Relevant bibliographies by topics / Economics of education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Economics of education'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Economics of education"

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Watts, Mike, and Ross Guest. "Experimental Economics and Economic Education." International Review of Economics Education 9, no. 2 (2010): 6–9. http://dx.doi.org/10.1016/s1477-3880(15)30045-1.

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Lugachev, Mihail. "Information Revolutions, Economics and Economic Education." Moscow University Economics Bulletin 2017, no. 4 (August 31, 2017): 142–60. http://dx.doi.org/10.38050/01300105201747.

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The concept of permanent revolution was formulated in the XIX century became a subject of constant debate in humanities circle. In contrast-scientific and technological revolutions are natural components at all steps of human development. Their permanence is commonly recognized imperative, followed by numerous confirmations with a convincing inevitability. Information and industrial revolutions taking place now in the world are such evidences. Experts declare today the fourth industrial revolution. Peter Drucker fairly predicted the fourth information revolution. It is interesting that the most important trait of both revolutions is the artificial intelligence which functions in the sphere of Big Data and Internet of Things. The application field (not the only) is the economy-its structure and content. Experts state the emergence of information capitalism and the information economy — innovations obtaining special and revolutional traits. The article is devoted to analysis of main components of the innovations and offers the ways how they should be reflected in the curriculum for modern economists and managers.
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Amirov, Rasul A. "Education in the economy and education economics." Economic Revival of Russia, no. 4 (66) (2020): 142–51. http://dx.doi.org/10.37930/1990-9780-2020-4-66-142-151.

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The article defines the role and importance of education in the economic development of modern states. The article presents and analyzes the theoretical approaches of prominent foreign and domestic scientists and economists in determining the value of knowledge and education. The aim of the article is to develop the theoretical foundations of one of the youngest and fastest growing areas in economic theory - the economics of education. The author’s interpretation is given, the economics of education is defined as an applied science that studies the relations associated with the production, distribution, exchange and consumption of goods created in the industry – educational services, identifies and analyzes the features of the action of economic laws and categories in education, the essence of the processes occurring in it and phenomena, exploring and revealing their driving productive forces that affect economic development, the welfareof society and the individual. The levels of economic relations and processes arising in the field of education are determined.
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Cohn, Elchanan. "The economic value of education: Studies in the economics of education." Economics of Education Review 12, no. 4 (December 1993): 370. http://dx.doi.org/10.1016/0272-7757(93)90075-r.

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Lin, Justin Yifu. "New structural economics: the third generation of development economics." Asian Education and Development Studies 9, no. 3 (December 2, 2019): 279–86. http://dx.doi.org/10.1108/aeds-02-2019-0039.

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Purpose Development economics is a new sub-discipline in modern economics. The first generation of development economics is structuralism. The second generation of development economics is neoliberalism. Most developing countries followed the above two generations of development economics and failed to achieve industrialization and modernization. The purpose of this paper is to introduce the third generation of development economics, called new structural economics, which advises governments in developing countries to play a facilitating role in the development of industries in a market economy according to the country’s comparative advantages. The paper also discusses how the government may use industrial policies to play this facilitating role and some new theoretical insights from new structural economics. Design/methodology/approach The paper draws on the experiences of success and failure in developing countries to generate new understanding about the nature and causes of economic development in developing countries. Findings The structuralism failed because it ignored the endogeneity of economic structure in a country. The neoliberalism failed because it neglected the endogeneity of distortions in the transition economies. Originality/value The paper proposes new policy and theoretical framework for developing countries.
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Rosanova, N., and E. Savitskaya. "Economics in Business Education." Voprosy Ekonomiki, no. 11 (November 20, 2005): 116–29. http://dx.doi.org/10.32609/0042-8736-2005-11-116-129.

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The article summarizes main achievements in teaching methods of economics that being applied in business schools can help improve efficiency of economic education. More active advanced methods such as case studies, discussions, open essay type questions are used to stimulate analytical way of economic thinking.
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Blaug, M. "Economics of education." International Journal of Educational Development 7, no. 2 (January 1987): 141–42. http://dx.doi.org/10.1016/0738-0593(87)90050-2.

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Titova, E. "Economics of Education." Journal of economic studies 2, no. 2 (April 25, 2016): 1. http://dx.doi.org/10.12737/20416.

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Baumol, William. "Economic Education and the Critics of Mainstream Economics." Journal of Economic Education 19, no. 4 (1988): 323. http://dx.doi.org/10.2307/1182343.

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Baumol, William. "Economic Education and the Critics of Mainstream Economics." Journal of Economic Education 19, no. 4 (September 1988): 323–30. http://dx.doi.org/10.1080/00220485.1988.10845280.

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Dissertations / Theses on the topic "Economics of education"

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Bai, Yu <1985&gt. "Three Essays in Economics of Education and Economic History." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/8805/1/Final_thesis_Yu.pdf.

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This dissertation consists of three essays in Economics of Education and Economic History. The first essay “Disentangling the Effects of Education on Health: A Sibling-pair Analysis” examines the causal effect of education on long-run physical health, using survey data on matched siblings. The second chapter “Good Bye Chiang Kai-shek? The Long-Lasting Effects of Education under the Authoritarian Regime in Taiwan” analyzes whether experiencing an authoritarian regime at an early age have long-lasting effects on people’s political outcomes, such as political attitudes, voting behavior, and national identity? The third chapter “Quantity-Quality Trade-off in Northeast China during the Qing Dynasty” paints a detailed picture of how, in the absence of an industrialization process, the regional popularization of education shaped the trade-off between human capital and fertility decisions in Northeast China during the Qing Dynasty.
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Shure, Dominique Alexandra. "Essays in education economics." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4c4e9922-1028-41eb-ad81-7ab74b80311b.

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This thesis examines three different aspects of education policy to ascertain their effects on individual outcomes, both in the classroom and in the labour market. The goal is to provide new empirical evidence using robust identification strategies that can inform better policy. The first chapter looks at the role of pre-primary education in Germany using the German Socio-Economic Panel data set (GSOEP) to determine if attending an early education programme for longer increases the probability of attending a higher-level secondary school at age fourteen. I employ family fixed effects estimation and quasi-experimental analysis to control for selection. The results of the family fixed effects estimation show a small and negative impact of attending early education for more years. In the quasi-experimental analysis, based upon a federal law change in 1996, I find no impact of more years of early education on later schooling outcomes. In the second chapter of this thesis, I again use the GSOEP to examine the recent German reform to extend the length of the primary school day. I exploit the quasi-experimental roll-out of reform to assign treatment to women and look at whether increasing school hours increases the likelihood that mothers enter into employment or extend their hours if already working. I find that the policy has an effect at the extensive margin, drawing more women into the labour market, but that there is no significant impact of the policy at the intensive margin. In the final chapter I turn my attention to how peers' non-cognitive traits impact an individual's learning outcomes. Using an educational panel from Flanders, Belgium, I use the linear-in- means model of peer effects as well as several non-linear models to see how peers' personalities in a classroom affect Dutch and math scores. The results show that having more conscientious peers on average positively impacts Dutch and math scores, but that a greater dispersion of conscientiousness hurts Dutch outcomes. I also find that having more extroverted peers on average hurts math performance.
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Bailey, Richard. "Education in the open society : political, psychological and educational implications of Popper's selectionist epistemology." Thesis, University of Sunderland, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337283.

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Abington, Casey. "Essays in the economics of education." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/3872.

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Doctor of Philosophy
Department of Economics
William F. Blankenau
The first essay examines the allocation of education spending. Human capital investment in early childhood can lead to large and persistent gains. Beyond this window of opportunity, human capital accumulation is more costly. Despite this, government education spending is allocated disproportionately toward late childhood and young adulthood. The consequences of a reallocation are examined using an overlapping generations model with private and public spending on early and late childhood education. Taking as given the higher returns to early investment, the model shows the current allocation may nonetheless be appropriate. With a homogeneous population, this can hold for moderate levels of government spending. With heterogeneity, this can hold for middle income workers. Lower income workers, by contrast, may benefit from a reallocation. The second essay provides a detailed review of the human capital proxies used in growth regressions. Economic theory and intuition tells us that human capital is important for economic growth, and now most empirical growth studies include a human capital component. Human capital is a complex concept that is difficult to quantify in a single measure. A number of proxies have been proposed, with most focusing on an aspect of education. The consensus is that human capital is poorly proxied. For each of the most commonly used measures, I give a description, discuss trends, summarize the literature and results, compare advantages and disadvantages, and list data sets. This review will serve as a useful reference for any researcher including human capital in a growth regression. The final essay explores the importance of a variety of human capital measures for growth using the Bayesian Averaging of Classical Estimates (BACE) approach proposed by Sala-i-Martin, Doppelhofer, and Miller (2004). BACE combines standard Bayesian methods with the classical approach to address the problem of model uncertainty. A new data set is constructed that includes 35 human capital variables. The analysis shows that multiple human capital measures are robustly significant for growth. Some of these variables are IQ scores, the duration of primary and secondary education, average years of primary education, average years of female higher education, and higher education enrollment.
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Thomas, Jaime Lynn. "Essays in labor economics and the economics of education." Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3404595.

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Thesis (Ph. D.)--University of California, San Diego, 2010.
Title from first page of PDF file (viewed June 10, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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Masi, Barbara. "Empirical essays on economics of education and labour economics." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/23292.

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This Ph.D. thesis consists of three essays on Labour Economics and the Economics of Education, having the goal of contributing to the scientific discussion and shed new light on a number of empirical questions. The remaining of the chapter presents a general motivation for the study, together with the main findings and policy implications, which are fully developed throughout the thesis. Motivation There is an ongoing debate in Economics of Education on the merits and drawbacks of school choice as opposed to a community-based model, where schools only serve the local neighbourhood. Advocates of school choice base their arguments on the economic theory of market efficiency. First, a more market oriented education system should improve the match between pupils and schools. In this sense, allowing families to select schools on the basis of their preferences and teaching needs should result in an improvement in the average academic achievement. Moreover, increased choice should help breaking the link between residential and school segregation induced by a community-based model, with wealthier families living in more affluent neighbourhoods also attending the best schools. The benefits of choice should be even more pronounced for low income children who are typically segregated in poor neighbourhoods served by low quality schools (Gibbons et al., 2008). Second, school choice is believed to have beneficial effects also on school performance. Indeed, community-based schools operate in an almost monopolistic market, implying little incentives to innovate and improve teaching performance. In a world 1 Introduction where parents have strong preferences for quality, a choice based model would increase competition among schools with the ultimate result of boosting performance (Hastings et al., 2005; Burgess et al., 2009; Gibbons and Silva, 2011). On the other hand, scholars in favour of a community-school model claim that teachers are more likely to perform well in a more stable environment with relatively low turnover. Moreover, greater choice would replace the link between neighbourhood and school segregation with sorting across schools on the basis of family background characteristics. In this sense, they advocate that it would be more desirable to stick to a community-based model and improve the performance of lower quality schools via redistribution of resources. The first two chapters of this thesis aim at shading additional light on the advantages and disadvantages of school choice models. Specifically, I explore the effects of a programme introduced in the UK, which aimed at increasing choice among low income families, on both students' choices and school behaviour. The third chapter addresses a different empirical question. Typically, when workers are rewarded on the basis of team effort the possibility arises that individuals free ride. However, past literature emphasised the importance of externalities when groups of agents are concerned. Specifically, group effects such as social pressure or shame may be strong enough to completely offset free riding (Kandel and Lazear, 1992; Mas and Moretti, 2009). Using Italian social security data on private sector employees, the last chapter contributes to the existing literature by exploring externalities in workers' shirking, which I recover from information on sick leave episodes.
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Gustafsson, Martin Anders. "Education and country growth models." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86578.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The over-arching concern of the three parts of the dissertation is how economics can and should influence education policymaking, the emphasis on the economics side being models of country development and the contribution made by human capital. Part I begins with a review of economic growth theory. How educational performance and country development have been measured is then discussed, with considerable attention going towards conceptual and measurement complexities associated with the latter. An approach is presented for expanding the number of countries whose educational quality can be compared, by expanding the number of linkable testing programmes. This approach, which above all allows for the inclusion of more African and Latin American countries, is one of the key contributions made by the dissertation to the existing body of knowledge. Three existing empirical growth models are examined, including work by Hanushek and Woessman on the relationship between educational quality and income. Part I ends with a discussion on how the economics literature can best be packaged to influence education policymaking. A ‘growth simulator’ tool in Excel for informing the policy discourse is presented. The production of this tool includes establishing empirically a feasible improvement trajectory for educational quality that policymakers can use and some analysis of how linguistic fractionalisation in a country evolves over time. This tool can be considered a further key output of the dissertation. A basic model for relating educational quality, via income growth, to teacher pay, is presented. Part II offers an analysis of UNESCO country-level data on enrolment and spending going back to 1970, with a view to establishing historical patterns that can inform education planners, particularly those in developing countries, on how budgets and enrolment expansion should be distributed across the levels of the education system. The analysis presented in Part II represents a novel way of using existing countrylevel data and can be seen as an important step towards filling a gap experienced by education policymakers, namely the paucity of empirical evidence that can guide decisions around the prioritisation of education levels. Part II moreover arrives at a few empirical findings, including the finding that enrolment and spending patterns have been systematically different in countries with faster economic growth and the finding that historical per student spending at the secondary level appears to play a larger role in development than was previously thought. Part III contrasts the available economic advice for education policymakers with what policymakers actually appear to believe in. The focus falls, in particular, on four developing countries: South Africa, Brazil, Chile and China. A few areas where economists could explore the data to a greater degree or communicate available findings differently, in the interests of better education policies, are identified. Part III partly serves as a demonstration of how comparisons between education systems can be better oriented towards providing advice to education policymakers on questions relating to efficiency and equity.
AFRIKAANSE OPSOMMING: Die oorkoepelende fokus van die drie gedeeltes van die verhandeling is hoe die studie van ekonomie beleid in die onderwyssektor kan en moet beïnvloed. Veral belangrik is modelle van die ekonomiese groei van lande en die rol van menslike kapitaal in hierdie modelle. Die eerste gedeelte van die verhandeling bied oorsig van die teorie rakende ekonomiese groei. Hoe onderwysprestasie en nasionale ontwikkeling gemeet word, word dan bespreek, met sterk fokus op die konseptuele en tegniese kompleksiteit van laasgenoemde. Metode word aangebied waardeur meer lande se onderwysgehalte vergelyk kan word, deur middel van die koppeling van data van groter aantal toetsprogramme. Hierdie metode, wat veral die insluiting van meer lande uit Afrika en Latyn-Amerika toelaat, is een van die kernbydraes van die verhandeling tot die bestaande korpus van kennis. Drie bestaande empiriese modelle van ekonomiese groei word geanaliseer, insluitende die werk van Hanushek en Woessman oor die verhouding tussen onderwysgehalte en inkomste. Die eerste gedeelte sluit af met bespreking oor hoe die ekonomiese literatuur optimaal aangebied kan word om beleidmaking in die onderwys te beïnvloed. Groei-simulasie hulpmiddel in Excel wat die beleidsdiskoers kan vergemaklik word aangebied en verduidelik. Die ontwikkeling van hierdie gereedskap maak dit moontlik om op empiriese basis moontlike trajek vir die verbetering van onderwysgehalte te bepaal, wat vir beleidsmakers nuttig kan wees, sowel as ontleding van hoe linguïstiese verbrokkeling in land histories kan ontwikkel. Hierdie gereedskap kan as verdere sleutelproduk van die verhandeling beskou work. Basiese model van hoe onderwysgehalte en die inkomste van onderwysers deur middel van ekonomiese groei gekoppel is, word ook aangebied. Die tweede gedeelte van die verhandeling bied ontleding van UNESCO se nasionale statistieke van lande oor skoolinskrywings en onderwysuitgawes vanaf 1970, met die oog op die identifikasie van belangrike historiese tendense vir onderwysbeplanners, veral in ontwikkelende lande. Die fokus hier is veral op hoe begrotings en inskrywings ideaal oor die verskillende vlakke van die onderwysstelsel versprei behoort te wees. Die ontleding in die tweede gedeelte verteenwoordig innoverende manier om die bestaande nasionale statistieke te gebruik en kan beskou word as belangrike stap om gaping te vul wat deur beleidsmakers in die onderwys ondervind word, naamlik die gebrek aan empiriese gegewens vir besluite oor prioritisering tussen onderwysvlakke. Die tweede gedeelte bied ook verskeie empiriese bevindinge, soos dat die tendense rakende inskrywings en besteding per student sistematies tussen lande met vinniger ekonomiese groei en ander lande verskil, asook dat historiese besteding per student op die sekondêre vlak blykbaar groter invloed op ontwikkeling het as wat vroeër gedink is. Die derde gedeelte van die verhandeling vergelyk die advies wat die ekonomiese literatuur aan beleidmakers in die onderwys bied met wat beleidmakers self blykbaar glo. Die fokus val op veral vier ontwikkelende lande: Suid-Afrika, Brasilië, Chili en China. Gebiede word bespreek waar ekonome in die belang van beter onderwysbeleid tot groter mate data kan analiseer of bevindings op beter maniere kan kommunikeer. Die derde gedeelte kan beskou word as demonstrasie van hoe vergelykings tussen verskeie onderwysstelsels beter georiënteer kan word om vir die beleidmaker in die onderwys advies te verskaf rakende kwessies van doeltreffendheid en gelykheid.
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Loviglio, Annalisa. "Essays in economics of education." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/669599.

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En esta tesis se analiza cómo el sistema educativo actual afecta el desarrollo del capital humano de los estudiantes. En el primer capítulo se explora la función de las escuelas; en el segundo, el sistema de puntuación, y en el tercer capítulo se investigan las consecuencias de la edad obligatoria de inscripción en la escuela primaria, fijada en el año civil en el que cumplen 6 años. Para el análisis cuantitativo, he recopilado y analizado datos administrativos del universo de estudiantes en Cataluña matriculados en Primaria y Secundaria entre 2009 y 2015, datos referidos a su resultados de exámenes y características socio-económicas y demográficas. El primer capítulo se centra en escuelas públicas en Barcelona y en el segundo y tercer capítulo se usan datos de toda la Comunidad Autónoma. Los capítulos segundo y tercero han sido escritos con Caterina Calsamiglia. El primer capítulo es un estudio sobre cómo el entorno de las escuelas afecta a las habilidades cognitivas de los estudiantes y a su nivel educativo. Con este fin estimo un modelo estructural dinámico de acumulación de habilidades cognitivas y decisiones educativas para estudiantes de instituto. La característica clave del modelo es que permite identificar las distintas maneras en las que las escuelas afectan a los resultados de sus estudiantes. Encuentro grandes variaciones entre las escuelas en el efecto sobre el desarrollo de habilidades cognitivas y en el efecto de las elecciones de sus estudiantes en cuanto a la continuidad en el sistema educativo. En este sentido, el entorno escolar es particularmente relevante para estudiantes de familias de bajo nivel socioeconómico. Además, la probabilidad de acabar el instituto o de continuar a bachillerato estando en una escuela tiene una correlación baja con su rendimiento esperado en esa misma escuela. Los resultados de este estudio revelan que el hecho de basar evaluaciones de escuelas solo usando evaluaciones a nivel nacional podría resultar desventajoso para estudiantes de bajo nivel socioeconómico, ya que estos estos estudiantes se benefician más de escuelas que no solo ayudan a mejorar sus resultados en exámenes, sino que también les motivan para seguir en el sistema educativo. En el segundo capítulo se estudian las diferencias entre las evaluaciones de los profesores (nota media final) y los resultados en exámenes a nivel regional. Mostramos que la nota media final está rebajada en clases con estudiantes por encima de la media. En otras palabras, tener mejores compañeros perjudica las notas que un estudiante recibe de sus profesores. La posibilidad de acceder a la educación en las diversas modalidades se determina a base de una media de las evaluaciones recibidas por los profesores y de exámenes a nivel nacional, preparados y evaluados por personas externas. Los resultados de este capítulo identifican una distorsión que se crea al comparar estudiantes de distintas escuelas o clases a base de la nota media final. También encontramos alguna evidencia de selección estratégica de la escuela en años en los que la evaluación interna empieza a importar para el futuro. En el tercer capítulo estudiamos el efecto de la edad obligatoria de inscripción en primaria en el rendimiento escolar. A partir del punto de corte que determina cuándo los niños pueden acceder a la escuela, observamos mucha heterogeneidad en términos de madurez del alumnado que cohabita en una clase. Encontramos que niños relativamente menores sacan peores resultados en los exámenes, y también experimentan mayor grado de repetición. Estos efectos son homogéneos entre todos los niveles socioeconómicos y significativos en toda la distribución de resultados. Además, los niños menores suelen abandonar más y son los que tienen menos probabilidades para elegir la ruta académica en secundaria.
This thesis studies how the education system in place affects the human capital development of its students. Chapter 1 explores the role of schools, Chapter 2 studies the grading system, and Chapter 3 investigates the consequence of a specific regulation requiring that all students start primary education in the calendar year in which they turn 6. For the empirical analyses, I gathered and studied administrative data on attainment, test scores, socio-economic and demographic characteristics of the universe of Catalan students enrolled in primary and secondary education from 2009 to 2015. Chapter 1 focuses on public schools in Barcelona, while Chapter 2 and Chapter 3 exploit data for the entire region. The second and third chapters are coauthored with Caterina Calsamiglia. In Chapter 1, I study how the school environment affects students' cognitive skills and educational attainment. I estimate a dynamic structural model of cognitive skills accumulation and educational decisions of students enrolled in lower secondary education. Its key feature is that it allows me to separately identify the different channels through which schools affect student outcomes. I find large variation across schools both in their effect on cognitive skills development, and in their effects on students' educational choices above and beyond their level of cognitive skills. School environment is particularly relevant for choices of students with disadvantaged family background. Moreover their probabilities of graduating or enrolling in upper secondary education if they attend a given middle school have limited correlation with their expected performance in that school. Results suggest that evaluating and comparing schools using only nation-wide assessments may not favor disadvantaged students, who particularly benefit from schools which increase educational attainment, not only test scores. In Chapter 2, we study the differences between the evaluations assigned by teachers (GPA) and results in region-wide tests. We show that the GPA is strongly deflated in classes of above-average students. In other words, having better peers harms the evaluation obtained by a given student. Student access to education levels, tracks or majors is usually determined by their previous performance, measured either by internal exams, designed and graded by teachers in school, or external exams, designed and graded by central authorities. Our findings put forth a source of distortion that may arise in any system that uses internal grades to compare students across schools and classes. We also find suggestive evidence that school choice is impacted only the year when internal grades matter for future prospects. In Chapter 3, we study the effect of students' age at enrollment in primary school on their educational outcomes throughout primary and secondary education. Having a unique cut-off to determine when children can access school induces a large heterogeneity in maturity to coexist in a classroom. We show that relatively younger children do significantly worse both in tests administered at the school level and at the regional level, and they experience greater retention. These effects are homogeneous across socioeconomics and significant across the whole distribution of performance. Moreover younger children exhibit higher dropout rates and chose the academic track in secondary school less often.
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Foliano, Francesca. "Essays in economics of education." Thesis, University of Kent, 2018. https://kar.kent.ac.uk/69491/.

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This thesis is an examination of how aspects of the English secondary school system affect attainment of pupils, particularly those who are disadvantaged. The analysis is based on administrative data for all pupils enrolled in state schools in England. The thesis includes three self-contained chapters. In the first chapter we study whether substituting family with school inputs in the education production function of high ability pupils with low socio-economic status has an impact on their achievement in the exams at the end of compulsory education. We consider a selective, well-resourced boarding school admitting an unusually high share of talented pupils from disadvantaged backgrounds and we estimate the effect of attending it with propensity score matching to obtain comparable control groups in selective day schools. Our main finding is that the probability of being in the top decile of achievement in the exams increases by about 17 percentage points compared to the baseline of 59% for controls. The second chapter investigates whether gender segregation in secondary schools affects achievement and subject choice in non-selective schools in England. The empirical analysis is based on a value added model for achievement and a linear probability model for subject choice, both of which incorporate neighbourhood fixed effects. A robustness check based on a reasonable assumption about the relationship between the selection on observables and unobservables reveals that gender segregation has no effect on achievement of girls and a small effect on achievement of boys in english; in addition it does affect the probability of taking advanced science subjects at A-level for girls. My main finding is that girls from disadvantaged background who attend single sex schools are 2.6 percentage points more likely to choose an advanced science subject at A-level compared to a baseline of 7.3% in co-ed schools. Using a survey of students in England I find that girls and boys in single sex schools have less gender-stereotyped tastes and self-assessment of their abilities. These results support the hypothesis that girls in same-gender classes are less exposed to gender stereotypes, therefore more confident in their abilities in science and maths and more motivated to study these subjects. The third chapter explores the effects of school competition on the academic per- formance of pupils. In the early 2000s the Labour government introduced academies, a new type of state-run school managed by a team of private co-sponsors. This reform broadened the choice of schools available to pupils and their parents increasing competitive pressure in the education sector. I use administrative pupil-level data to evaluate whether pupils in traditional secondary schools located near academies were affected by this new competition in the education market. Credible causal estimates of the short term impact of academies on neighbouring state schools are obtained by exploiting variation in both the timing and the number of academy entries. I find small positive effects on achievement in schools located within three miles from an academy: this finding suggests that increasing competition in the education market in England does not affect negatively the academic performance in less popular traditional schools and instead results in modest benefits particularly for more disadvantaged pupils.
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Bouchnak, Lilia. "Essays on economics of education." Thesis, Paris 1, 2014. http://www.theses.fr/2014PA010097.

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Essais sur l'économie de l'éducation
As stated by the World Bank “education is a powerful driver of development and of the strongest instruments for reducing poverty and improving health, gender equality, peace and stability”. Moreover, yearly years of education are crucial for developing attitudes, values and skills which are permanent for entire life. However, education analyses are generally reduced to the academic learning while other aspects related to fair social system insuring equal access to education is neglected by policy makers in developing countries. Access to learning, success at secondary school and opportunity of higher education is socially and spatially conditioned. Despite the increase of the school enrolment, there remain a large number of students who fail to meet minimum standards of literacy and there are left behind. These students are generally coming from economically deprived backgrounds and their exclusion from school has several consequences for social cohesion, economic growth and for regional development. Equal access to education should be guaranteed by giving importance to the socioeconomic environment such as parents’ educational attainment which presents an important predictor of children education. As stated by the OECD (2013), “If your parents didn’t go to university, it is unlikely you will”. Indeed, parents are first educators of children and their educational attainments reflect the level of quality care provided for them. Government investment in primary education is crucial for learning continuity even though the quality of secondary education is of big interest especially for girls because they represent future mothers. This may represent an important reason to promote educational attainment for actual and future generations. Another type of educational determinants is the school quality. Participatory pedagogy, updated skills of teachers, procurement of adequate instructional material, etc., are important factors that can improve primary educational efficiency and reduce school dropout
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Books on the topic "Economics of education"

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Ayot, H. Okello. Economics of education. Nairobi: Educational Research and Publications, 1992.

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Mark, Blaug, ed. The Economic value of education: Studies in the economics of education. Aldershot, Hants, England: E. Elgar Pub., 1992.

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Debi, Sailabala. Economics of higher education. Meerut, India: Anu Books, 1988.

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Arai, Kazuhiro. The Economics of Education. Tokyo: Springer Japan, 1998. http://dx.doi.org/10.1007/978-4-431-66905-0.

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Majhanovich, Suzanne, and Macleans A. Geo-JaJa, eds. Economics, Aid and Education. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-365-2.

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Johnes, Geraint. The Economics of Education. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23008-2.

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Toutkoushian, Robert K., and Michael B. Paulsen. Economics of Higher Education. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7506-9.

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Morales, Jessie A. Bustillos, and Sandra Abegglen, eds. Understanding Education and Economics. Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: The routledge education studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429020933.

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Dawkins, David. Economics, politics, and education. Victoria: Deakin University, 1986.

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Johnes, Geraint. The economics of education. New York: St. Martin's Press, 1993.

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Book chapters on the topic "Economics of education"

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Duplass, James A. "Economics Education." In The Essence of Teaching Social Studies, 119–28. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-15.

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Grol, Roel, Sam de Muijnck, and Esther-Mirjam Sent. "Economics." In Understanding Education and Economics, 12–22. Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: The routledge education studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429020933-2.

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Sadler, Thomas R. "Economics of education." In Pandemic Economics, 189–207. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003133629-13.

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Wiegel, Vincent. "Economics and Education." In Lean in the Classroom, 3–22. New York : Taylor & Francis, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429837012-1.

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Santone, Susan. "Ecological Economics Education." In Schooling for Sustainable Development in Canada and the United States, 153–67. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4273-4_11.

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Conrad, Christian A. "Weaknesses in Economics and Economic Education." In Political Economy, 5–22. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30884-1_2.

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Le Grand, Julian, Carol Propper, and Ray Robinson. "Education." In The Economics of Social Problems, 65–90. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-21930-8_4.

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Le Grand, Julian, Carol Propper, and Sarah Smith. "Education." In The Economics of Social Problems, 49–67. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-349-92210-9_4.

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Kulkarni, Anand. "Education." In India Studies in Business and Economics, 107–66. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9378-5_3.

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Atkinson, Brian. "Social Policy: Health and Education." In Applied Economics, 163–77. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14250-7_10.

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Conference papers on the topic "Economics of education"

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Umi Mintarti W, Sri, Agung Haryono, Imam Mukhlis, Nasik Nasikh, Roufah Inayati, and Ali Wafa. "Economics Teachers Perception on Asean Economic Community and the Implication toward the Teaching of Economics." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006891106560661.

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Kvashina, Olga, Ekaterina Nikiforova, and Julia Streletskaya. "Economic Education: Future Standards as a Main Reference Point for the Economics Specialist’s Education." In II International Scientific and Practical Conference " COVID-19: Implementation of the Sustainable Development Goals (RTCOV ). SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0011112100003439.

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Melvin L. Myers, Henry P. Cole, Joan M. Mazur, and Steve Isaacs. "Promoting Safety through Economics Education." In 2006 Portland, Oregon, July 9-12, 2006. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.21192.

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Paduraru, Monica elisabeta, Camelia Staiculescu, Elenaramona Richiteanunastase, and Alexandru robert Mihaila. "ICT IN ECONOMICS EDUCATION - MEANS TO FOSTER COLLABORATIVE LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-177.

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A good teacher must develop a wide range of basic professional skills, such as designing learning activities; learning process management and monitoring; assessment for learning activities; ICT integration and use in education; knowledge of students' characteristics and learning styles, counseling and personalized teaching; classroom management; institutional development and school-community partnerships. ICT integration and use in education is a professional skill required in several areas of the teaching process: designing and implementing learning situations, assessing student learning, research, communication, etc. The use of ICT in educational activities stems from the early stages of ICT and Internet development. Processing information using computers was initially related to research and only later to the educational process. In recent years, ICT have become a key element that upholds a modern educational approach in an advanced society, whether it is classical education (which requires attending classes) or whether it is distance learning (both within the institutional educational system and the alternative systems of continuing professional development). Students attending the Academy of Economic Studies can opt for pedagogical and methodological training by enrolling in courses at the Department for Teacher Training in order to prepare for a teaching career. By attending this psycho-pedagogical module the students gain the professional knowledge and skills required for a teaching profession. In this paper the authors aim to address the topic of ICT in economic education from the perspective of collaborative learning and to present a study on ICT use by Economics students preparing for a teaching career in terms of ICT integration into the design and implementation of educational activities in teachers' daily practice. The study is based on a survey questionnaire addressed to third-year bachelor's students and second-year master's students who, in addition to specialized training, have opted for pedagogical training courses. Data collection, processing and analysis enables the authors (a) to determine the extent to which the respondents use ICT in the design and implementation of educational activities and their view on the significance of information technology as a tool for learning (b) to make a series of recommendations aimed at developing ICT skills in Economics students that are also training for a teaching career.
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Krajnc, Saša. "Copyright Exceptions for Education." In IXth Conference Law and Economics. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-115-5.3.

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Stukalina, Yulia. "Marketing in higher education: promoting educational services and programmes." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.062.

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Purpose – the purpose of the article is to investigate current marketing and branding trends in higher education, and to discuss some popular marketing tools incorporated into the marketing strategy of a contemporary university. The rele-vance of the research topic is determined by the fact that managers working in higher education have to become more market-oriented as they are facing new challenges in an extremely competitive international environment. Research methodology – the article is based on the analysis of theoretical literature and previous research on the topic, OECD and EU documents on the basic trends in higher education, and marketing plans of randomly chosen higher edu-cation institutions. Findings – the analysis performed in the article has allowed the author to identify the main challenges experienced by contemporary universities in the agenda of promoting their educational services and programmes, and some novel mar-keting tools applied for enhancing the university’s brand awareness and reputation. Research limitations – the limitations of the study are mainly related to the research base, which includes a few higher education institutions, so future study with a broader research base is recommended to generalize the findings. Practical implications – the research results may be useful for higher education managers responsible for developing a competitive marketing strategy of the university aimed at promoting their educational services and programmes. Originality/Value – the research is based on the analysis of working marketing plans of some universities having good marketing traditions.
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Feng, Zhiqin. "Study of Applied Economics Research Methods under Open Economic Environment." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.136.

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Van Der Vorst, Claudia. "HIGHER EDUCATION TURNAROUND SUPPORTING DIGITAL TRANSFORMATION." In 15th Economics & Finance Conference, Prague. International Institute of Social and Economic Sciences, 2021. http://dx.doi.org/10.20472/efc.2021.015.009.

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Krotov, Grigoriy. "Facilitation of education by artificial intelligence." In Systems Analysis in Economics - 2020. Moscow, "Science" Publishing House, 2021. http://dx.doi.org/10.33278/sae-2020.book1.474-477.

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Rueda López, Nuria, Rosa María Martínez-Vázquez, Jaime De Pablo Valenciano, Juan Milán-García, José Luis Caparrós Martínez, and Francisco Javier García Corral. "LEARNING MOTIVATION THROUGH ECONOMIC NEWS BLOGS IN THE INTRODUCTION TO ECONOMICS COURSE." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0852.

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Reports on the topic "Economics of education"

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Hoxby, Caroline. The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19816.

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Flyer, Frederick, and Sherwin Rosen. The New Economics of Teachers and Education. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4828.

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Lavecchia, Adam, Heidi Liu, and Philip Oreopoulos. Behavioral Economics of Education: Progress and Possibilities. Cambridge, MA: National Bureau of Economic Research, October 2014. http://dx.doi.org/10.3386/w20609.

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Beckett, Alice. Trends in UK economics education (2014 data). The Economics Network, March 2015. http://dx.doi.org/10.53593/n2759a.

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Lait, Ashley. Trends in UK economics education (updated 2016). The Economics Network, December 2016. http://dx.doi.org/10.53593/n2895a.

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Dolan, Margarida. Supporting International Students of Economics in UK Higher Education. The Economics Network, December 2012. http://dx.doi.org/10.53593/n2264a.

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Rees-Jones, Alex, and Ran Shorrer. Behavioral Economics in Education Market Design: A Forward-Looking Review. Cambridge, MA: National Bureau of Economic Research, February 2023. http://dx.doi.org/10.3386/w30973.

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Meechaiyo, Kulnicha. From Boredom to Engagement: Using Pop Quiz Voting in Economics and Finance Education. The Economics Network, July 2023. http://dx.doi.org/10.53593/n3624a.

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Dawson, Peter. Recent trends in UK economics education: A-Level and university applications and acceptances. The Economics Network, February 2023. http://dx.doi.org/10.53593/n3582a.

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Carlton, Dennis, and Avi Weiss. The Economics of Religion, Jewish Survival and Jewish Attitudes Toward Competition in Torah Education. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7863.

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