UID:
edoccha_9958982578002883
Umfang:
1 online resource (266 pages)
Ausgabe:
First edition.
ISBN:
3-631-75357-8
Serie:
Goettinger Studien zur Entwicklungsoekonomik / Goettingen Studies in Development Economics.
Inhalt:
Can education play a role in fostering economic growth and simultaneously decrease pressure on forests? The aim of this study is to show that it can. Human capital formation is a key element in a development strategy that includes natural resource conservation within the framework of sustained economic growth and poverty alleviation. Consequently, it is not by chance that Guatemala is experiencing both minimal per capital income growth and high deforestation while having one of the lowest educational levels in Latin America. However, since many assumptions about educational benefits are controversial and many aspects depend on broader issues, human capital formation can only be one piece in a multidimensional puzzle. This study is organized into three parts, each one of which can be read independently: first, a macroeconomic assessment of education and other factors involved in the country’s growth trajectory; second, a rural analysis indicating the root causes of deforestation and the role education can play to slow down habitat loss; third, the highlighting of some elements indispensable to reform and to subsequent improvement of the quality of rural schooling.
Anmerkung:
Cover -- Overview -- Part One Human Capital, Productivity and Economic Growth in Guatemala: A Time Series and Extended Growth Accounting Analysis -- I. Introduction -- II. Patterns of Growth in Guatemala -- III. Measuring the Contribution of Education to Growth -- A. Augmented Solow Model and Endogenous Growth -- B. Some Implications for Empirical Testing -- C. More Evidence on Education and Growth -- D. Summing-Up -- IV. Data Compilation in a Post-Conflict Country -- A. Human Capital Stock -- B. Labor Force -- C. Physical Capital Stock -- D. Quality Indices of Capital and Labor -- V. Empirical Evidence for Guatemala -- A. Methodology -- B. Average Years of Schooling and Growth -- C. Schooling and Growth by Education Level -- D. Mincerian Human Capital Specification -- VI. Additional Explanatory Variables and Robustness Check -- A. Stability of Coefficients -- B. Alternative Data Sources -- C. Additional Explanatory Variables -- D. Summing-Up -- VII. Sources of Growth -- A. Growth Accounting Framework -- B. Sources of Growth in Traditional Framework -- C. Disaggregation by Education Level -- D. Comparison of Results with International Evidence -- VIII. Conclusion -- Part Two What Drives Habitat Loss in Guatemala? An Inquiry into the Causes of Deforestation with an Emphasis on the Role of Education -- I. Introduction -- II. Explaining Deforestation and Biodiversity Loss -- A. Deforestation as Proxy for Biodiversity Loss -- B. Is Deforestation Subsistence or Market Driven? -- C. Potential Effects of Education -- D. Controversial Empirical Evidence -- III. Qualitative Assessment of Deforestation in Guatemala -- A. From Past to Present -- B. Magnitude and Location of Forest Cover Loss -- C. Direct Sources of Deforestation -- D. Underlying Determinants of Deforestation: A Review -- IV. Empirical Evidence on Deforestation and Land Use in Guatemala.
,
A. Conceptual Framework -- B. Regional Determinants of Forest Cover Change -- C. Household Determinants of Land Use in Guatemala -- D. Household Determinants of Land Use in the Petén -- V. Conclusion -- Part Three Community-Managed Schools and the Decentralization of Education in Guatemala: The Experience of PRONADE -- I. Introduction -- II. The Context -- A. Key Problems of Guatemala's Education Sector -- B. Education System prior to Peace Accords -- C. Searching for Successful Education Delivery Models: Origins of PRONADE -- D. Education System after Peace Accords -- III. Objectives, Key Actors and Implementation of PRONADE -- A. Objectives and Structure -- B. Key Actors -- C. Implementation Process -- D. Transfer of Funds -- IV. What Has PRONADE Delivered? -- A. Quantitative Expansion -- B. Decentralization and Parental Participation -- C. Mixed Results from Evaluations -- D. Lower Student Achievement in PRONADE Schools? -- V. Conclusion -- Concluding Remarks -- Appendices -- Appendix One -- Appendix Two -- Appendix Three.
,
English.
Weitere Ausg.:
ISBN 3-631-52607-5
Sprache:
Englisch
