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  • HTW Berlin  (4)
  • HPol Brandenburg
  • GB Hohenleipisch
  • Medienzentrum Ostprignitz-Ruppin
  • Orazem, Peter F.
  • 1
    UID:
    b3kat_BV049073899
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 4722
    Content: "Many educators and policymakers have argued for lenient grade promotion policy - even automatic promotion - in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peers' ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allows a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place, and that grade promotion that is uncorrelated with merit has a negligible impact on school continuation. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/18/2009
    Additional Edition: King, Elizabeth M Promotion with and without learning
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 2
    UID:
    b3kat_BV048264846
    Format: 1 Online-Ressource (45 p)
    Content: According to T.W. Schultz, the returns to human capital are highest in economic environments experiencing unexpected price, productivity, and technology shocks that create "disequilibria." In such environments, the ability of firms and individuals to adapt their resource allocations to shocks becomes most valuable. In the case of negative shocks, government policies that mitigate the impact of the shock will also limit the returns to the skills of managing risk or adapting resources to changing market forces. In the case of positive shocks, government policies may restrict access to credit, labor, or financial markets in ways that limit reallocation of resources toward newly emerging profitable sectors. This paper tests the hypothesis that the returns to skills are highest in countries that allow individuals to respond to shocks. Using estimated returns to schooling and work experience from 122 household surveys in 86 developing countries, this paper demonstrates a strong positive correlation between the returns to human capital and economic freedom, an effect that is observed throughout the wage distribution. Economic freedom benefits those workers who have attained the most schooling as well as those who have accumulated the most work experience
    Additional Edition: Montenegro, Claudio E Economic freedom, human rights, and the returns to human capital
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 3
    UID:
    b3kat_BV048269936
    Format: 1 Online-Ressource (39 p)
    Series Statement: World Bank E-Library Archive
    Content: Data from 919 household surveys conducted between 1960 and 2012, spanning 147 economies, are used to evaluate the relationship between rising life expectancy at birth and lifetime years of schooling for successive birth cohorts between 1905 and 1988. The study finds significant positive effects of increased life expectancy at birth on lifetime completed years of schooling in 95 percent of the surveys, with significant negative effects found in only 2.3 percent. Rising life expectancy at birth for a birth cohort has intergenerational benefits in that the cohort's children's schooling also increases. Rising life expectancy at birth since 1905 can explain 70 percent of the rising completed years of schooling for those birth cohorts
    Additional Edition: Erscheint auch als Druck-Ausgabe Hoque, Mohammad Mainul Longevity and Lifetime Education: Global Evidence from 919 Surveys Washington, D.C : The World Bank, 2017
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 4
    UID:
    b3kat_BV048274857
    Format: 1 Online-Ressource (66 Seiten)
    Series Statement: World Bank E-Library Archive
    Content: Exploiting cross-birth cohort and cross-country variation from a pool of 188 household surveys from 111 countries, this paper measures how life expectancy at birth affects lifetime education and earnings. On average, individuals add one year of schooling for every 8.3 years of increased life expectancy at birth. Lifetime earnings increase by 1.7 percent per year of added life expectancy at birth. The estimates imply that rising life expectancy at birth explains 75 percent of the increase in average years of schooling worldwide for birth cohorts between 1922 and 1987 and 38 percent of the increase in average gross domestic product per capita in the 20th century
    Additional Edition: Erscheint auch als Druck-Ausgabe Hoque, Mohammad Mainul Life Expectancy at Birth and Lifetime Education and Earnings Washington, D.C : The World Bank, 2020
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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