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  • Online Resource  (8)
  • World Bank  (8)
  • 1
    Online Resource
    Online Resource
    Trade liberalization and labor market adjustment in Brazil (2003)
    Washington, D.C : World Bank
    Details
    UID:
    b3kat_BV049075613
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 2982
    Note: "February 24, 2003 , Includes bibliographical references , Title from title screen as viewed on February 26, 2003
    Additional Edition: Erscheint auch als Druck-Ausgabe Trade liberalization and labor market adjustment in Brazil
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Stabi Berlin
    HWR Berlin
    UB Potsdam
    EUV Frankfurt
    TH Brandenburg
    HTW Berlin
    MPI Bildungsforschung
  • 2
    Online Resource
    Online Resource
    School and work in the Eastern Caribbean : does the education system adequately prepare youth for the global economy? (2008)
    Washington, D.C : World Bank
    Details
    UID:
    b3kat_BV040615960
    Format: 1 Online-Ressource (x, 76 p) , ill , 26 cm
    Edition: Online-Ausgabe World Bank E-Library Archive Sonstige Standardnummer des Gesamttitels: 041181-4
    ISBN: 9780821374580 , 9780821374597
    Series Statement: World Bank country study
    Note: Includes bibliographical references (p. 71-76) , Erscheinungsjahr in Vorlageform:c2008
    Additional Edition: Reproduktion von Blom, Andreas School and work in the Eastern Caribbean 2008
    Language: English
    Keywords: Karibik ; Bildungspolitik ; Globalisierung
    URL: Volltext
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Stabi Berlin
    HWR Berlin
    UB Potsdam
    EUV Frankfurt
    TH Brandenburg
    HTW Berlin
    MPI Bildungsforschung
  • 3
    Online Resource
    Online Resource
    Can student loans improve accessibility to higher education and student performance? : an impact study of the case of SOFES, Mexico (2004)
    [Washington, D.C] : World Bank
    Details
    UID:
    b3kat_BV049075198
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 3425
    Content: "Financial aid to students in tertiary education can contribute to human capital accumulation through two channels--increased enrollment and improved student performance. Canton and Blom analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. The authors use two data sources to investigate the second channel, student performance. They analyze administrative data provided by SOFES using a regression-discontinuity design, and survey data enable them to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students. This paper--a product of the Human Development Sector Unit, Latin America and the Caribbean Region--is part of a larger effort in the region to measure and evaluate the impact of the unit's programs"--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 10/5/2004
    Additional Edition: Blom, Andreas Can student loans improve accessibility to higher education and student performance?
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    HWR Berlin
    EUV Frankfurt
    TH Brandenburg
    HTW Berlin
  • 4
    Online Resource
    Online Resource
    Is formal lifelong learning a profitable investment for all of life? : how age, education level, and flexibility of provision affect rates of return to adult education in Colombia (2005)
    [Washington, D.C] : World Bank
    Details
    UID:
    b3kat_BV049074824
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 3800
    Content: "Lifelong learning is increasingly being recognized as a primary factor for knowledge diffusion and productivity growth. However, little economic evidence exists on the economic value of lifelong learning for the individual, especially in developing countries. This paper contributes to remedy this shortfall. It investigates one aspect of lifelong learning: returns to formal education across ages. In the absence of long-term longitudinal data, the paper estimates rates of return for simulated re-entry into the education system. The estimations use the method of internal rate of return and are based on observed education-age-earnings profiles from the Colombian national household survey. It finds that rates of return to all levels of education are only slightly smaller for 35 year olds than for young people, thus confirming the profitability of investment in adult education. Tertiary education continues to attract a positive return until late in life, 45-50 years, whereas the economic value of re-entering primary and secondary education is positive up till the age of 40-45. So, formal lifelong learning seems to remain a profitable investment for at least half of life. But lack of part-time work, high tuition fees, and prolonged study time reduce the return. The findings suggest that adult formal education initiatives should focus on the 20 to 40 year olds and be designed flexibly to allow learners to work part time. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 12/16/2005
    Additional Edition: Sohnesen, Thomas Pave Is formal lifelong learning a profitable investment for all of life?
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    HWR Berlin
    EUV Frankfurt
    TH Brandenburg
    HTW Berlin
  • 5
    Online Resource
    Online Resource
    Progress in participation in tertiary education in India from 1983 to 2004 (2008)
    [Washington, D.C] : World Bank
    Details
    UID:
    b3kat_BV049073828
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 4793
    Content: "Using nationally representative household surveys, this paper examines the trends in attainment, enrollment, and access to tertiary (higher) education in India from 1983 to 2005. The findings suggest that there has been considerable progress in attainment and participation; however, they remain low. Important gaps exist in enrollment between rich and poor, rural and urban areas, men and women, disadvantaged groups and the general population, and states. Analysis of transition rates from secondary education to tertiary education and regression analysis indicate that inequality in tertiary education between disadvantaged groups and the general population is explained by low completion rates of secondary education. Inequality in tertiary education related to income, gender, rural residence, and between states is explained by: (i) differences in completion rates of secondary education, and (ii) differences in the probability of transitioning from secondary education to tertiary education. In particular, the importance of household income has grown markedly. Equitable expansion of secondary education is therefore critical for improving the equity of tertiary education. There is also a need to help qualified youth from low-income families and rural backgrounds to attend tertiary education, in particular the technical and engineering streams, in which participation is lower. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009
    Additional Edition: Azam, Mehtabul Progress in participation in tertiary education in India from 1983 to 2004
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    HWR Berlin
    EUV Frankfurt
    TH Brandenburg
    HTW Berlin
  • 6
    Online Resource
    Online Resource
    Progress in participation in tertiary education in India from 1983 to 2004 (2008)
    [Washington, D.C] : World Bank
    Details
    UID:
    gbv_724231404
    Format: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 4793
    Content: "Using nationally representative household surveys, this paper examines the trends in attainment, enrollment, and access to tertiary (higher) education in India from 1983 to 2005. The findings suggest that there has been considerable progress in attainment and participation; however, they remain low. Important gaps exist in enrollment between rich and poor, rural and urban areas, men and women, disadvantaged groups and the general population, and states. Analysis of transition rates from secondary education to tertiary education and regression analysis indicate that inequality in tertiary education between disadvantaged groups and the general population is explained by low completion rates of secondary education. Inequality in tertiary education related to income, gender, rural residence, and between states is explained by: (i) differences in completion rates of secondary education, and (ii) differences in the probability of transitioning from secondary education to tertiary education. In particular, the importance of household income has grown markedly. Equitable expansion of secondary education is therefore critical for improving the equity of tertiary education. There is also a need to help qualified youth from low-income families and rural backgrounds to attend tertiary education, in particular the technical and engineering streams, in which participation is lower. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009 , Also available in print.
    Additional Edition: Azam, Mehtabul Progress in participation in tertiary education in India from 1983 to 2004
    Language: English
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Stabi Berlin
    UB Potsdam
    MPI Bildungsforschung
  • 7
    Online Resource
    Online Resource
    Is formal lifelong learning a profitable investment for all of life? : how age, education level, and flexibility of provision affect rates of return to adult education in Colombia (2005)
    [Washington, D.C] : World Bank
    Details
    UID:
    gbv_724218556
    Format: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3800
    Content: "Lifelong learning is increasingly being recognized as a primary factor for knowledge diffusion and productivity growth. However, little economic evidence exists on the economic value of lifelong learning for the individual, especially in developing countries. This paper contributes to remedy this shortfall. It investigates one aspect of lifelong learning: returns to formal education across ages. In the absence of long-term longitudinal data, the paper estimates rates of return for simulated re-entry into the education system. The estimations use the method of internal rate of return and are based on observed education-age-earnings profiles from the Colombian national household survey. It finds that rates of return to all levels of education are only slightly smaller for 35 year olds than for young people, thus confirming the profitability of investment in adult education. Tertiary education continues to attract a positive return until late in life, 45-50 years, whereas the economic value of re-entering primary and secondary education is positive up till the age of 40-45. So, formal lifelong learning seems to remain a profitable investment for at least half of life. But lack of part-time work, high tuition fees, and prolonged study time reduce the return. The findings suggest that adult formal education initiatives should focus on the 20 to 40 year olds and be designed flexibly to allow learners to work part time. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 12/16/2005 , Also available in print.
    Additional Edition: Sohnesen, Thomas Pave Is formal lifelong learning a profitable investment for all of life?
    Language: English
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Stabi Berlin
    UB Potsdam
    MPI Bildungsforschung
  • 8
    Online Resource
    Online Resource
    Can student loans improve accessibility to higher education and student performance? : an impact study of the case of SOFES, Mexico (2004)
    [Washington, D.C] : World Bank
    Details
    UID:
    gbv_724213392
    Format: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3425
    Content: "Financial aid to students in tertiary education can contribute to human capital accumulation through two channels--increased enrollment and improved student performance. Canton and Blom analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. The authors use two data sources to investigate the second channel, student performance. They analyze administrative data provided by SOFES using a regression-discontinuity design, and survey data enable them to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students. This paper--a product of the Human Development Sector Unit, Latin America and the Caribbean Region--is part of a larger effort in the region to measure and evaluate the impact of the unit's programs"--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 10/5/2004 , Also available in print.
    Additional Edition: Blom, Andreas Can student loans improve accessibility to higher education and student performance?
    Language: English
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Stabi Berlin
    UB Potsdam
    MPI Bildungsforschung
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