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  • 1
    Online Resource
    Online Resource
    The Living Conditions of Children (2007)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (20 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Patrinos, Harry Anthony The Living Conditions of Children
    Keywords: Access to primary education ; Children start primary school ; Early childhood interventions ; Early interventions ; Education ; Education for All ; Effective Schools and Teachers ; Gender gap ; Gender parity ; Girls ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Primary Education ; Primary school-aged children ; Street Children ; Urban Development ; Young people ; Youth ; Access to primary education ; Children start primary school ; Early childhood interventions ; Early interventions ; Education ; Education for All ; Effective Schools and Teachers ; Gender gap ; Gender parity ; Girls ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Primary Education ; Primary school-aged children ; Street Children ; Urban Development ; Young people ; Youth ; Access to primary education ; Children start primary school ; Early childhood interventions ; Early interventions ; Education ; Education for All ; Effective Schools and Teachers ; Gender gap ; Gender parity ; Girls ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Primary Education ; Primary school-aged children ; Street Children ; Urban Development ; Young people ; Youth
    Abstract: This paper summarizes the socioeconomic conditions of children around the world. It explores solutions to the main problems, along with a summary of the costs and benefits of some of the solutions. Emphasis is on the results from rigorous studies, impact evaluations, and randomized experiments. Although the cost-evidence literature is scarce, a good case for early interventions and key quality-enhancing education interventions exists
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Institutional effects as determinants of learning outcomes : exploring state variations in Mexico (2007)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (32 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Patrinos, Harry Anthony Institutional effects as determinants of learning outcomes
    Keywords: Education ; Education for All ; Effective Schools and Teachers ; Human Development ; Learning ; Learning Outcomes ; Papers ; Primary Education ; Quality of Education ; Schools ; Secondary Education ; State education ; Student achievement ; Student learning ; Teachers ; Tertiary Education ; Education ; Education for All ; Effective Schools and Teachers ; Human Development ; Learning ; Learning Outcomes ; Papers ; Primary Education ; Quality of Education ; Schools ; Secondary Education ; State education ; Student achievement ; Student learning ; Teachers ; Tertiary Education ; Education ; Education for All ; Effective Schools and Teachers ; Human Development ; Learning ; Learning Outcomes ; Papers ; Primary Education ; Quality of Education ; Schools ; Secondary Education ; State education ; Student achievement ; Student learning ; Teachers ; Tertiary Education
    Abstract: This paper uses the OECD's Program for International Student Assessment student-level achievement database for Mexico to estimate state education production functions, controlling for student characteristics, family background, home inputs, resources, and institutions. The authors take advantage of the state-level variation and representative sample to analyze the impact of institutional factors such as state accountability systems and the role of teachers' unions in student achievement. They argue that accountability, through increased use of state assessments, will improve learning outcomes. The authors also cast light on the role of teachers' unions, namely their strength through appointments to the school and relations with state governments. The analysis shows the importance of good relations between states and unions. Furthermore, it demonstrates that accountability systems are cost-effective measures for improving outcomes
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Quality of Schooling, Returns To Schooling And The 1981 Vouchers Reform In Chile (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (40 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Patrinos, Harry Anthony Quality of Schooling, Returns To Schooling And The 1981 Vouchers Reform In Chile
    Keywords: Basic schooling ; Cognitive skills ; Compulsory schooling ; Education ; Education for All ; Education investments ; Educational attainment ; Educational levels ; Effective Schools and Teachers ; Primary Education ; School age ; School students ; Schooling ; Secondary Education ; Secondary school ; Basic schooling ; Cognitive skills ; Compulsory schooling ; Education ; Education for All ; Education investments ; Educational attainment ; Educational levels ; Effective Schools and Teachers ; Primary Education ; School age ; School students ; Schooling ; Secondary Education ; Secondary school ; Basic schooling ; Cognitive skills ; Compulsory schooling ; Education ; Education for All ; Education investments ; Educational attainment ; Educational levels ; Effective Schools and Teachers ; Primary Education ; School age ; School students ; Schooling ; Secondary Education ; Secondary school
    Abstract: This paper exploits unique information on cognitive ability to examine the importance of schooling and non-schooling cognitive skills for heterogeneous individuals using instrumental variables estimation. Using a binary instrument based on the 1981 reform in Chile, the authors find that the main beneficiaries of the reform were those who at the time were pupils in basic schooling (ages 6-13). For this treated group of pupils, only a negligible part of the estimated return to schooling is due to classical ability bias. The labor market reward to an additional year of schooling is a measure of the "true" non-cognitive return to schooling. However, once the treated group is expanded to include secondary school students, the pure return to schooling decreases dramatically, while the return to schooling cognitive and non-schooling cognitive skills increases accordingly, suggesting that a large part of the estimated return in an earnings function is due to classical ability bias. For this treated group (mixture of basic school and secondary school age students), the labor market rewarded cognitive skills (especially those acquired through schooling) significantly
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Estimating The Returns To Education : Accounting For Heterogeneity In Ability (2006)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (38 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Patrinos, Harry Anthony Estimating The Returns To Education
    Keywords: Access and Equity in Basic Education ; Accounting ; Bank ; Debt Markets ; Earnings ; Education ; Education ; Education for All ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Income ; Information ; Interest ; Investment ; Investments ; Labor Market ; Labor Markets ; Labor Policies ; Low-Income ; Low-Income ; Lower Income ; Primary Education ; Primary Education ; Social Protections and Labor ; Access and Equity in Basic Education ; Accounting ; Bank ; Debt Markets ; Earnings ; Education ; Education ; Education for All ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Income ; Information ; Interest ; Investment ; Investments ; Labor Market ; Labor Markets ; Labor Policies ; Low-Income ; Low-Income ; Lower Income ; Primary Education ; Primary Education ; Social Protections and Labor ; Access and Equity in Basic Education ; Accounting ; Bank ; Debt Markets ; Earnings ; Education ; Education ; Education for All ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Income ; Information ; Interest ; Investment ; Investments ; Labor Market ; Labor Markets ; Labor Policies ; Low-Income ; Low-Income ; Lower Income ; Primary Education ; Primary Education ; Social Protections and Labor
    Abstract: Typically estimates of the benefits of education investments show average private rates of return for the average individual. The average may not be useful for policy. An examination of the distribution of the returns across individuals is needed. The few studies that have examined these patterns focus on high-income countries, showing investments to be more profitable at the top of the income distribution. The implication is that investments may increase inequality. Extending the analysis to 16 East Asian and Latin American countries the authors observe mixed evidence in middle-income countries and decreasing returns in low-income countries. Such differences between countries could be due to more job mobility in industrial countries, scarcity of skills, or differential exposure to market forces
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 5
    Online Resource
    Online Resource
    Can Cost-Benefit Analysis Guide Education Policy In Developing Countries? (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (45 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Jimenez, Emmanuel Can Cost-Benefit Analysis Guide Education Policy In Developing Countries?
    Keywords: Access and Equity in Basic Education ; Average schooling ; Education ; Education Policy ; Education for All ; Effective Schools and Teachers ; Investments in education ; Job training ; Primary Education ; Primary levels ; Primary schools ; Schooling ; Social benefits ; Social benefits of education ; Tertiary Education ; Textbooks ; Access and Equity in Basic Education ; Average schooling ; Education ; Education Policy ; Education for All ; Effective Schools and Teachers ; Investments in education ; Job training ; Primary Education ; Primary levels ; Primary schools ; Schooling ; Social benefits ; Social benefits of education ; Tertiary Education ; Textbooks ; Access and Equity in Basic Education ; Average schooling ; Education ; Education Policy ; Education for All ; Effective Schools and Teachers ; Investments in education ; Job training ; Primary Education ; Primary levels ; Primary schools ; Schooling ; Social benefits ; Social benefits of education ; Tertiary Education ; Textbooks
    Abstract: Cost-benefit analysis in education is an important tool in the economists' arsenal. However, it is essential that research, especially on the social benefits of education, make further progress to make cost-benefit more analysis. There is a need for more research on the effects of policy interventions on outcomes beyond access to a year in school and what they earn as a result, such as on what children actually learn. Such research should focus on ensuring that the interventions are attributable to outcomes. Nevertheless, it is worthwhile to go through the discipline of noting the benefits and costs, even if social rates of return cannot be calculated robustly
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  • 6
    Online Resource
    Online Resource
    Financing Lifelong Learning (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (57 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Oosterbeek, Hessel Financing Lifelong Learning
    Keywords: Access to Finance ; Education ; Education finance ; Education for All ; Effective Schools and Teachers ; Expenditures ; Finance and Financial Sector Development ; Higher education ; Human Development ; Income contingent loans ; Knowledge economy ; Lifelong Learning ; Literature ; Papers ; Primary Education ; Teachers ; Tertiary Education ; Access to Finance ; Education ; Education finance ; Education for All ; Effective Schools and Teachers ; Expenditures ; Finance and Financial Sector Development ; Higher education ; Human Development ; Income contingent loans ; Knowledge economy ; Lifelong Learning ; Literature ; Papers ; Primary Education ; Teachers ; Tertiary Education ; Access to Finance ; Education ; Education finance ; Education for All ; Effective Schools and Teachers ; Expenditures ; Finance and Financial Sector Development ; Higher education ; Human Development ; Income contingent loans ; Knowledge economy ; Lifelong Learning ; Literature ; Papers ; Primary Education ; Teachers ; Tertiary Education
    Abstract: This paper describes and analyzes different financial schemes to promote lifelong learning. Considered are financial instruments to stimulate successful early learning, financial aid schemes and subsidization mechanisms. Theoretical analyses about funding of early learning have mainly focused on vouchers. Yet, the available empirical evidence is more ambiguous about the effects of vouchers than about the effects of conditional cash transfers and financial incentives for pupils and teachers. Positive effects of financial incentives to pupils are not restricted to high ability pupils, as low ability students also seem to benefit. The evidence regarding the effects of subsidy forms is limited. The most prominent knowledge gaps regarding the effects of various financing schemes related to lifelong learning are the effects of vouchers in compulsory education; financial aid schemes for students; and entitlements and individual learning accounts
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  • 7
    Online Resource
    Online Resource
    Incidence Analysis of Public Support to the Private Education Sector in Côte d'Ivoire (2004)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (32 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Sakellariou, Chris N Incidence Analysis of Public Support to the Private Education Sector in Côte d'Ivoire
    Keywords: Access and Equity in Basic Education ; Dropout Rates ; Education ; Education Expenditure ; Education for All ; Education of Children ; Effective Schools and Teachers ; Enrollment Ratios ; Fees ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Gross Enrollment ; High Dropout ; Higher Education ; Levels of Education ; Number of Students ; Primary Education ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Access and Equity in Basic Education ; Dropout Rates ; Education ; Education Expenditure ; Education for All ; Education of Children ; Effective Schools and Teachers ; Enrollment Ratios ; Fees ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Gross Enrollment ; High Dropout ; Higher Education ; Levels of Education ; Number of Students ; Primary Education ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Access and Equity in Basic Education ; Dropout Rates ; Education ; Education Expenditure ; Education for All ; Education of Children ; Effective Schools and Teachers ; Enrollment Ratios ; Fees ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Gross Enrollment ; High Dropout ; Higher Education ; Levels of Education ; Number of Students ; Primary Education ; Secondary Education ; Social Protections and Labor ; Tertiary Education
    Abstract: Sakellariou and Patrinos analyze the equity effects of public subsidization of private schools in Côte d'Ivoire, update previous analyses, and attempt to assess how efficiently public spending is targeted. The subsidy per student in private (and public) schools increases at higher quintiles. Students from families in the highest quintile receive more than twice the subsidy received by students from families in the lowest quintile, compared with four times more in the case of students attending public schools. However, the subsidy system is progressive as there is a clear tendency for the share of family education expenditure covered by subsidies to decline at higher quintiles. This element of progressivity is stronger in the case of private school attendance. This paper—a product of the Education Sector Unit, Latin America and the Caribbean Region—is part of a larger effort in the region to evaluate education policies
    URL: Volltext  (Deutschlandweit zugänglich)
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