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  • HTW Berlin  (2)
  • 2015-2019  (2)
  • 2005-2009
  • Rogers, Halsey  (2)
  • 1
    UID:
    b3kat_BV048269188
    Format: 1 Online-Ressource (40 p)
    Series Statement: World Bank E-Library Archive
    Content: Using all the household survey data available in Latin America during the period 1992 to 2013, this paper estimates that in 2015, 20 million youth ages 15 to 24 years in the region were out of school and not working (making them ninis, for "ni estudian ni trabajan"). The share of out-of-school, out-of-work youth in Latin America, at about 19 percent, is roughly equal to the global average of 22 percent. Although women make up over two-thirds of the ninis in the region, the number of male ninis grew by 46 percent between 1992 and 2010. As a result, the absolute number of ninis rose over the two-decade period, even as women's education and employment rates were improving. Global comparisons show that Latin America is the region of the world with the largest concentration of ninis among households in the bottom 40 percent of the income distribution. Coupled with the long-lasting harm it causes to the youth's future labor-market outcomes, the high incidence of ninis among the poorest households tends to lock in income disparities from one generation to the next, obstructing social mobility and poverty reduction in the region
    Additional Edition: Erscheint auch als Druck-Ausgabe De Hoyos, Rafael Out of School and Out of Work: A Diagnostic of Ninis in Latin America Washington, D.C : The World Bank, 2016
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    UID:
    b3kat_BV048274103
    Format: 1 Online-Ressource (61 Seiten)
    Series Statement: World Bank E-Library Archive
    Content: The standard summary metric of education-based human capital used in macro analyses-the average number of years of schooling in a population-is based only on quantity. But ignoring schooling quality turns out to be a major omission. As recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. This paper therefore proposes a new summary measure, Learning-Adjusted Years of Schooling (LAYS), that combines quantity and quality of schooling into a single easy-to-understand metric of progress. The cross-country comparisons produced by this measure are robust to different ways of adjusting for learning (for example, by using different international assessments or different summary learning indicators), and the assumptions and implications of LAYS are consistent with other evidence, including other approaches to quality adjustment. The paper argues that (1) LAYS improves on the standard metric, because it is a better predictor of important outcomes, and it improves incentives for policymakers; and (2) its virtues of simplicity and transparency make it a good candidate summary measure of education
    Additional Edition: Erscheint auch als Druck-Ausgabe Filmer, Deon Learning-Adjusted Years of Schooling (LAYS): Defining a New Macro Measure of Education Washington, D.C : The World Bank, 2018
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
    Library Location Call Number Volume/Issue/Year Availability
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