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  • 1
    Online Resource
    Online Resource
    Promotion with and without learning : effects on student enrollment and dropout behavior (2008)
    [Washington, D.C] : World Bank
    Details
    UID:
    b3kat_BV040619326
    Format: 1 Online-Ressource
    Edition: Online-Ausgabe World Bank E-Library Archive Sonstige Standardnummer des Gesamttitels: 041181-4
    Edition: 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 , Erscheinungsjahr in Vorlageform:[2008] , Weitere Ausgabe: King, Elizabeth M: Promotion with and without learning
    Additional Edition: Reproduktion von King, Elizabeth M. Promotion with and without learning 2008
    Language: English
    URL: Volltext
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 2
    Online Resource
    Online Resource
    Life expectancy at birth and lifetime education and earnings (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    UID:
    gbv_1743508018
    Format: 1 Online-Ressource (circa 66 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9418
    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
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9418
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
    Author information: Montenegro, Claudio 1958-
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    UB Potsdam
    MPI Bildungsforschung
  • 3
    Online Resource
    Online Resource
    Promotion with and without learning : effects on student enrollment and dropout behavior (2008)
    [Washington, D.C] : World Bank
    Details
    UID:
    gbv_724230637
    Format: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive 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 , Also available in print.
    Additional Edition: King, Elizabeth M Promotion with and without learning
    Language: English
    URL: Volltext
    URL: Volltext  (Deutschlandweit zugänglich)
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    UB Potsdam
    MPI Bildungsforschung
  • 4
    Online Resource
    Online Resource
    Chapter 55 Schooling in Developing Countries: The Roles of Supply, Demand and Government Policy (2007)
    Show associated volumes
    Details
    UID:
    gbv_1831643863
    ISBN: 0444531009
    Content: In developing countries, rising incomes, increased demand for more skilled labor, and government investments of considerable resources on building and equipping schools and paying teachers have contributed to global convergence in enrollment rates and completed years of schooling. Nevertheless, in many countries substantial education gaps persist between rich and poor, between rural and urban households and between males and females. To address these gaps, some governments have introduced school vouchers or cash transfers programs that are targeted to disadvantaged children. Others have initiated programs to attract or retain students by expanding school access or by setting higher teacher eligibility requirements or increasing the number of textbooks per student. While enrollments have increased, there has not been a commensurate improvement in knowledge and skills of students. Establishing the impact of these policies and programs requires an understanding of the incentives and constraints faced by all parties involved, the school providers, the parents and the children. The chapter reviews the economic literature on the determinants of schooling outcomes and schooling gaps with a focus on static and dynamic household responses to specific policy initiatives, perceived economic returns and other incentives. It discusses measurement and estimation issues involved with empirically testing these models and reviews findings. Governments have increasingly adopted the practice of experimentation and evaluation before taking steps to expand new policies. Often pilot programs are initiated in settings that are atypically appropriate for the program, so that the results overstate the likely impact of expanding the program to other settings. Program expansion can also result in general equilibrium feedback effects that do not apply to isolated pilots. These behavioral models provide a useful context within which to frame the likely outcomes of such expansion.
    In: Handbook of development economics, Amsterdam : North-Holland, 2007, (2007), Seite 3475-3559, 0444531009
    In: 9780444531001
    In: 9780080569420
    In: 0080569420
    In: year:2007
    In: pages:3475-3559
    Language: English
    DOI: 10.1016/S1573-4471(07)04055-7
    URL: Volltext  (Deutschlandweit zugänglich)
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    Stabi Berlin
    UB Potsdam
  • 5
    Online Resource
    Online Resource
    Longevity and Lifetime Education : Global Evidence from 919 Surveys (2017)
    Washington, D.C : The World Bank
    Details
    UID:
    gbv_1724863371
    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
    DOI: 10.1596/1813-9450-8175
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Bildungsforschung
  • 6
    Online Resource
    Online Resource
    Economic freedom, human rights, and the returns to human capital : an evaluation of the Schultz hypothesis (2010)
    Washington, D.C : The World Bank
    Details
    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
    DOI: 10.1596/1813-9450-5405
    URL: Volltext  (URL des Erstveröffentlichers)
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    EUV Frankfurt
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  • 7
    Online Resource
    Online Resource
    Longevity and Lifetime Education : Global Evidence from 919 Surveys (2017)
    Washington, D.C : The World Bank
    Details
    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
    DOI: 10.1596/1813-9450-8175
    URL: Volltext  (URL des Erstveröffentlichers)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
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    EUV Frankfurt
    HTW Berlin
  • 8
    Online Resource
    Online Resource
    Economic freedom, human rights, and the returns to human capital : an evaluation of the Schultz hypothesis (2010)
    Washington, D.C : The World Bank
    Details
    UID:
    gbv_834967901
    Format: Online-Ressource (45 p)
    Edition: 2010 World Bank eLibrary
    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
    DOI: 10.1596/1813-9450-5405
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
    MPI Bildungsforschung
  • 9
    Online Resource
    Online Resource
    Life Expectancy at Birth and Lifetime Education and Earnings (2020)
    Washington, D.C : The World Bank
    Details
    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
    DOI: 10.1596/1813-9450-9418
    URL: Volltext  (URL des Erstveröffentlichers)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
    Open Access Request
    EUV Frankfurt
    HTW Berlin
  • 10
    Online Resource
    Online Resource
    Economic Freedom, Human Rights, and the Returns to Human Capital : An Evaluation of the Schultz Hypothesis (2012)
    [Erscheinungsort nicht ermittelbar]
    Details
    UID:
    gbv_797524525
    Format: Online-Ressource
    Series Statement: Policy Research working paper WPS 5405
    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.
    Note: English
    Language: English
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Fulltext
    Stabi Berlin
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