contribuição maior para o crescimento do produto por trabalhador do que a qualidade da força de trabalho. Alguns fatores que podem explicar a baixa contribuição da qualidade do capital humano para o crescimento são: o curto período de análise, a dificuldade em se obter medidas mais precisas de qualidade do capital humano, e na média, a qualidade do capital humano no país é comparativamente baixa (em relação a outros países), como resultado das muitas e reconhecidas deficiências do sistema educacional brasileiro.
This research aims analyze empirically the relationship between indicators of education quality and economic growth in Brazil, emphasizing the measures of education quality represented by the results on school proficiency tests at the Brazilians states level. The empirical analysis, following the concepts of Hanushek e Kimko (2000) about quality education, was based on two traditional macroeconomic growth models with human capital: (i) the growth model based on the Mincer equation, (ii) extended Solow model suggested by Mankiw, Romer and Weil (1992). Using the panel data methodology, the results suggest the quantity of human capital had a greater contribution to the output per worker growth than the labor force quality. Some factors that may explain the low contribution of human capital quality to growth is the short period of analysis, the difficulty to define quality measures of human capital, and, on average, the quality of human capital in the country which is relatively low (compared with other countries), as a result of the many and recognized deficiencies of the Brazilian educational system.
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Marling, David. "Higher Education and Native Nation Building: Using a Human Capital Framework to Explore the Role of Postsecondary Education in Tribal Economic Development." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149637/.

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Native American Nations have perpetually had the highest rates of poverty and unemployment and the lowest per capita income of any ethnic population in the United States. Additionally, American Indian students have the highest high school dropout rates and lowest academic performance rates as well as the lowest college admission and retention rates in the nation. As Native Nations try to reverse these trends through sustainable economic development, they must do so with a limited number of educated, skilled workers in their own communities and with a complicated relationship with higher education that obstructs their ability to create a viable work force. This qualitative study proposed to research American Indian postsecondary access within the context of Native nations’ sovereignty and their social and economic development. Utilizing a theoretical framework of human capital and its role in rebuilding Native American economies, interviews were conducted with 19 education informants representing federally-recognized tribes in the Southern Plains Region. Major themes included financial issues related to college going in Native populations, familial and community influences, academic readiness, curricular development and delivery, the role of higher education in preparing students for tribal employment, and tribal economic development. Increasing Native American college student success and preparation for tribal employment requires collaboration between the sovereign nations and postsecondary entities that serve their populations. Ultimately, tribes will benefit from developing, or continuing to develop, a culture of college going in their communities, educational institution partnerships that create support services for their students, and curriculum to support the training of future tribal leaders. This study reinforces the importance of human capital in economic development for tribes and highlights the critical role that higher education can play in preparing American Indian students to serve their tribes.
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Singh, Abhijeet. "Essays on human capital formation in developing countries." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:25d55dd1-464e-497b-952c-5b456036dc5d.

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This thesis consists of a short introduction and three self-contained analytical chapters. Chapter 1 focuses on the question of learning gaps and divergence in achievement across countries. I use unique child-level panel data from Ethiopia, India, Peru and Vietnam to ask at what ages do gaps between different populations emerge, how they increase or decline over time, and what the proximate determinants of this divergence are. I document that learning gaps between the four countries are already evident at the age of 5 years and grow throughout the age trajectory of children, preserving country ranks from 5 to 15 years of age. At primary school age, the divergence between Vietnam and the other countries is largely accounted for by substantially greater learning gains per year of schooling. Chapter 2 focuses on learning differences between private and government school students in India. I present the first value-added models of learning production in private and government schools in this context, using panel data from Andhra Pradesh. I examine the heterogeneity in private school value-added across different subjects, urban and rural areas, medium of instruction, and across age groups. Further, I also estimate private school effects on children's self-efficacy and agency. I find modest or insignificant causal effects of attending private schools in most test domains other than English and on children's academic self-concept and agency. Results on comparable test domains and age groups correspond closely with, and further extend, estimates from a parallel experimental evaluation. Chapter 3 uses panel data from the state of Andhra Pradesh in India to estimate the impact of the introduction of a national midday meal program on anthropometric z-scores of primary school students, and investigates whether the program ameliorated the deterioration of health in young children caused by a severe drought. Correcting for self-selection into the program using a non-linearity in how age affects the probability of enrollment, we find that the program acted as a safety net for children, providing large and significant health gains for children whose families suffered from drought.
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Moshoeshoe, Ramaele Elias. "Essays in economics of education: free primary education, birth order and human capital development in Lesotho." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16598.

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Given the low levels of educational standards in the developing world, the World Education Forum adopted the Dakar Framework for Action (DFA) in 2000, calling for quality 'Education for All' children of school-going age. Heeding to this call, many sub-Saharan African countries instituted Free Primary Education (FPE) policies. Lesotho instituted the FPE programme in 2000 on a grade-by-grade basis; first abolishing school fees in grade one, and then in successive higher grades each following year. This thesis consists of a short introductory chapter, three self-contained analytical chapters which empirically evaluate the importance of the FPE policy and family factors on education in Lesotho, and the summary chapter. It first examines the effect of the FPE policy on primary school enrolment in Chapter 2 using household level data for before and after the policy. A difference-in-differences strategy is employed to tease out the FPE effect. This exploits the variations in enrolment rates over time and across grade-groups (i.e. grades covered versus those not-yet covered) created by the implementation strategy of the programme. The findings demonstrate that the policy significantly increased enrolment of primary school-age children by at least 9.3 percentage points (or 13.2 percent). There is also evidence that this policy disproportionately raised enrolment levels of children from poor households and that of boys (the historically disadvantaged group), thereby bridging the gender- and wealth-related educational (enrolment) inequalities. In Chapter 3, the thesis draws on grade six pupils' standardised maths and (English) reading test scores from 2000 and 2007 to analyse changes in educational achievement and educational inequality, and the determinants of such changes. The analysis of the data shows that educational achievement increased significantly for both low- and high-ability pupils over the period of analysis. Nonetheless, this increase in achievement was accompanied by a significant rise in educational inequality, especially in reading test scores. The analysis further shows that these changes are statistically related to policy measures taken under the FPE programme. In particular, the results show that pupil-teacher ratio is negatively correlated with changes in reading performance of low-ability pupils, while teacher effort (i.e. subject-testing frequency and teaching hours per week) and grade repetition have a positive influence on changes in educational achievement. These results suggest that the fall in pupil teacher ratio between 2000 and 2007 has helped increase educational achievement. The analysis, however, reveals that much of the increase in educational achievement and educational inequality is unexplained by both school and pupils' family characteristics, which suggests that there could be other unobserved family and school factors that influence achievement and inequality. Therefore, in Chapter 4 of the thesis I shift focus from FPE policy effects and look at the impact of family factors on human capital accumulation. Specifically, Chapter 4 examines the effect of a child's order of birth on human capital development (i.e. enrolment, educational attainment, and schooling progression) using family-fixed effects models. Birth order has received much attention in the economics and psychology literature. Contrary to much of the evidence from developing countries, I find that birth order has a strong negative effect on human capital development. These birth order effects are pronounced in large families, and families with first-born girls, thereby revealing the strong girls' education preferences in Lesotho. Turning to potential pathways of these effects, I find that birth order effects are not propagated through family wealth, but mainly though birth- (or child-) spacing. These results suggest that there are some intra-household inefficiencies that could explain the changes in educational achievement and inequality.
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Vasconcellos, Iraci Matos. "Educação superior no Brasil e desenvolvimento econômico: o peso do capital humano e do capital social." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4600.

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O modelo de política para a educação superior adotado pelo Brasil é o de expansão da oferta de curso e vagas. Apesar da maior presença do setor privado, as atribuições do Estado vão muito além da oferta proporcionada pelas universidades públicas. Suas ações definem o modelo que o país adota para aquele nível de ensino, indicando que o peso institucional é significativo e as ações das três últimas décadas tiveram um resultado positivo para a sociedade como um todo, isto é, impactaram significativamente o desenvolvimento econômico, representado neste trabalho pelo PIB per capita.
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Dotzel, Kathryn Rose. "Three Essays on Human Capital and Innovation in the United States." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499284768818425.

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Books on the topic "Economic development Education Human capital"

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Roberts, Mike, Kartick Roy, and M. Ershad Ali. Education, human capital, and development. Hauppauge, N.Y: Nova Science Publisher's, 2012.

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Aryeetey, Ellen Bortei-Doku. Human capital development for socio-economic transformation. Legon, Ghana: Institute of Statistical, Social & Economic Research, University of Ghana, 2001.

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Bollman, Ray D. Linkages between human capital and rural development. Brandon, Man: Rural Development Institute, 1998.

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Sab, Randa. Human capital convergence: International evidence. [Washington, D.C.]: International Monetary Fund, Western Hemisphere Department, 2001.

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M, Mwabu Germano, and Kimenyi Mwangi S. 1956-, eds. Human capital externalities and returns to education in Kenya. Nairobi, Kenya: Kenya Institute for Public Policy Research and Analysis, 2002.

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1940-, Eltis David, Lewis Frank 1947-, and Sokoloff Kenneth Lee, eds. Human capital and institutions: A long run view. New York: Cambridge University Press, 2009.

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Yamauchi, Futoshi. Human capital formation: History, expectations and challenges in South Africa. Washington, D.C: International Food Policy Research Institute, 2010.

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Michael, Romer Paul. Human capital and growth: Theory and evidence. Cambridge, MA: National Bureau of Economic Research, 1989.

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Lang, Kevin. Does the human capital/educational sorting debate matter for development policy? Cambridge, MA: National Bureau of Economic Research, 1992.

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Miller, Riel. Territorial development and human capital in the knowledge economy: Towards a policy framework. Paris: OECD, 1996.

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Book chapters on the topic "Economic development Education Human capital"

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Zhang, Xiaoqun. "Broadband, Education, and Human Capital." In Digitalization and Economic Development, 99–118. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003198284-5.

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Cypher, James M. "Population, education, and human capital." In The Process of Economic Development, 497–530. Fifth edition. | New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429289248-16.

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Tilak, Jandhyala B. G. "Economics of Human Capital in India." In Education and Development in India, 3–32. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0250-3_1.

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Arbak, Emrah. "Measuring Returns to Education and Human Capital." In Economic and Social Development of the Southern and Eastern Mediterranean Countries, 267–83. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11122-3_17.

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Yee, Wendy Mei Tien, and Serina Rahman. "Empowerment for Economic and Human Capital Development Through Education." In ASEAN Post-50, 81–99. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8043-3_5.

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Eliasson, Gunnar. "Education, Competence Development and Economic Growth — A Microeconomic Explanation to Macroeconomic Growth." In Human Capital Creation in an Economic Perspective, 172–95. Heidelberg: Physica-Verlag HD, 1994. http://dx.doi.org/10.1007/978-3-642-99776-1_9.

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Thirlwall, A. P., and Penélope Pacheco-López. "Human Capital: Education, The Role of Women, Nutrition and Health." In Economics of Development, 209–42. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-57795-5_7.

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Fabbris, Luigi, and Paolo Feltrin. "Mapping and factoring the 2007 ATECO categories in regard to specialised human capital." In Proceedings e report, 93–98. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.18.

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The paper describes an exercise of classification of a subset of five-digit categories of the 2007 ATECO classification system of economic activities. The analysis is grounded on the hypothesis that economic sectors can be clustered according to the competency level required to human resources recently working in industries or services in Italy. The analysis may be useful to evaluate a possible relationship between economic development and education. The analysis consisted of a mapping and then a clustering of the Ateco categories according to the between-distribution dissimilarity of any possible couple of categories. The basic idea was to highlight the Ateco categories that require either more education than others or more education and working experience (human capital) than others, pinpointing, in particular, the categories that require larger percentages of tertiary education and those residing close to territorial hubs. The competency level was measured with a combination of educational attainment and in-service experience of Italian employees, as defined by Istat, the Italian statistical institute. The employees’ educational level was evaluated with the frequency distribution of five (ordinal) classes of education of people employed in 2018 and 2019 in both private and public establishments and offices; the working experience with a logarithmic transform of the average number of in-service years of employees. The analysis highlighted both a sort of input-related classification of the economy and a supply-side classification of the labour market. The results are in line with the theory of the existence of a cluster of creative companies residing close to territorial hubs.
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Fisher, William P., and A. Jackson Stenner. "Metrology for the Social, Behavioral, and Economic Sciences." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 217–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_17.

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AbstractA metrological infrastructure for the social, behavioral, and economic sciences has foundational and transformative potentials relating to education, health care, human and natural resource management, organizational performance assessment, and the economy at large. The traceability of universally uniform metrics to reference standard metrics is a taken-for-granted essential component of the infrastructure of the natural sciences and engineering. Advanced measurement methods and models capable of supporting similar metrics, standards, and traceability for intangible forms of capital have been available for decades but have yet to be implemented in ways that take full advantage of their capacities. The economy, education, health care reform, and the environment are all now top national priorities. There is nothing more essential to succeeding in these efforts than the quality of the measures we develop and deploy. Even so, few, if any, of these efforts are taking systematic advantage of longstanding, proven measurement technologies that may be crucial to the scientific and economic successes we seek. Bringing these technologies to the attention of the academic and business communities for use, further testing, and development in new directions is an area of critical national need.
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Aulin, Arvid. "Science and Human Capital." In Foundations of Economic Development, 3–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77592-5_1.

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Conference papers on the topic "Economic development Education Human capital"

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Nuri ARAS, Osman. "SUSTAINABLE ECONOMIC DEVELOPMENT, HUMAN CAPITAL AND MBA EDUCATION." In 5th International Conference on New Ideas in Management, Economics and Accounting. Acavent, 2018. http://dx.doi.org/10.33422/5imea.2018.02.51.

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Isola, W. A., and R. A. Alani. "Correlation between expenditures on education and health services and economic growth in Nigeria: an empirical investigation." In International Conference on Human Capital Development 2009. Universiti Malaysia Pahang Publisher, 2010. http://dx.doi.org/10.15282/hpd.ss.1.2010.01.001.

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BOMBIAK, Edyta, and Adam MARCYSIAK. "RURAL HUMAN CAPITAL AS A DETERMINANT OF ECONOMIC DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.133.

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Human capital is an economic category which is increasingly applied in the models of economic growth and development. Many studies have demonstrated its positive effect on economic development at the national and regional levels. The level of development of rural areas is also strongly correlated with the human factor. The objective of the study was to carry out a quantitative and qualitative diagnosis of the situation of human capital across rural areas in Poland and to indicate the main challenges associated with the shaping of this capital in the context of economic growth simulation. The method used to meet the objective was a review of source literature and an analysis of statistical data from the Central Statistical Office (GUS) with the application of dynamics and structure indices. In the course of research, it was established that the main trends affecting the situation of human resource capital across rural areas in Poland are: the ageing of the rural population, as a dominant negative trend, and a systematic, though slow, increase in the level of education, as a dominant positive trend. It was determined that unfavorable demographic transformations of rural communities involve the risk of limiting economic activities of the elderly, and at the same time, also a decrease in their economic independence and an increase in the social burden resulting therefrom. On the other hand, the observed rise in the level of education and economic activity may accelerate the beneficial transformations of the area structure of agricultural farms, for it contributes to the acceleration of migration of the rural population to other, non-agricultural professions. In this context, taking actions, both nationally and regionally, aiming at increasing qualifications of rural (including agricultural) populations constitutes a vital opportunity, which increases intellectual potential and competitiveness across the country and its individual regions.
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Espina Gutierrez, Karla Marisol, and Jose Gerardo de la Vega Meneses. "THE EDUCATION OF HUMAN CAPITAL AS A TRIGGER IN ECONOMIC GROWTH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2152.

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Pilishvili, Anatoly, and Tatiana Pilishvili. "HUMAN CAPITAL MANAGEMENT IN RUDN UNIVERSITY- INDUSTRY COLLABORATION: ECONOMIC AND PSYCHOLOGICAL ASPECTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0463.

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Huixin, Zheng. "THE IMPACT OF HUMAN CAPITAL AND EDUCATION ON REGIONAL ECONOMIC GROWTH." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.16.17.

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"The Digital Economy: From the Management of the Human Capital Development to Ensure Economic Security." In 2019 2nd International Conference on Contemporary Education and Economic Development. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/ceed.2019.011.

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Mineeva, Natalia. "Education Costs As An Investment In Human Capital." In IV International Scientific Conference "Competitiveness and the development of socio-economic systems" dedicated to the memory of Alexander Tatarkin. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.04.26.

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Abdiyeva, Raziya, and Damira Baigonushova. "Education and Economic Growth: Case of Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c09.01963.

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Human capital is the main source of the country's economic development. The quality of human capital is determined by the level of public health and education. Expenditures on education and health care allow increasing the stock of human capital and the productivity of labor resources thereby accelerates the process of economic development in the long term. In this regard, public spending on education plays an important role in the formation of human capital. After the collapse of the USSR, the Kyrgyz Republic experienced serious economic crises. Public spending declined sharply, as transfers from the budget of the USSR to budget of Kyrgyz Sovyet Republic was 8 to 14% of the state revenues. The loss of economic ties and the market with other republics led to the reduced output significantly. Despite crises, Kyrgyzstan is one of the post-Soviet countries that was able to preserve the educational system. The purpose of this study is analyzing the causal relationship between government spending on education and the gross domestic product in Kyrgyzstan. In the empirical analysis, monthly data on government spending on education and GDP will be used from 2000: 1 to 2015: 8, using a cointegration test for the existence of a long-term relationship, built on the basis of autoregression with distributed lags as known the ARDL model.
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Yiwei, Chen, and Wang He. "The Education of Human Capital and the Development of Urban Economic Resilience." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.067.

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Reports on the topic "Economic development Education Human capital"

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Abuya, Timothy, and Wangari Ng'ang'a. Report: Getting it Right! Improving Kenya’s Human Capital by Reducing Stunting—A Household Account. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1064.

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In the last two decades, Kenya has attained middle-income status and established a diverse and private-sector-driven economy. On several socIo-economic indicators, such as education, gender equality, and democracy, Kenya scores much higher than its peers. More than two-thirds of Kenyans are under 35 years of age, thus the country’s development hinges on the quality of its youth—their levels of education and skills, their values and attitudes, and the quality of their health and productivity. While Kenya’s investments in the development of its human capital positions the country well to sustain accelerated growth, the trajectory is threatened by high rates of malnutrition, which contributes to the country’s disease burden and has a large effect on socio-economic development. About 26 percent of children in Kenya are stunted, and evidence indicates that poor nutrition in early life can create consequences for learning and future productivity. Women who were stunted as children are likely to give birth to low-birth-weight babies, which is associated with higher levels of morbidity and mortality. This report analyzes the status of stunting in Kenya from a household perspective and points to pathways for addressing it.
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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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Sillah, Bukhari. Country Diagnostic Study – United Arab Emirates. Islamic Development Bank Institute, November 2021. http://dx.doi.org/10.55780/rp21002.

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The Country Diagnostic Study (CDS) for United Arab Emirates (U.A.E.) uses the Hausmann-Rodrik-Velasco growth diagnostics model to identify the binding constraints being faced in its quest for higher economic growth and make recommendations to relax these constraints. Hence, the findings of the CDS can help the Islamic Development Bank in identifying areas where it can have a greater impact and provide an evidence basis to support the development of the Member Country Partnership Strategy. U.A.E.’s development journey has been painstakingly crafted over time, with the latest being Vision 2021. Launched in 2010 and in the aftermath of the global financial crisis (GFC), Vision 2021 was designed to place the U.A.E. among the best nations in the world. It has achieved several targets under the competitive knowledge pillar of the Vision, but some key targets related to economic growth, innovation, and knowledge workers are yet to be fully realized. This is because growth has been low and inadequate with relatively low private investment since the 2008–2009 GFC, leading to a lower than potential real GDP trend. To bring in private investment and improve growth, both quantity and quality of human capital may need to be scaled up through improving the education system and spending on research and development to support industry-university collaboration on innovations. Efficient institutional governance in the areas of corruption control, regulatory quality and conducive bureaucracy is necessary for the vibrant functioning of the private sector.
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Khan, B. Zorina. Knowledge, Human Capital and Economic Development: Evidence from the British Industrial Revolution, 1750-1930. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20853.

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Mateo-Berganza Díaz, María Mercedes, JungKyu Rhys Lim, Isabel Cardenas-Navia, and Karen Elzey. A World of Transformation: Moving from Degrees to Skills-Based Alternative Credentials. Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004299.

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Postsecondary education is undergoing a period of profound change. One of the most significant changes is the emergence of skills-based, non-degree, alternative credentials as both complements and alternatives to traditional degrees. Several factors have combined to favor these shorter, less expensive, and more versatile ways to gain knowledge and skills for work. The factors include the rigidity and high cost of traditional degrees; the fact that traditional institutions are failing to equip many graduates with the skills they need; and the need to rapidly upskill and reskill workers to meet the increasingly complex demands of modern economies. This report summarizes evidence suggesting a decrease in the value of degrees as a signaling mechanism in the labor market. It also identifies the benefits of alternative, non-degree credentials and makes recommendations on ways to increase their value and acceptance in the market. It remains to be seen whether non-degree alternative credentials are a short-term strategy to close the skills gaps and deal with the transition to adaptive and qualified labor, or a permanent strategy of human capital development.
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Ehrlich, Isaac, and Jinyoung Kim. The Evolution of Income and Fertility Inequalities over the Course of Economic Development: A Human Capital Perspective. Cambridge, MA: National Bureau of Economic Research, November 2004. http://dx.doi.org/10.3386/w10890.

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Balza, Lenin, Camilo De Los Rios, and Nathaly M. Rivera. Digging Deep: Resource Exploitation and Higher Education. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004495.

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Do resource-extraction booms crowd out postsecondary education? We explore this question by examining the higher education-related decisions of Chilean high school graduates during the 2000s commodities boom. We find mineral extraction increases a person's likelihood of enrolling in postsecondary technical education while reducing the likelihood of completing a four-year professional degree program. Importantly, effects are heterogeneous across economic backgrounds. The impact on college dropouts is primarily present among students that graduated from public high schools, which generally cater to low-income groups. Our findings show that natural resources may affect human capital accumulation differently across income groups in resource-rich economies.
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Crincoli, Tim, Ella Beveridge, Taylor Griffith, and Howard White. Development impact evaluations in Pakistan: A country evaluation map. Centre for Excellence and Development Impact and Learning (CEDIL), March 2022. http://dx.doi.org/10.51744/cswp2.

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This map presents the impact evaluations contained in the 3ie Evidence Hub for Pakistan in a framework with interventions adapted from the Pakistan 2025 strategy and the Sustainable Development Goals (SDGs) as outcomes. The most well-represented area is human capital interventions and outcomes, most notably health, but also including many studies for education (including cash transfers). Other well-represented areas are gender and, to a lesser extent, microfinance. All these are areas in which a country-level synthesis may be of interest. Beyond this, the map mostly shows gaps—areas where there are no impact evaluations despite there being many interventions in these areas that are amenable to rigorous impact evaluation, such as rural roads and water management.
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, C. Kirabo; Jackson, and Diego A. Vera-Cossio. Does Education Prevent Job Loss during Downturns?: Evidence from Exogenous Schools Assignments and COVID-19 in Barbados. Inter-American Development Bank, September 2021. http://dx.doi.org/10.18235/0003624.

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Canonical human capital theories posit that education, by enhancing worker skills, reduces the likelihood that a worker will be laid off during times of economic change. Yet, this has not been demonstrated causally. We link administrative education records from 1987 through 2002 to nationally representative surveys conducted before and after the onset of COVID-19 in Barbados to explore the causal impact of improved education on job loss during this period. Using a regression discontinuity (RD) design, Beuermann and Jackson (2020) show that females (but not males) who score just above the admission threshold for more selective schools in Barbados attain more years of education than those that scored just below (essentially holding initial ability fixed). Here, in follow-up data, we show that these same females (but not males) are much less likely to have lost a job after the onset of COVID-19. We show that these effects are not driven by sectoral changes, or changes in labor supply. Because employers observe incumbent worker productivity, these patterns are inconsistent with pure education signaling, and they suggest that education enhances worker skill.
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Pessino, Carola, Nadir Altinok, and Cristian Chagalj. Allocative Efficiency of Government Spending for Growth in Latin American Countries. Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004310.

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There is scant empirical economic research regarding the way that Latin American governments efficiently allocate their spending across different functions to achieve higher growth. While most papers restrict their analysis to the size of government, much less is known about the composition of spending and its implications for long-term growth. This paper sheds light on how allocating expenditures to investment in quality human and physical capital, and avoiding waste on inefficient expenditures, enhance growth in Latin America. This paper uses a novel dataset on physical and human capital and detailed public spending that includes -for the first time- Latin American countries, which is categorized by a cross-classification that provides the breakdown of government expenditure, both, by economic and by functional heads. The database covers 42 countries of the OECD and LAC between 1985 and 2017. There are five main results. First, the estimated growth equations show significant positive effects of the factors of production on growth and plausible convergence rates (about 2 percent). The estimated effect of the physical investment rate is positive and significant with a long-run elasticity of 1.2. Second, while the addition of years of education as a proxy for human capital tends to have no effect on growth, the addition of a new variable that measures quality-adjusted years of schooling as a proxy for human capital turns out to have a positive and significant effect across all specifications with a long-run elasticity of 1.1. However, if public spending on education (excluding infrastructure spending) is added to the factor specification, growth is not affected. This is mainly because, once quality is considered, spending more on teacher salaries has no effect on student outcomes. Therefore, the key is to increase quality, not just school performance or education spending. Third, both physical and human capital are equally important for growth: the effect of increasing one standard deviation of physical capital or human capital statistically has the same impact on economic growth. Fourth, increasing public investment spending (holding public spending constant) is positive and significant for growth (a 1% increase in public investment would increase the long-term GDP per capita by about 0.3 percent), in addition to the effect of the private investment rate. However, the effect of public spending on payroll, pensions and subsidies does not contribute to economic growth. Fifth, the overall effect of the size of public spending on economic growth is negative in most specifications. An increase in the size of government by about 1 percentage point would decrease 4.1 percent the long-run GDP per capita, but the more effective the government is, the less harmful the size of government is for long-term growth.
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