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  • MPI Ethno. Forsch.  (13)
  • HU Berlin
  • BVB
  • MFK München
  • Patrinos, Harry Anthony
  • Education  (13)
Datenlieferant
  • MPI Ethno. Forsch.  (13)
  • HU Berlin
  • BVB
  • MFK München
  • KOBV  (1)
Materialart
Sprache
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Verfasser
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  • 1
    Online-Ressource
    Online-Ressource
    Human Capital and Climate Change (2023)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: 1 Online-Ressource (27 pages)
    Paralleltitel: Erscheint auch als Angrist, Noam Human Capital and Climate Change
    Schlagwort(e): Bildung ; Klimawandel ; Humankapital ; Wirkungsanalyse ; Verbrauchereinstellung ; Politische Einstellung ; Wahlverhalten ; Umweltökonomik ; EU-Staaten ; Climate Change ; Compulsory Education Laws ; Compulsory Schooling ; Curriculum and Instruction ; Education ; Environmental Curriculum ; Human Capital ; Voting
    Kurzfassung: Addressing climate change requires individual behavior change and voter support for pro-climate policies, yet surprisingly little is known about how to achieve these outcomes. This paper estimates causal effects of additional education on pro-climate outcomes using new compulsory schooling law data across 16 European countries. It analyzes effects on pro-climate beliefs, behaviors, policy preferences, and novel data on voting for green parties-a particularly consequential outcome to combat climate change. Results show a year of education increases pro-climate beliefs, behaviors, most policy preferences, and green voting, with voting gains equivalent to a substantial 35% increase
    DOI: 10.1596/1813-9450-10316
    URL: lizenzpflichtig
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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    MPI Ethno. Forsch.
  • 2
    Online-Ressource
    Online-Ressource
    The Longer Students Were Out of School, the Less they Learned (2023)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: 1 Online-Ressource (17 pages)
    Paralleltitel: Erscheint auch als Patrinos, Harry Anthony The Longer Students Were Out of School, the Less they Learned
    Schlagwort(e): Covid-19 Pandemic ; Education ; Education and Society ; Emergency Remote Learning ; Learning Loss ; Quality Of Remote Teaching ; School Closure ; Vaccination and Education
    Kurzfassung: COVID-19 led to school closures and emergency remote learning systems. It is feared that students learned less when they were remote. This paper analyzes school closures during the pandemic using a unique data base. The determinants of the duration of school closures estimates were used to instrument school closures - stringency of lockdown and vaccination - and causally estimate the impact of duration on learning. It is estimated that for every week that schools were closed, learning levels declined by almost 1 percent of a standard deviation. This means that a 20 week closure, for example, would reduce learning outcomes by 0.20 standard deviation, almost one year of schooling
    DOI: 10.1596/1813-9450-10420
    URL: Deutschlandweit zugänglich
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  • 3
    Online-Ressource
    Online-Ressource
    Learning during the Pandemic : Evidence from Uzbekistan (2023)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: 1 Online-Ressource (25 pages)
    Paralleltitel: Erscheint auch als Iqbal, Syedah Aroob Learning during the Pandemic: Evidence from Uzbekistan
    DDC: 303.4833
    Schlagwort(e): COVID-10 Impacts ; COVID-19 Pandemic ; Curriculum and Instruction ; Digital Divide ; Education ; Learning Loss ; No Learning Loss ; School Closures ; Social Inequality
    Kurzfassung: School closures induced by the COVID-19 pandemic led to concerns about student learning. This paper evaluates the effect of school closures on student learning in Uzbekistan, using a unique dataset that allows assessing change in learning over time. The findings show that test scores in math for grade 5 students improved over time by 0.29 standard deviation despite school closures. The outcomes among students who were assessed in 2019 improved by an average of 0.72 standard deviation over the next two years, slightly lower than the expected growth of 0.80 standard deviation. The paper explores the reasons for no learning loss
    DOI: 10.1596/1813-9450-10474
    URL: Deutschlandweit zugänglich
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  • 4
    Online-Ressource
    Online-Ressource
    An Analysis of COVID-19 Student Learning Loss (2022)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: 1 Online-Ressource (33 pages)
    Paralleltitel: Erscheint auch als Patrinos, Harry Anthony An Analysis of COVID-19 Student Learning Loss
    Schlagwort(e): Access and Equity in Basic Education ; Coronavirus Impact On Learning ; COVID-19 Student Learning Loss ; Education ; Education Disruption ; Education Indicators and Statistics ; Educational Inequality ; Human Capital Accumulation ; Learning Inequality ; Pandemic Education Impact ; Primary Education ; Remote Learning Quality ; School Lockdowns ; Systematic Education Review
    Kurzfassung: COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year's worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss
    DOI: 10.1596/1813-9450-10033
    URL: Deutschlandweit zugänglich
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  • 5
    Online-Ressource
    Online-Ressource
    Quality of Schooling, Returns To Schooling And The 1981 Vouchers Reform In Chile (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (40 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Patrinos, Harry Anthony Quality of Schooling, Returns To Schooling And The 1981 Vouchers Reform In Chile
    Schlagwort(e): 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
    Kurzfassung: 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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  • 6
    Online-Ressource
    Online-Ressource
    Financing Lifelong Learning (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (57 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Oosterbeek, Hessel Financing Lifelong Learning
    Schlagwort(e): 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
    Kurzfassung: 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
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 7
    Online-Ressource
    Online-Ressource
    Can Cost-Benefit Analysis Guide Education Policy In Developing Countries? (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (45 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Jimenez, Emmanuel Can Cost-Benefit Analysis Guide Education Policy In Developing Countries?
    Schlagwort(e): 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
    Kurzfassung: 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
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 8
    Online-Ressource
    Online-Ressource
    The Living Conditions of Children (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (20 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Patrinos, Harry Anthony The Living Conditions of Children
    Schlagwort(e): 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
    Kurzfassung: 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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  • 9
    Online-Ressource
    Online-Ressource
    Institutional effects as determinants of learning outcomes : exploring state variations in Mexico (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (32 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Patrinos, Harry Anthony Institutional effects as determinants of learning outcomes
    Schlagwort(e): 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
    Kurzfassung: 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
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 10
    Online-Ressource
    Online-Ressource
    Estimating The Returns To Education : Accounting For Heterogeneity In Ability (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (38 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Patrinos, Harry Anthony Estimating The Returns To Education
    Schlagwort(e): 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
    Kurzfassung: 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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  • 11
    Online-Ressource
    Online-Ressource
    Schooling and labor market impacts of a natural policy experiment (2004)
    [Washington, D.C] : World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource
    Ausgabe: Online-Ausg. World Bank E-Library Archive Also available in print
    Serie: Policy research working paper 3460
    Paralleltitel: Sakellariou, Chris N Schooling and labor market impacts of a natural policy experiment
    Schlagwort(e): Education ; Labor market ; Education ; Labor market
    Kurzfassung: "Patrinos and Sakellariou use a nationally representative household survey to estimate returns to schooling in Venezuela from instrumental variables based on a supply-side intervention in the education market. These estimates apply to a subgroup of liquidity-constrained individuals, in the spirit of the Local Average Treatment Effect (LATE) literature. Returns to schooling estimates which apply to a subgroup of individuals affected by the policy intervention may be more interesting from a policy perspective than the return to the 'average' individual. The authors use an instrument based on the 1980 education reform (the Organic Law of Education) which provided for nine years of compulsory basic education. They also obtain alternative estimates using father's education as an instrument, in an attempt to derive high and low estimates of returns to schooling in Venezuela. The estimates are consistent with recent findings suggesting that the effect of education, at least for certain subgroups affected by a policy intervention, is as large or larger than what is suggested by OLS estimates. 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 estimate the labor market outcomes of education"--World Bank web site
    Anmerkung: Includes bibliographical references , Title from PDF file as viewed on 11/19/2004 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 12
    Online-Ressource
    Online-Ressource
    Incidence Analysis of Public Support to the Private Education Sector in Côte d'Ivoire (2004)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (32 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Sakellariou, Chris N Incidence Analysis of Public Support to the Private Education Sector in Côte d'Ivoire
    Schlagwort(e): 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
    Kurzfassung: 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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  • 13
    Online-Ressource
    Online-Ressource
    Economic volatility and returns to education in Venezuela : 1992-2002 (2004)
    [Washington, D.C] : World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource
    Ausgabe: Online-Ausg. World Bank E-Library Archive Also available in print
    Serie: Policy research working paper 3459
    Paralleltitel: Sakellariou, Chris N Economic volatility and returns to education in Venezuela
    Schlagwort(e): Education ; Labor supply ; Education ; Labor supply
    Kurzfassung: "Preliminary evidence suggests that the rates of return to education in Venezuela have been declining since the 1970s. Patrinos and Sakellariou rigorously estimate the returns to education in Venezuela for the period 1992-2002 and link them to earlier available estimates from the 1980s. They use consistent cross-sections from the Encuesta de Hogares por Muestro to document falling returns to schooling and educational levels until the mid-1990s, followed by increasing returns thereafter. The authors use quantile regression analysis to provide further insight into the within skill group changes in returns over time. 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 estimate the labor market outcomes of education"--World Bank web site
    Anmerkung: Includes bibliographical references , Title from PDF file as viewed on 11/19/2004 , Also available in print.
    URL: Volltext  (Deutschlandweit zugänglich)
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