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  • 2005-2009  (79)
  • Washington, D.C : The World Bank  (79)
  • Ann Arbor, Michigan : ProQuest
  • Education
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  • 1
    Online-Ressource
    Online-Ressource
    Human Capital And University-Industry Linkages' Role In Fostering Firm Innovation : An Empirical Study of Chile And Colombia (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (43 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Marotta, Daniela Human Capital And University-Industry Linkages' Role In Fostering Firm Innovation
    Schlagwort(e): Agricultural Knowledge and Information Systems ; Agriculture ; Competitiveness ; E-Business ; Education ; Email Address ; Human Capital ; Innovation ; Innovation ; Innovation Program ; Internationalisation ; Knowledge for Development ; Labor Policies ; Manufacturing ; Private Sector Development ; R & D ; Rural Development ; Science and Technology Development ; Social Protections and Labor ; Technological Innovation ; Web ; Agricultural Knowledge and Information Systems ; Agriculture ; Competitiveness ; E-Business ; Education ; Email Address ; Human Capital ; Innovation ; Innovation ; Innovation Program ; Internationalisation ; Knowledge for Development ; Labor Policies ; Manufacturing ; Private Sector Development ; R & D ; Rural Development ; Science and Technology Development ; Social Protections and Labor ; Technological Innovation ; Web ; Agricultural Knowledge and Information Systems ; Agriculture ; Competitiveness ; E-Business ; Education ; Email Address ; Human Capital ; Innovation ; Innovation ; Innovation Program ; Internationalisation ; Knowledge for Development ; Labor Policies ; Manufacturing ; Private Sector Development ; R & D ; Rural Development ; Science and Technology Development ; Social Protections and Labor ; Technological Innovation ; Web
    Kurzfassung: A firm's absorptive capacity, human capital and linkages with knowledge institutions have been shown to increase the firm's probability of innovating in OECD economies. Despite its importance for national- and firm-level competitiveness, few papers examine the impact of the same variables for firms innovation in Latin America. This paper investigates the link between firm innovation and its absorption capacity as proxied by the presence of a R&D department, the firm's human capital, and its interaction with research centers and universities. We analyze the case of Chilean and Colombian manufacturing firms using data from innovation surveys. A probit regression model is applied to identify the determinants of innovation activity. We find that collaboration with university and research institutions is associated with an increase in the probability of introducing a new product in Chilean and Colombian firms of 29 and 44 percent, respectively, and it can increase up to 58 percent in the case of Colombian firms interacting with research centers. Moreover, firms whose employees have a higher level of education, or whose managers/supervisors have a higher (perceived) level of knowledge, are more likely to innovate. Although the estimates could be affected by biases and suffer from shortcomings in data, the findings suggest that policies and incentives to increase firm-level human capital and industry-university linkages are important to increase innovation in Latin America
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 2
    Online-Ressource
    Online-Ressource
    Does Poverty Research In Russia Follow The Scientific Method? (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (28 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Lokshin, Michael Does Poverty Research In Russia Follow The Scientific Method?
    Schlagwort(e): Education ; Information Security and Privacy ; Literature ; Papers ; Poverty Monitoring and Analysis ; Poverty Reduction ; Research findings ; Researchers ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Scientific journals ; Scientific knowledge ; Scientific papers ; Scientific research ; Scientists ; Social science ; Tertiary Education ; Education ; Information Security and Privacy ; Literature ; Papers ; Poverty Monitoring and Analysis ; Poverty Reduction ; Research findings ; Researchers ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Scientific journals ; Scientific knowledge ; Scientific papers ; Scientific research ; Scientists ; Social science ; Tertiary Education ; Education ; Information Security and Privacy ; Literature ; Papers ; Poverty Monitoring and Analysis ; Poverty Reduction ; Research findings ; Researchers ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Scientific journals ; Scientific knowledge ; Scientific papers ; Scientific research ; Scientists ; Social science ; Tertiary Education
    Kurzfassung: This paper presents the first critical review of literature on poverty published in Russia between 1992 and 2006. Using a dataset of about 250 publications in Russian scientific journals, the authors assess whether the poverty research in Russia satisfies the general criteria of a scientific publication and if such studies could provide reliable guidance to the Russian government as it maps out its anti-poverty policies. The findings indicate that only a small proportion of papers on poverty published in Russia in 1992-2006 follow the universally-recognized principles of the scientific method. The utility of policy advice based on such research is questionable. The authors also suggest steps that could, in their view, improve the quality of poverty research in Russia
    URL: Volltext  (Deutschlandweit zugänglich)
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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    MPI Ethno. Forsch.
  • 3
    Online-Ressource
    Online-Ressource
    How To Interpret The Growing Phenomenon of Private Tutoring : Human Capital Deepening, Inequality Increasing, Or Waste of Resources? (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (42 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Dang, Hai-Anh How To Interpret The Growing Phenomenon of Private Tutoring
    Schlagwort(e): Academic performance ; Education ; Education for All ; Education programs ; Educational achievement ; Effective Schools and Teachers ; Instruction ; Levels of education ; Papers ; Primary Education ; Schools ; Secondary Education ; Student achievement ; Tertiary Education ; Tutoring ; Tutoring programs ; Academic performance ; Education ; Education for All ; Education programs ; Educational achievement ; Effective Schools and Teachers ; Instruction ; Levels of education ; Papers ; Primary Education ; Schools ; Secondary Education ; Student achievement ; Tertiary Education ; Tutoring ; Tutoring programs ; Academic performance ; Education ; Education for All ; Education programs ; Educational achievement ; Effective Schools and Teachers ; Instruction ; Levels of education ; Papers ; Primary Education ; Schools ; Secondary Education ; Student achievement ; Tertiary Education ; Tutoring ; Tutoring programs
    Kurzfassung: Private tutoring is now a major component of the education sector in many developing countries, yet education policy too seldom acknowledges and makes use of it. Various criticisms have been raised against private tutoring, most notably that it exacerbates social inequalities and may even fail to improve student outcomes. This paper surveys the literature for evidence on private tutoring-the extent of the tutoring phenomenon, the factors that explain its growth, and its cost-effectiveness in improving student academic performance. It also presents a framework for assessing the efficiency and equity effects of tutoring. It concludes that tutoring can raise the effectiveness of the education system under certain reasonable assumptions, even taking into account equity concerns, and it offers guidance for attacking corruption and other problems that diminish the contributions of the tutoring sector
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 4
    Online-Ressource
    Online-Ressource
    Poisoning The Mind : Arsenic Contamination And Cognitive Achievement of Children (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (25 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Asadullah, Mohammad Niaz Poisoning The Mind
    Schlagwort(e): Achievement of Children ; Cognitive skills ; Education ; Education for All ; Educational participation ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Learning ; Learning outcomes ; Population Policies ; Primary data ; Reading ; School survey ; Schooling ; Secondary school ; Tertiary Education ; Urban Solid Waste Management ; Achievement of Children ; Cognitive skills ; Education ; Education for All ; Educational participation ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Learning ; Learning outcomes ; Population Policies ; Primary data ; Reading ; School survey ; Schooling ; Secondary school ; Tertiary Education ; Urban Solid Waste Management ; Achievement of Children ; Cognitive skills ; Education ; Education for All ; Educational participation ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Learning ; Learning outcomes ; Population Policies ; Primary data ; Reading ; School survey ; Schooling ; Secondary school ; Tertiary Education ; Urban Solid Waste Management
    Kurzfassung: Bangladesh has experienced the largest mass poisoning of a population in history owing to contamination of groundwater with naturally occurring inorganic arsenic. Continuous drinking of such metal-contaminated water is highly cancerous; prolonged drinking of such water risks developing diseases in a span of just 5-10 years. Arsenicosis-intake of arsenic-contaminated drinking water-has implications for children's cognitive and psychological development. This study examines the effect of arsenicosis at school and at home on cognitive achievement of children in rural Bangladesh using recent nationally representative school survey data on students. Information on arsenic poisoning of the primary source of drinking water-tube wells-is used to ascertain arsenic exposure. The findings show an unambiguously negative and statistically significant correlation between mathematics score and arsenicosis at home, net of exposure at school. Split-sample analysis reveals that the effect is only specific to boys; for girls, the effect is negative but insignificant. Similar correlations are found for cognitive and non-cognitive outcomes such as subjective well-being, that is, a self-reported measure of life satisfaction (also a direct proxy for health status) of students and their performance in primary-standard mathematics. These correlations remain robust to controlling for school-level exposure
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 5
    Online-Ressource
    Online-Ressource
    Competition And Demographics (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (33 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Amin, Mohammad Competition And Demographics
    Schlagwort(e): Economic Theory and Research ; Education ; Emerging Markets ; Knowledge for Development ; Labor Policies ; Labor market ; Macroeconomics and Economic Growth ; Market competition ; Markets and Market Access ; Price setting ; Private Sector Development ; Product markets ; Retail ; Retail stores ; Retailing ; Social Protections and Labor ; Spread ; Suppliers ; Tying ; Economic Theory and Research ; Education ; Emerging Markets ; Knowledge for Development ; Labor Policies ; Labor market ; Macroeconomics and Economic Growth ; Market competition ; Markets and Market Access ; Price setting ; Private Sector Development ; Product markets ; Retail ; Retail stores ; Retailing ; Social Protections and Labor ; Spread ; Suppliers ; Tying ; Economic Theory and Research ; Education ; Emerging Markets ; Knowledge for Development ; Labor Policies ; Labor market ; Macroeconomics and Economic Growth ; Market competition ; Markets and Market Access ; Price setting ; Private Sector Development ; Product markets ; Retail ; Retail stores ; Retailing ; Social Protections and Labor ; Spread ; Suppliers ; Tying
    Kurzfassung: Mainstream economics views demographic changes in the structure of households as of little relevance for the behavior of firms or the functioning of markets. The present paper dispels this view by arguing that changes in the number of non-workers could affect the intensity with which consumers search for best prices and therefore the level of competition. The author also analyzes the relationship between income and competition, which some studies suggest is negative. The author argues that the negative relationship is most likely due to the demographic factors discussed
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 6
    Online-Ressource
    Online-Ressource
    Evaluation In The Practice of Development (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (35 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Ravallion, Martin Evaluation In The Practice of Development
    Schlagwort(e): Beneficiaries ; Counterfactual ; Economic Theory and Research ; Education ; Impact assessment ; Impact evaluation ; Infrastructure projects ; Intervention ; Learning ; Macroeconomics and Economic Growth ; Poverty Monitoring and Analysis ; Poverty Reduction ; Poverty outcomes ; Programs ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Targeting ; Tertiary Education ; Beneficiaries ; Counterfactual ; Economic Theory and Research ; Education ; Impact assessment ; Impact evaluation ; Infrastructure projects ; Intervention ; Learning ; Macroeconomics and Economic Growth ; Poverty Monitoring and Analysis ; Poverty Reduction ; Poverty outcomes ; Programs ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Targeting ; Tertiary Education ; Beneficiaries ; Counterfactual ; Economic Theory and Research ; Education ; Impact assessment ; Impact evaluation ; Infrastructure projects ; Intervention ; Learning ; Macroeconomics and Economic Growth ; Poverty Monitoring and Analysis ; Poverty Reduction ; Poverty outcomes ; Programs ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Targeting ; Tertiary Education
    Kurzfassung: Knowledge about development effectiveness is constrained by two factors. First, the project staff in governments and international agencies who decide how much to invest in research on specific interventions are often not well informed about the returns to rigorous evaluation and (even when they are) cannot be expected to take full account of the external benefits to others from new knowledge. This leads to under-investment in evaluative research. Second, while standard methods of impact evaluation are useful, they often leave many questions about development effectiveness unanswered. The paper proposes ten steps for making evaluations more relevant to the needs of practitioners. It is argued that more attention needs to be given to identifying policy-relevant questions (including the case for intervention); that a broader approach should be taken to the problems of internal validity; and that the problems of external validity (including scaling up) merit more attention
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 7
    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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  • 8
    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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  • 9
    Online-Ressource
    Online-Ressource
    Minority Status And Labor Market Outcomes : Does India Have Minority Enclaves? (2008)
    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: Das, Maitreyi Bordia Minority Status And Labor Market Outcomes
    Schlagwort(e): Education ; Educational Policy and Planning ; Employment ; Employment outcomes ; Health, Nutrition and Population ; Human capital ; Labor ; Labor Markets ; Labor Policies ; Labor force ; Labor market ; Labor market outcomes ; Labor markets ; Macroeconomics and Economic Growth ; Markets and Market Access ; Population Policies ; Previous work ; Primary education ; Public Sector Development ; Social Protections and Labor ; Education ; Educational Policy and Planning ; Employment ; Employment outcomes ; Health, Nutrition and Population ; Human capital ; Labor ; Labor Markets ; Labor Policies ; Labor force ; Labor market ; Labor market outcomes ; Labor markets ; Macroeconomics and Economic Growth ; Markets and Market Access ; Population Policies ; Previous work ; Primary education ; Public Sector Development ; Social Protections and Labor ; Education ; Educational Policy and Planning ; Employment ; Employment outcomes ; Health, Nutrition and Population ; Human capital ; Labor ; Labor Markets ; Labor Policies ; Labor force ; Labor market ; Labor market outcomes ; Labor markets ; Macroeconomics and Economic Growth ; Markets and Market Access ; Population Policies ; Previous work ; Primary education ; Public Sector Development ; Social Protections and Labor
    Kurzfassung: This paper uses data from the 61st Round of the National Sample Survey to understand the employment outcomes of Dalit and Muslim men in India. It uses a conceptual framework developed for the US labor market that states that ethnic minorities skirt discrimination in the primary labor market to build successful self-employed ventures in the form of ethnic enclaves or ethnic labor markets. The paper uses entry into self-employment for educated minority groups as a proxy for minority enclaves. Based on multinomial logistic regression, the analysis finds that the minority enclave hypothesis does not hold for Dalits but it does overwhelmingly for Muslims. The interaction of Dalit and Muslim status with post-primary education in urban areas demonstrates that post-primary education confers almost a disadvantage for minority men: it does not seem to affect their allocation either to salaried work or to non-farm self-employment but does increase their likelihood of opting out of the labor force - and if they cannot afford to drop out, they join the casual labor market. Due to the complexity of these results and the fact that there are no earnings data for self-employment, it is difficult to say whether self-employment is a choice or compulsion and whether builders of minority enclaves fare better than those in the primary market
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 10
    Online-Ressource
    Online-Ressource
    Madrasas And Ngos : Complements Or Substitutes? (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (22 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Asadullah, Mohammad Niaz Madrasas And Ngos
    DDC: 370
    Schlagwort(e): Curriculum ; Education ; Education for All ; Education sector ; Education services ; Effective Schools and Teachers ; Female Education ; Female enrollment ; Gender ; Gender and Education ; Human Development ; Primary Education ; Primary schools ; Reading ; Schooling ; Schools ; Tertiary Education ; Curriculum ; Education ; Education for All ; Education sector ; Education services ; Effective Schools and Teachers ; Female Education ; Female enrollment ; Gender ; Gender and Education ; Human Development ; Primary Education ; Primary schools ; Reading ; Schooling ; Schools ; Tertiary Education ; Curriculum ; Education ; Education for All ; Education sector ; Education services ; Effective Schools and Teachers ; Female Education ; Female enrollment ; Gender ; Gender and Education ; Human Development ; Primary Education ; Primary schools ; Reading ; Schooling ; Schools ; Tertiary Education
    Kurzfassung: There has been a proliferation of non-state providers of education services in the developing world. In Bangladesh, for instance, Bangladesh Rural Advancement Committee runs more than 40,000 non-formal schools that cater to school-drop outs from poor families or operate in villages where there's little provision for formal schools. This paper presents a rationale for supporting these schools on the basis of their spillover effects on female enrollment in secondary (registered) madrasa schools (Islamic faith schools). Most madrasa high schools in Bangladesh are financed by the sate and include a modern curriculum alongside traditional religious subjects. Using an establishment-level dataset on student enrollment in secondary schools and madrasas, the authors demonstrate that the presence of madrasas is positively associated with secondary female enrollment growth. Such feminization of madrasas is therefore unique and merits careful analysis. The authors test the effects of the Bangladesh Rural Advancement Committee primary schools on growth in female enrollment in madrasas. The analysis deals with potential endoegeneity by using data on number of the number of school branches and female members in the sub-district. The findings show that madrasas that are located in regions with a greater number of Bangladesh Rural Advancement Committee schools have higher growth in female enrollment. This relationship is further strengthened by the finding that there is, however, no effect of these schools on female enrollment growth in secular schools
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 11
    Online-Ressource
    Online-Ressource
    Brazil Within Brazil : Testing The Poverty Map Methodology In Minas Gerais (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (43 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Ebers, Chris Brazil Within Brazil
    Schlagwort(e): Confidence intervals ; Descriptive statistics ; Education ; Enumeration ; Geographical Information Systems ; Precision ; Predictions ; Reliability ; Sample design ; Sample surveys ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small Area Estimation Poverty Mapping ; Standard errors ; Statistical and Mathematical Sciences ; Validity ; Confidence intervals ; Descriptive statistics ; Education ; Enumeration ; Geographical Information Systems ; Precision ; Predictions ; Reliability ; Sample design ; Sample surveys ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small Area Estimation Poverty Mapping ; Standard errors ; Statistical and Mathematical Sciences ; Validity ; Confidence intervals ; Descriptive statistics ; Education ; Enumeration ; Geographical Information Systems ; Precision ; Predictions ; Reliability ; Sample design ; Sample surveys ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small Area Estimation Poverty Mapping ; Standard errors ; Statistical and Mathematical Sciences ; Validity
    Kurzfassung: The small-area estimation technique developed for producing poverty maps has been applied in a large number of developing countries. Opportunities to formally test the validity of this approach remain rare due to lack of appropriately detailed data. This paper compares a set of predicted welfare estimates based on this methodology against their true values, in a setting where these true values are known. A recent study draws on Monte Carlo evidence to warn that the small-area estimation methodology could significantly over-state the precision of local-level estimates of poverty, if underlying assumptions of spatial homogeneity do not hold. Despite these concerns, the findings in this paper for the state of Minas Gerais, Brazil, indicate that the small-area estimation approach is able to produce estimates of welfare that line up quite closely to their true values. Although the setting considered here would seem, a priori, unlikely to meet the homogeneity conditions that have been argued to be essential for the method, confidence intervals for the poverty estimates also appear to be appropriate. However, this latter conclusion holds only after carefully controlling for community-level factors that are correlated with household level welfare
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 12
    Online-Ressource
    Online-Ressource
    Accessibility And Affordability of Tertiary Education In Brazil, Colombia, Mexico And Peru Within A Global Context (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: Murakami, Yuki Accessibility And Affordability of Tertiary Education In Brazil, Colombia, Mexico And Peru Within A Global Context
    Schlagwort(e): Access and Equity in Basic Education ; Access to Finance ; Access to tertiary education ; Education ; Education Sector ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Gender equity ; Human Development ; Investments in education ; Papers ; Primary Education ; Student Loan ; Student assistance ; Tertiary Education ; Tertiary Education ; Workers ; Access and Equity in Basic Education ; Access to Finance ; Access to tertiary education ; Education ; Education Sector ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Gender equity ; Human Development ; Investments in education ; Papers ; Primary Education ; Student Loan ; Student assistance ; Tertiary Education ; Tertiary Education ; Workers ; Access and Equity in Basic Education ; Access to Finance ; Access to tertiary education ; Education ; Education Sector ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Gender equity ; Human Development ; Investments in education ; Papers ; Primary Education ; Student Loan ; Student assistance ; Tertiary Education ; Tertiary Education ; Workers
    Kurzfassung: This paper examines the financing of tertiary education in Brazil, Colombia, Mexico and Peru, comparing the affordability and accessibility of tertiary education with that in high-income countries. To measure affordability, the authors estimate education costs, living costs, grants, and loans. Further, they compute the participation rate, attainment rate, and socio-economic equity index in education and the gender equity index as indicators of accessibility. This is the first study attempting to estimate affordability of tertiary education in Latin America within a global context. The analysis combines information from household surveys, expenditure surveys, and administrative and institutional databases. The findings show that families in Latin America have to pay 60 percent of per-capita income for tertiary education per student per year compared with 19 percent in high-income countries. Living costs are significant, at 29 percent of gross domestic product per capita in Latin America (19 percent in high-income countries). Student assistance through grants and loans plays a marginal role in improving affordability. Moreover, the paper confirms previous findings of low access to tertiary education in the region. One policy implication of the findings is that Latin American governments could take steps to make tertiary education more affordable through student assistance
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 13
    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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  • 14
    Online-Ressource
    Online-Ressource
    Pitfalls of Participatory Programs : Evidence From A Randomized Evaluation In Education In India (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Banerjee, Abhijit V Pitfalls of Participatory Programs
    Schlagwort(e): Education ; Education for All ; Effective Schools and Teachers ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Human Development ; Interventions ; Learning ; Learning outcomes ; Primary Education ; Primary schools ; Public schools ; Quality of education ; Reading ; Teachers ; Tertiary Education ; Universal primary education ; Education ; Education for All ; Effective Schools and Teachers ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Human Development ; Interventions ; Learning ; Learning outcomes ; Primary Education ; Primary schools ; Public schools ; Quality of education ; Reading ; Teachers ; Tertiary Education ; Universal primary education ; Education ; Education for All ; Effective Schools and Teachers ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Human Development ; Interventions ; Learning ; Learning outcomes ; Primary Education ; Primary schools ; Public schools ; Quality of education ; Reading ; Teachers ; Tertiary Education ; Universal primary education
    Kurzfassung: Participation of beneficiaries in the monitoring of public services is increasingly seen as key to improving their efficiency. In India, the current government flagship program on universal primary education organizes community members, specifically locally elected leaders and parents of children enrolled in public schools, into committees and gives these powers over resource allocation, monitoring and management of school performance. However, in a baseline survey this paper finds that people were not aware of the existence of these committees and their potential for improving education. The paper evaluates three different interventions to encourage beneficiaries' participation: providing information, training community members in a new testing tool, and training and organizing volunteers to hold remedial reading camps for illiterate children. The authors find that these interventions had no impact on community involvement in public schools, and no impact on teacher effort or learning outcomes in those schools. However, the intervention that trained volunteers to teach children to read had large impact on activity outside public schools -- local youths volunteered to be trained, and children who attended these camps substantially improved their reading skills. These results suggest that citizens face substantial constraints in participating to improve the public education system, even when they care about education and are willing to do something to improve it
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  • 15
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    Connecting The Unobserved Dots : A Decomposition Analysis of Changes In Earnings Inequality In Urban Argentina, 1980-2002 (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: Demombynes, Gabriel Connecting The Unobserved Dots
    Schlagwort(e): Access and Equity in Basic Education ; Debt Markets ; Earnings Inequality ; Education ; Education for All ; Finance and Financial Sector Development ; Household Survey ; Labor Markets ; Minimum wage ; Primary Education ; Salaried employment ; Salaried workers ; Skilled workers ; Social Protections and Labor ; Union membership ; Wage distribution ; Wage employment ; Wage inequality ; Access and Equity in Basic Education ; Debt Markets ; Earnings Inequality ; Education ; Education for All ; Finance and Financial Sector Development ; Household Survey ; Labor Markets ; Minimum wage ; Primary Education ; Salaried employment ; Salaried workers ; Skilled workers ; Social Protections and Labor ; Union membership ; Wage distribution ; Wage employment ; Wage inequality ; Access and Equity in Basic Education ; Debt Markets ; Earnings Inequality ; Education ; Education for All ; Finance and Financial Sector Development ; Household Survey ; Labor Markets ; Minimum wage ; Primary Education ; Salaried employment ; Salaried workers ; Skilled workers ; Social Protections and Labor ; Union membership ; Wage distribution ; Wage employment ; Wage inequality
    Kurzfassung: There are several possible explanations for the observed changes in inequality, the returns to education, and the gap between the wages of informal and formal salaried workers in Argentina over the period 1980-2002. Largely due to the lack of evidence for competing explanations, skill-biased technical change is the most likely explanation for the increases in the returns to education that occurred in the 1990s. Using a semi-parametric re-weighting variance decomposition technique and data from the Permanent Household Survey, the authors show that during the same period there was an increase in the returns to unobserved skill. This finding lends support to the hypothesis that skill-biased technical change has been a main driver of increases in inequality in Argentina. The pattern of changes suggests that the growth in returns to unobserved skill may have been partly responsible for the relative deterioration of informal salaried wages during the 1990s
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  • 16
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    Online-Ressource
    Public Participation, Teacher Accountability, And School Outcomes : Findings From Baseline Surveys In Three Indian States (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (39 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Pandey, Priyanka Public Participation, Teacher Accountability, And School Outcomes
    Schlagwort(e): Education ; Education for All ; Effective Schools and Teachers ; Human development ; Human resource development ; Papers ; Primary Education ; Professional development ; Schools ; Secondary Education ; Student achievement ; Student learning ; Teacher ; Teachers ; Teaching ; Tertiary Education ; Education ; Education for All ; Effective Schools and Teachers ; Human development ; Human resource development ; Papers ; Primary Education ; Professional development ; Schools ; Secondary Education ; Student achievement ; Student learning ; Teacher ; Teachers ; Teaching ; Tertiary Education ; Education ; Education for All ; Effective Schools and Teachers ; Human development ; Human resource development ; Papers ; Primary Education ; Professional development ; Schools ; Secondary Education ; Student achievement ; Student learning ; Teacher ; Teachers ; Teaching ; Tertiary Education
    Kurzfassung: This paper presents findings from baseline surveys on student learning achievement, teacher effort and community participation in three Indian states, Karnataka, Madhya Pradesh and Uttar Pradesh. Results indicate low teacher attendance and poor student learning. Parents and school committees are neither aware of their oversight roles nor participating in school management. However, there is substantial heterogeneity in outcomes across states. Karnataka has better student and teacher outcomes as well as higher levels of community awareness and participation than the other two states. The authors find substantial variation in teacher effort within schools, but most observable teacher characteristics are not associated with teacher effort. One reason for low teacher effort may be lack of accountability. Regression analysis suggests low rates of teacher attendance are only part of the problem of low student achievement. The gains in test scores associated with higher rates of attendance and engagement in teaching are small in the states of Madhya Pradesh and Uttar Pradesh, suggesting teachers themselves may not be effective. Ineffective teaching may result from lack of accountability as well as poor professional development of teachers. Further research is needed to examine not only issues of accountability but also professional development of teachers
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  • 17
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    Online-Ressource
    Social Interactions And Student Achievement In A Developing Country : An Instrumental Variables Approach (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (9 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Asadullah, Mohammad Niaz Social Interactions And Student Achievement In A Developing Country
    Schlagwort(e): Business School ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Graduation rate ; Human Development ; Industry ; Learning ; Learning outcomes ; Literature ; Papers ; Primary Education ; School quality ; Student Achievement ; Tertiary Education ; Water Resources ; Water and Industry ; Business School ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Graduation rate ; Human Development ; Industry ; Learning ; Learning outcomes ; Literature ; Papers ; Primary Education ; School quality ; Student Achievement ; Tertiary Education ; Water Resources ; Water and Industry ; Business School ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Graduation rate ; Human Development ; Industry ; Learning ; Learning outcomes ; Literature ; Papers ; Primary Education ; School quality ; Student Achievement ; Tertiary Education ; Water Resources ; Water and Industry
    Kurzfassung: This paper identifies endogenous social effects in mathematics test performance for eighth graders in rural Bangladesh using information on arsenic contamination of water wells at home as an instrument. In other words, the identification relies on variation in test scores among peers owing to exogenous exposure to arsenic contaminated water wells at home. The results suggest that the peer effect is significant, and school selection plays little role in biasing peer effects estimates
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  • 18
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    Online-Ressource
    Migrant Opportunity And The Educational Attainment of Youth In Rural China (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (53 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: de Brauw, Alan Migrant Opportunity And The Educational Attainment of Youth In Rural China
    Schlagwort(e): Education ; Education for All ; Educational Attainment ; Health, Nutrition and Population ; Human Development ; Labor Markets ; Migrant ; Migrants ; Migration ; Policy ReseaRch ; Policy ReseaRch WoRking PaPeR ; Population Policies ; Public Services ; School age ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Young adults ; Education ; Education for All ; Educational Attainment ; Health, Nutrition and Population ; Human Development ; Labor Markets ; Migrant ; Migrants ; Migration ; Policy ReseaRch ; Policy ReseaRch WoRking PaPeR ; Population Policies ; Public Services ; School age ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Young adults ; Education ; Education for All ; Educational Attainment ; Health, Nutrition and Population ; Human Development ; Labor Markets ; Migrant ; Migrants ; Migration ; Policy ReseaRch ; Policy ReseaRch WoRking PaPeR ; Population Policies ; Public Services ; School age ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Young adults
    Kurzfassung: This paper investigates how reductions of barriers to migration affect the decision of middle school graduates to attend high school in rural China. Change in the cost of migration is identified using exogenous variation across counties in the timing of national identity card distribution, which made it easier for rural migrants to register as temporary residents in urban destinations. The analysis first shows that timing of identification card distribution is unrelated to local rainfall shocks affecting migration decisions, and that timing is not related to proxies reflecting time-varying changes in village policy or administrative capacity. The findings show a robust negative relationship between migrant opportunity and high school enrollment. The mechanisms behind the negative relationship are suggested by observed increases in subsequent local and migrant non-agricultural employment of high school age young adults as the size of the current village migrant network increases
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  • 19
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    Online-Ressource
    Social Exclusion And The Gender Gap In Education (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: Lewis, Maureen Social Exclusion And The Gender Gap In Education
    Schlagwort(e): Completion rates ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Female education ; Gender ; Gender Gap ; Gender and Education ; Girls ; Human Development ; Learning ; Primary Education ; Primary school ; Primary school completion ; Schooling ; Social Protections and Labor ; Social development ; Completion rates ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Female education ; Gender ; Gender Gap ; Gender and Education ; Girls ; Human Development ; Learning ; Primary Education ; Primary school ; Primary school completion ; Schooling ; Social Protections and Labor ; Social development ; Completion rates ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Female education ; Gender ; Gender Gap ; Gender and Education ; Girls ; Human Development ; Learning ; Primary Education ; Primary school ; Primary school completion ; Schooling ; Social Protections and Labor ; Social development
    Kurzfassung: Despite a sharp increase in the share of girls who enroll in, attend, and complete various levels of schooling, an educational gender gap remains in some countries. This paper argues that one explanation for this gender gap is the degree of social exclusion within these countries, as indicated by ethno-linguistic heterogeneity, which triggers both economic and psycho-social mechanisms to limit girls' schooling. Ethno-linguistic heterogeneity initially was applied to explaining lagging economic growth, but has emerged in the literature more recently to explain both civil conflict and public goods. This paper is a first application of the concept to explain gender gaps in education. The paper discusses the importance of female education for economic and social development, reviews the evidence regarding gender and ethnic differences in schooling, reviews the theoretical perspectives of various social science disciplines that seek to explain such differences, and tests the relevance of ethnic and linguistic heterogeneity in explaining cross-country differences in school attainment and learning. The study indicates that within-country ethnic and linguistic heterogeneity partly explains both national female primary school completion rates and gender differences in these rates, but only explains average national learning outcomes when national income measures are excluded
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  • 20
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    Armed Conflict And Schooling : Evidence From The 1994 Rwandan Genocide (2008)
    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: Akresh, Richard Armed Conflict And Schooling
    Schlagwort(e): Armed Conflict ; Civil war ; Conflict and Development ; Education ; Education for All ; Genocide ; Health, Nutrition and Population ; Household surveys ; Human Development ; Policy ReseaRch ; Policy ReseaRch WoRking PaPeR ; Population Policies ; Post Conflict Reconstruction ; Primary Education ; Progress ; Public Services ; War ; Youth and Government ; Armed Conflict ; Civil war ; Conflict and Development ; Education ; Education for All ; Genocide ; Health, Nutrition and Population ; Household surveys ; Human Development ; Policy ReseaRch ; Policy ReseaRch WoRking PaPeR ; Population Policies ; Post Conflict Reconstruction ; Primary Education ; Progress ; Public Services ; War ; Youth and Government ; Armed Conflict ; Civil war ; Conflict and Development ; Education ; Education for All ; Genocide ; Health, Nutrition and Population ; Household surveys ; Human Development ; Policy ReseaRch ; Policy ReseaRch WoRking PaPeR ; Population Policies ; Post Conflict Reconstruction ; Primary Education ; Progress ; Public Services ; War ; Youth and Government
    Kurzfassung: To examine the impact of Rwanda's 1994 genocide on children's schooling, the authors combine two cross-sectional household surveys collected before and after the genocide. The identification strategy uses pre-war data to control for an age group's baseline schooling and exploits variation across provinces in the intensity of killings and which children's cohorts were school-aged when exposed to the war. The findings show a strong negative impact of the genocide on schooling, with exposed children completing one-half year less education representing an 18.3 percent decline. The effect is robust to including control variables, alternative sources for genocide intensity, and an instrumental variables strategy
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  • 21
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    Online-Ressource
    India Shining And Bharat Drowning : Comparing Two Indian States To The Worldwide Distribution In Mathematics Achievement (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (54 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Das, Jishnu India Shining And Bharat Drowning
    Schlagwort(e): Achievement ; Education ; Educational Sciences ; Human development ; Learning ; Mathematics ; Primary Education ; Private schools ; Schools ; Secondary Education ; Secondary education ; Secondary schooling ; Secondary schools ; Secondary students ; Teaching and Learning ; Tertiary Education ; Achievement ; Education ; Educational Sciences ; Human development ; Learning ; Mathematics ; Primary Education ; Private schools ; Schools ; Secondary Education ; Secondary education ; Secondary schooling ; Secondary schools ; Secondary students ; Teaching and Learning ; Tertiary Education ; Achievement ; Education ; Educational Sciences ; Human development ; Learning ; Mathematics ; Primary Education ; Private schools ; Schools ; Secondary Education ; Secondary education ; Secondary schooling ; Secondary schools ; Secondary students ; Teaching and Learning ; Tertiary Education
    Kurzfassung: This paper uses student answers to publicly released questions from an international testing agency together with statistical methods from Item Response Theory to place secondary students from two Indian states -Orissa and Rajasthan -on a worldwide distribution of mathematics achievement. These two states fall below 43 of the 51 countries for which data exist. The bottom 5 percent of children rank higher than the bottom 5 percent in only three countries-South Africa, Ghana and Saudi Arabia. But not all students test poorly. Inequality in the test-score distribution for both states is next only to South Africa in the worldwide ranking exercise. Consequently, and to the extent that these two states can represent India, the two statements "for every ten top performers in the United States there are four in India" and "for every ten low performers in the United States there are two hundred in India" are both consistent with the data. The combination of India's size and large variance in achievement give both the perceptions that India is shining even as Bharat, the vernacular for India, is drowning. Comparable estimates of inequalities in learning are the building blocks for substantive research on the correlates of earnings inequality in India and other low-income countries; the methods proposed here allow for independent testing exercises to build up such data by linking scores to internationally comparable tests
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  • 22
    Online-Ressource
    Online-Ressource
    Foreign Professionals And Domestic Regulation (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Mattoo, Aaditya Foreign Professionals And Domestic Regulation
    Schlagwort(e): Access and Eq ; Communication technologies ; Communities & Human Settlements ; Corporate Law ; Education ; Foreign professionals ; Global market ; Graduate degrees ; Higher education ; Higher education system ; Housing and Human Habitats ; Human capital ; ICT Policy and Strategies ; Information and Communication Technologies ; International Economics & Trade ; Law and Development ; Papers ; Primary Education ; Public Examination System ; Secondary Education ; Skilled professionals ; Tertiary Education ; Trade and Services ; Workers ; Access and Eq ; Communication technologies ; Communities & Human Settlements ; Corporate Law ; Education ; Foreign professionals ; Global market ; Graduate degrees ; Higher education ; Higher education system ; Housing and Human Habitats ; Human capital ; ICT Policy and Strategies ; Information and Communication Technologies ; International Economics & Trade ; Law and Development ; Papers ; Primary Education ; Public Examination System ; Secondary Education ; Skilled professionals ; Tertiary Education ; Trade and Services ; Workers ; Access and Eq ; Communication technologies ; Communities & Human Settlements ; Corporate Law ; Education ; Foreign professionals ; Global market ; Graduate degrees ; Higher education ; Higher education system ; Housing and Human Habitats ; Human capital ; ICT Policy and Strategies ; Information and Communication Technologies ; International Economics & Trade ; Law and Development ; Papers ; Primary Education ; Public Examination System ; Secondary Education ; Skilled professionals ; Tertiary Education ; Trade and Services ; Workers
    Kurzfassung: Changes in demographics and patterns of investment in human capital are creating increased scope for international trade in professional services. The scope for mutually beneficial trade is, however, inhibited not only by quotas and discriminatory taxation, but also by domestic regulation - including a range of qualification and licensing requirements and procedures. To illustrate the nature and implications of these regulatory impediments, this paper presents a detailed description of the regulatory requirements faced in the United States market by four types of Indian professionals: doctors, engineers, architects, and accountants. India is one of the largest exporters of skilled services, and the United States is one of the largest importers of skilled services, so these two countries reflect broader global trends. The paper argues that regulatory discrimination, for example through preferential recognition agreements, has implications both for the pattern of trade and for welfare. It presents some illustrative estimates that suggest the economic cost of regulations may be substantial. The paper concludes by examining how the trade-inhibiting impact of regulatory requirements could be addressed through bilateral and multilateral negotiations
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  • 23
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    Online-Ressource
    Who Are The Microenterprise Owners? : Evidence From Sri Lanka On Tokman V. De Soto (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (35 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: de Mel, Suresh Who Are The Microenterprise Owners?
    Schlagwort(e): Education ; Employment ; Employment generation ; Entry costs ; Informal sector ; Labor Markets ; Labor force ; Labor organization ; Microfinance ; Productive employment ; Self employed ; Social Protections and Labor ; Tertiary Education ; Work & Working Conditions ; Worker ; Workers ; Education ; Employment ; Employment generation ; Entry costs ; Informal sector ; Labor Markets ; Labor force ; Labor organization ; Microfinance ; Productive employment ; Self employed ; Social Protections and Labor ; Tertiary Education ; Work & Working Conditions ; Worker ; Workers ; Education ; Employment ; Employment generation ; Entry costs ; Informal sector ; Labor Markets ; Labor force ; Labor organization ; Microfinance ; Productive employment ; Self employed ; Social Protections and Labor ; Tertiary Education ; Work & Working Conditions ; Worker ; Workers
    Kurzfassung: Is the vast army of the self-employed in low income countries a source of employment generation? This paper uses data from surveys in Sri Lanka to compare the characteristics of own account workers (non-employers) with wage workers and with owners of larger firms. The authors use a rich set of measures of background, ability, and attitudes, including lottery experiments measuring risk attitudes. Consistent with the International Labor Organization's views of the self employed (represented by Tokman), the analysis finds that two-thirds to three-quarters of the own account workers have characteristics which are more like wage workers than larger firm owners. This suggests the majority of the own account workers are unlikely to become employers. Using a two and a half year panel of enterprises, the authors show that the minority of own account workers who are more like larger firm owners are more likely to expand by adding paid employees. The results suggest that finance is not the sole constraint to growth of microenterprises, and provides an explanation for the low rates of growth of enterprises supported by microlending
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  • 24
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    Online-Ressource
    Community Participation In Public Schools : The Impact of Information Campaigns In Three Indian States (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (42 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Pandey, Priyanka Community Participation In Public Schools
    DDC: 370
    Schlagwort(e): Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Human development ; Human resource development ; Learning ; Learning outcomes ; Papers ; Primary Education ; Schools ; Teacher ; Teachers ; Tertiary Education ; Workers ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Human development ; Human resource development ; Learning ; Learning outcomes ; Papers ; Primary Education ; Schools ; Teacher ; Teachers ; Tertiary Education ; Workers ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Human development ; Human resource development ; Learning ; Learning outcomes ; Papers ; Primary Education ; Schools ; Teacher ; Teachers ; Tertiary Education ; Workers
    Kurzfassung: This study evaluates the impact of a community-based information campaign on school performance from a cluster randomized control trial. The campaign consisted of eight to nine public meetings in each of 340 treatment villages across three Indian states to disseminate information to the community about its state mandated roles and responsibilities in school management. The findings from the first follow-up 2-4 months after the campaign show that providing information through a structured campaign to communities had a positive impact in all three states. In two states there was a significant and positive impact on reading (14-27 percent) in one of the three grades tested; in the third state there was a significant impact on writing in one grade (15 percent) and on mathematics in the other grade tested (27 percent). The intervention is associated with improvement in teacher effort in two states. Some improvements occurred in the delivery of certain benefits entitled to students (stipend, uniform, and mid day meal) and in process variables such as community participation in each of the three states. Follow-up research needs to examine whether there is a systematic increase in learning when the impact is measured over a longer time period and whether a campaign sustained over a longer time is able to generate greater impact on school outcomes
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  • 25
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    Online-Ressource
    Migration And Education Decisions In A Dynamic General Equilibrium Framework (2008)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (29 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Dessus, Sebastien Migration And Education Decisions In A Dynamic General Equilibrium Framework
    Schlagwort(e): Currencies and Exchange Rates ; Debt Markets ; Dependency ratios ; Economic Theory and Research ; Education ; Emerging Markets ; Finance and Financial Sector Development ; Health, Nutrition and Population ; Human capital ; Inequality ; Investm ; Labor Markets ; Labor Policies ; Labor supply ; Macroeconomics and Economic Growth ; Migrant ; Migration ; Policy research ; Policy research working paper ; Population Policies ; Poverty Reduction ; Private Sector Development ; Progress ; Remittances ; Skilled workers ; Social Protections and Labor ; Tertiary Education ; Currencies and Exchange Rates ; Debt Markets ; Dependency ratios ; Economic Theory and Research ; Education ; Emerging Markets ; Finance and Financial Sector Development ; Health, Nutrition and Population ; Human capital ; Inequality ; Investm ; Labor Markets ; Labor Policies ; Labor supply ; Macroeconomics and Economic Growth ; Migrant ; Migration ; Policy research ; Policy research working paper ; Population Policies ; Poverty Reduction ; Private Sector Development ; Progress ; Remittances ; Skilled workers ; Social Protections and Labor ; Tertiary Education ; Currencies and Exchange Rates ; Debt Markets ; Dependency ratios ; Economic Theory and Research ; Education ; Emerging Markets ; Finance and Financial Sector Development ; Health, Nutrition and Population ; Human capital ; Inequality ; Investm ; Labor Markets ; Labor Policies ; Labor supply ; Macroeconomics and Economic Growth ; Migrant ; Migration ; Policy research ; Policy research working paper ; Population Policies ; Poverty Reduction ; Private Sector Development ; Progress ; Remittances ; Skilled workers ; Social Protections and Labor ; Tertiary Education
    Kurzfassung: With growing international skilled labor mobility, education and migration decisions have become increasingly inter-related, and potentially have a large impact on the growth trajectories of source countries, through their effects on labor supply, savings, or the cost of education. The authors develop a generic dynamic general equilibrium model to analyze the education-migration nexus in a consistent framework. They use the model as a laboratory to test empirical conditions for the existence of net brain gain, that is, greater domestic accumulation of human capital (in per capita terms) with greater migration of skilled workers. The results suggest that although some structural parameters can favor simultaneously greater human capital accumulation and greater skilled migration - such as high ratio of remittances over domestic incomes, high dependency ratios in migrant households, low dependency ratios in source countries, increasing returns to scale in the education sector, technological transfers and export market access with Diasporas, and efficient financial markets - this does not necessarily mean that greater migration encourages the constitution of greater stocks of human capital in source countries
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  • 26
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    Trade And Human Capital Accumulation : Evidence From U.S. Immigrants (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (54 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Domeland, Dorte Trade And Human Capital Accumulation
    Schlagwort(e): Capital Accumulation ; Comparative Advantage ; Cost ; Country Strategy and Performance ; Debt Markets ; Demand ; Economic Growth ; Economic Theory and Research ; Economics ; Education ; Educational Sciences ; Emerging Markets ; Finance and Financial Sector Development ; Financial Literacy ; Free Trade ; GDP ; Gross Domestic Product ; Health, Nutrition and Population ; Home Country ; Human Capital ; International ; Labor Markets ; Macroeconomics and Economic Growth ; Political Economy ; Population Policies ; Poverty Reduction ; Private Sector Development ; Social Protections and Labor ; Capital Accumulation ; Comparative Advantage ; Cost ; Country Strategy and Performance ; Debt Markets ; Demand ; Economic Growth ; Economic Theory and Research ; Economics ; Education ; Educational Sciences ; Emerging Markets ; Finance and Financial Sector Development ; Financial Literacy ; Free Trade ; GDP ; Gross Domestic Product ; Health, Nutrition and Population ; Home Country ; Human Capital ; International ; Labor Markets ; Macroeconomics and Economic Growth ; Political Economy ; Population Policies ; Poverty Reduction ; Private Sector Development ; Social Protections and Labor ; Capital Accumulation ; Comparative Advantage ; Cost ; Country Strategy and Performance ; Debt Markets ; Demand ; Economic Growth ; Economic Theory and Research ; Economics ; Education ; Educational Sciences ; Emerging Markets ; Finance and Financial Sector Development ; Financial Literacy ; Free Trade ; GDP ; Gross Domestic Product ; Health, Nutrition and Population ; Home Country ; Human Capital ; International ; Labor Markets ; Macroeconomics and Economic Growth ; Political Economy ; Population Policies ; Poverty Reduction ; Private Sector Development ; Social Protections and Labor
    Kurzfassung: This study provides empirical evidence that trade increases on-the-job human capital accumulation by estimating the effect of home country openness on estimated returns to home country experience of U.S. immigrants. The positive effect of trade on on-the-job human capital accumulation remains significant when controlling for GDP, educational attainment, and institutional quality. It is not the result of self-selection, heterogeneity in returns to experience, English-speaking origin, or cultural background. The effect persists when restricting the sample to non-OECD countries, thereby resolving the theoretical ambiguity of whether trade increases or decreases learning-by-doing. The role of trade in generating economic growth is therefore likely to be more important than generally considered
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  • 27
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    Online-Ressource
    How Good A Map ? : Putting Small Area Estimation To The Test (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (41 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Demombynes, Gabriel How Good A Map ?
    Schlagwort(e): Capital Expenditure ; Degrees of Freedom ; Delta Method ; Econometrics ; Education ; Estimates of Poverty ; Explanatory Variables ; Finance and Financial Sector Development ; Health, Nutrition and Population ; Household Survey ; Household Survey Data ; Households ; Macroeconomics and Economic Growth ; Parameter Estimates ; Population ; Population Policies ; Poverty Reduction ; Profit ; Rural Development ; Rural Poverty Reduction ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small Area Estimation Poverty Mapping ; Statistical and Mathematical Sciences ; Capital Expenditure ; Degrees of Freedom ; Delta Method ; Econometrics ; Education ; Estimates of Poverty ; Explanatory Variables ; Finance and Financial Sector Development ; Health, Nutrition and Population ; Household Survey ; Household Survey Data ; Households ; Macroeconomics and Economic Growth ; Parameter Estimates ; Population ; Population Policies ; Poverty Reduction ; Profit ; Rural Development ; Rural Poverty Reduction ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small Area Estimation Poverty Mapping ; Statistical and Mathematical Sciences ; Capital Expenditure ; Degrees of Freedom ; Delta Method ; Econometrics ; Education ; Estimates of Poverty ; Explanatory Variables ; Finance and Financial Sector Development ; Health, Nutrition and Population ; Household Survey ; Household Survey Data ; Households ; Macroeconomics and Economic Growth ; Parameter Estimates ; Population ; Population Policies ; Poverty Reduction ; Profit ; Rural Development ; Rural Poverty Reduction ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small Area Estimation Poverty Mapping ; Statistical and Mathematical Sciences
    Kurzfassung: The authors examine the performance of small area welfare estimation. The method combines census and survey data to produce spatially disaggregated poverty and inequality estimates. To test the method, they compare predicted welfare indicators for a set of target populations with their true values. They construct target populations using actual data from a census of households in a set of rural Mexican communities. They examine estimates along three criteria: accuracy of confidence intervals, bias, and correlation with true values. The authors find that while point estimates are very stable, the precision of the estimates varies with alternative simulation methods. While the original approach of numerical gradient estimation yields standard errors that seem appropriate, some computationally less-intensive simulation procedures yield confidence intervals that are slightly too narrow. The precision of estimates is shown to diminish markedly if unobserved location effects at the village level are not well captured in underlying consumption models. With well specified models there is only slight evidence of bias, but the authors show that bias increases if underlying models fail to capture latent location effects. Correlations between estimated and true welfare at the local level are highest for mean expenditure and poverty measures and lower for inequality measures
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  • 28
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    Horizontal Inequalities, Political Environment, And Civil Conflict : Evidence From 55 Developing Countries, 1986-2003 (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Ostby, Gudrun Horizontal Inequalities, Political Environment, And Civil Conflict
    Schlagwort(e): Armed Conflict ; Boundary ; Civil War ; Civil Wars ; Conflict ; Conflict and Development ; Conflicts ; Constraints ; Criminality ; Education ; Education and Society ; Elections ; Exploitation ; Gender ; Genocide ; Governance ; Health, Nutrition and Population ; Human Security ; Independence ; Industry ; Law and Development ; Parliamentary Government ; Population Policies ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Poverty Reduction ; Services and Transfers to Poor ; Social Conflict and Violence ; Social Development ; Armed Conflict ; Boundary ; Civil War ; Civil Wars ; Conflict ; Conflict and Development ; Conflicts ; Constraints ; Criminality ; Education ; Education and Society ; Elections ; Exploitation ; Gender ; Genocide ; Governance ; Health, Nutrition and Population ; Human Security ; Independence ; Industry ; Law and Development ; Parliamentary Government ; Population Policies ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Poverty Reduction ; Services and Transfers to Poor ; Social Conflict and Violence ; Social Development ; Armed Conflict ; Boundary ; Civil War ; Civil Wars ; Conflict ; Conflict and Development ; Conflicts ; Constraints ; Criminality ; Education ; Education and Society ; Elections ; Exploitation ; Gender ; Genocide ; Governance ; Health, Nutrition and Population ; Human Security ; Independence ; Industry ; Law and Development ; Parliamentary Government ; Population Policies ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Poverty Reduction ; Services and Transfers to Poor ; Social Conflict and Violence ; Social Development
    Kurzfassung: Several studies of civil war have concluded that economic inequality between individuals does not increase the risk of internal armed conflict. This is perhaps not so surprising. Even though an individual may feel frustrated if he is poor compared with other individuals in society, he will not start a rebellion on his own. Civil wars are organized group conflicts, not a matter of individuals randomly committing violence against each other. Hence, we should not neglect the group aspect of human well-being and conflict. Systematic inequalities that coincide with ethnic, religious, or geographical cleavages in a country are often referred to as horizontal inequalities (or inter-group inequalities). Case studies of particular countries as well as some statistical studies have found that such inequalities between identity groups tend to be associated with a higher risk of internal conflict. But the emergence of violent group mobilization in a country with sharp horizontal inequalities may depend on the characteristics of the political regime. For example, in an autocracy, grievances that stem from group inequalities are likely to be large and frequent, but state repression may prevent them from being openly expressed. This paper investigates the relationship between horizontal inequalities, political environment, and civil war in developing countries. Based on national survey data from 55 countries it calculates welfare inequalities between ethnic, religious, and regional groups for each country using indicators such as household assets and educational levels. All the inequality measures, particularly regional inequality, are positively associated with higher risks of conflict outbreak. And it seems that the conflict potential of regional inequality is stronger for pure democratic and intermediate regimes than for pure autocratic regimes. Institutional arrangements also seem to matter. In fact it seems that the conflict potential of horizontal inequalities increases with more inclusive electoral systems. Finally, the presence of both regional inequalities and political exclusion of minority groups seems to make countries particularly at risk for conflict. The main policy implication of these findings is that the combination of politically and economically inclusive government is required to secure peace in developing countries
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 29
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    Local Conflict And Development Projects In Indonesia : Part of The Problem Or Part of A Solution ? (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (37 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Woolcock, Michael Local Conflict And Development Projects In Indonesia
    Schlagwort(e): Armed Conflict ; Communities & Human Settlements ; Conflict Mediation ; Conflict and Development ; Conflicts ; Consultants ; Development Economics and Aid Effectiveness ; Development Project ; Development Projects ; Dispute Resolution ; Economic Development ; Economies ; Education ; Education and Society ; Ethnic Diversity ; International Community ; Macroeconomics and Economic Growth ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Poverty Reduction ; Social Accountability ; Social Conflict and Violence ; Social Development ; Armed Conflict ; Communities & Human Settlements ; Conflict Mediation ; Conflict and Development ; Conflicts ; Consultants ; Development Economics and Aid Effectiveness ; Development Project ; Development Projects ; Dispute Resolution ; Economic Development ; Economies ; Education ; Education and Society ; Ethnic Diversity ; International Community ; Macroeconomics and Economic Growth ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Poverty Reduction ; Social Accountability ; Social Conflict and Violence ; Social Development ; Armed Conflict ; Communities & Human Settlements ; Conflict Mediation ; Conflict and Development ; Conflicts ; Consultants ; Development Economics and Aid Effectiveness ; Development Project ; Development Projects ; Dispute Resolution ; Economic Development ; Economies ; Education ; Education and Society ; Ethnic Diversity ; International Community ; Macroeconomics and Economic Growth ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Poverty Reduction ; Social Accountability ; Social Conflict and Violence ; Social Development
    Kurzfassung: Drawing on an integrated mixed methods research design, the authors explore the dynamics of the development-conflict nexus in rural Indonesia, and the specific role of development projects in shaping the nature, extent, and trajectories of "everyday" conflicts. They find that projects that give inadequate attention to dispute resolution mechanisms in many cases stimulate local conflict, either through the injection of development resources themselves or less directly by exacerbating preexisting tensions in target communities. But projects that have explicit and accessible procedures for managing disputes arising from the development process are much less likely to lead to violent outcomes. The authors argue that such projects are more successful in addressing project-related conflicts because they establish direct procedures (such as forums, facilitators, and complaints mechanisms) for dealing with tensions as they arise. These direct mechanisms are less successful in addressing broader social tensions elicited by, or external to, the development process, though program mechanisms can ameliorate conflict indirectly through changing norms and networks of interaction
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  • 30
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    Giving Children A Better Start : Preschool Attendance And School-Age Profiles (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (39 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Manacorda, Marco Giving Children A Better Start
    Schlagwort(e): Adolescent Health ; Average attendance ; Compulsory schooling ; Education ; Education for All ; Educational Sciences ; Enrollment ; Grade retention ; Health, Nutrition and Population ; Preschool education ; Primary Education ; Primary education ; Primary school ; Primary school performance ; Retention rates ; School system ; Youth and Government ; Adolescent Health ; Average attendance ; Compulsory schooling ; Education ; Education for All ; Educational Sciences ; Enrollment ; Grade retention ; Health, Nutrition and Population ; Preschool education ; Primary Education ; Primary education ; Primary school ; Primary school performance ; Retention rates ; School system ; Youth and Government ; Adolescent Health ; Average attendance ; Compulsory schooling ; Education ; Education for All ; Educational Sciences ; Enrollment ; Grade retention ; Health, Nutrition and Population ; Preschool education ; Primary Education ; Primary education ; Primary school ; Primary school performance ; Retention rates ; School system ; Youth and Government
    Kurzfassung: The authors study the effect of pre-primary education on children's subsequent school outcomes by exploiting a unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance in the context of a rapid expansion in the supply of pre-primary places. Using a within household estimator, they find small gains from preschool attendance at early ages that magnify as children grow up. By age 15, treated children have accumulated 0.8 extra years of education and are 27 percentage points more likely to be in school compared with their untreated siblings. Instrumental variables estimates that control for nonrandom selection of siblings into preschool lead to similar results. The authors speculate that early grade repetition harms subsequent school progression and that pre-primary education appears as a successful policy option to prevent early grade failure and its long lasting consequences
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  • 31
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    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
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  • 32
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    Strengthening China's Technological Capability (2007)
    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: Yusuf, Shahid Strengthening China's Technological Capability
    Schlagwort(e): Agricultural Knowledge and Information Systems ; Agriculture ; E-Business ; Education ; Electronics ; Engineering ; Equipment ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Information technology ; Innovations ; Nanotechnology ; New technologies ; Private Sector Development ; Rural Development ; Technological Capability ; Technological capabilities ; Technology Industry ; Technology transfer ; Tertiary Education ; Agricultural Knowledge and Information Systems ; Agriculture ; E-Business ; Education ; Electronics ; Engineering ; Equipment ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Information technology ; Innovations ; Nanotechnology ; New technologies ; Private Sector Development ; Rural Development ; Technological Capability ; Technological capabilities ; Technology Industry ; Technology transfer ; Tertiary Education ; Agricultural Knowledge and Information Systems ; Agriculture ; E-Business ; Education ; Electronics ; Engineering ; Equipment ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Information technology ; Innovations ; Nanotechnology ; New technologies ; Private Sector Development ; Rural Development ; Technological Capability ; Technological capabilities ; Technology Industry ; Technology transfer ; Tertiary Education
    Kurzfassung: China is increasing its outlay on research and development and seeking to build an innovation system that will deliver quick results not just in absorbing technology but also in pushing the technological envelope. China's spending on R&D rose from 1.1 percent of GDP in 2000 to 1.3 percent of GDP in 2005. On a purchasing power parity basis, China's research outlay was among the world's highest, far greater than that of Brazil, India, or Mexico. Chinese firms are active in the fields of biotechnology, pharmaceuticals, alternative energy sources, and nanotechnology. This surge in spending has been parallel by a sharp increase in patent applications in China, with the bulk of the patents registered in the areas of electronics, information technology, and telecoms. However, of the almost 50,000 patents granted in China, nearly two-thirds were to nonresidents. This paper considers two questions that are especially important for China. First, how might China go about accelerating technology development? Second, what measures could most cost-effectively deliver the desired outcomes? It concludes that although the level of financing for R&D is certainly important, technological advance is closely keyed to absorptive capacity which is a function of the volume and quality of talent and the depth as well as the heterogeneity of research experience. It is also a function of how companies maximize the commercial benefits of research and development, and the coordination of research with production and marketing
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 33
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    Investing In Indonesia's Education : Allocation, Equity, And Efficiency of Public Expenditures (2007)
    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: Arze del Granado, F. Javier Investing In Indonesia's Education
    Schlagwort(e): Academic year ; Access and Equity in Basic Education ; Education ; Education expenditures ; Education for All ; Effective Schools and Teachers ; Formal education ; Level of education ; Levels of education ; Primary Education ; Private schools ; Quality of education ; Quality of education services ; Teacher ; Teachers ; Tertiary Education ; Academic year ; Access and Equity in Basic Education ; Education ; Education expenditures ; Education for All ; Effective Schools and Teachers ; Formal education ; Level of education ; Levels of education ; Primary Education ; Private schools ; Quality of education ; Quality of education services ; Teacher ; Teachers ; Tertiary Education ; Academic year ; Access and Equity in Basic Education ; Education ; Education expenditures ; Education for All ; Effective Schools and Teachers ; Formal education ; Level of education ; Levels of education ; Primary Education ; Private schools ; Quality of education ; Quality of education services ; Teacher ; Teachers ; Tertiary Education
    Kurzfassung: What are the current trends and main characteristics of public education spending in Indonesia? Is education spending insufficient? Are expenditures in education efficient and equitable? This study reports the first account of Indonesia's aggregated (national and sub-national) spending on education, as well as the economic composition of education spending and its breakdown by programs. It presents estimations of the expected (average) level of education spending for a country with its economic and social characteristics. This analysis sheds light on the efficiency and equity of education spending by presenting social rates of return by level of education, by assessing the adequacy of current teacher earnings relative to other paid workers and the distribution of teachers across urban, rural, and remote regions, and by identifying the main determinants of education enrollment. It concludes that the current challenges in Indonesia are no longer defined by the need of additional spending, but rather the need to improve the quality of education services, and to improve the efficiency of education expenditures by re-allocating teachers to undersupplied regions and re-adjusting the spending mix within and between education programs for future additional spending in the sector. The study finds that poverty and student-aged labor are also significant constraints to education enrollment, stressing the importance of policies aimed at addressing demand-side factors
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  • 34
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    A Land of Milk And Honey With Streets Paved With Gold : Do Emigrants Have Over-Optimistic Expectations About Incomes Abroad ? (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: McKenzie, David A Land of Milk And Honey With Streets Paved With Gold
    Schlagwort(e): Accurate Information ; Annual Income ; Bank ; Consumer ; Consumer Goods ; Demands ; Earnings ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Fiscal and Monetary Policy ; Health Systems Development and Reform ; Health, Nutrition and Population ; Household Income ; Income ; Income ; Incomes ; Information ; Labor Markets ; Labor Policies ; Macroeconomics and Economic Growth ; Money ; Population Policies ; Public Sector Development ; Remittances ; Social Protections and Labor ; Accurate Information ; Annual Income ; Bank ; Consumer ; Consumer Goods ; Demands ; Earnings ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Fiscal and Monetary Policy ; Health Systems Development and Reform ; Health, Nutrition and Population ; Household Income ; Income ; Income ; Incomes ; Information ; Labor Markets ; Labor Policies ; Macroeconomics and Economic Growth ; Money ; Population Policies ; Public Sector Development ; Remittances ; Social Protections and Labor ; Accurate Information ; Annual Income ; Bank ; Consumer ; Consumer Goods ; Demands ; Earnings ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Fiscal and Monetary Policy ; Health Systems Development and Reform ; Health, Nutrition and Population ; Household Income ; Income ; Income ; Incomes ; Information ; Labor Markets ; Labor Policies ; Macroeconomics and Economic Growth ; Money ; Population Policies ; Public Sector Development ; Remittances ; Social Protections and Labor
    Kurzfassung: Millions of people emigrate every year in search of better economic and social opportunities. Anecdotal evidence suggests that emigrants may have over-optimistic expectations about the incomes they can earn abroad, resulting in excessive migration pressure, and in disappointment among those who do migrate. Yet there is almost no statistical evidence on how accurately these emigrants predict the incomes that they will earn working abroad. In this paper the authors combine a natural emigration experiment with unique survey data on would-be emigrants' probabilistic expectations about employment and incomes in the migration destination. Their procedure enables them to obtain moments and quantiles of the subjective distribution of expected earnings in the destination country. The authors find a significant underestimation of both unconditional and conditional labor earnings at all points in the distribution. This underestimation appears driven in part by potential migrants placing too much weight on the negative employment experiences of some migrants, and by inaccurate information flows from extended family, who may be trying to moderate remittance demands by understating incomes
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  • 35
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    Returns To Education In The Economic Transition : A Systematic Assessment Using Comparable Data (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (48 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Tiongson, Erwin R Returns To Education In The Economic Transition
    Schlagwort(e): Bank Policy ; Checks ; Debt Markets ; Education ; Education Reform and Management ; Education for All ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Government expenditures ; Human capital ; Labor market ; Macroeconomic controls ; Market economy ; Market environment ; Primary Education ; Returns ; Transition economies ; Bank Policy ; Checks ; Debt Markets ; Education ; Education Reform and Management ; Education for All ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Government expenditures ; Human capital ; Labor market ; Macroeconomic controls ; Market economy ; Market environment ; Primary Education ; Returns ; Transition economies ; Bank Policy ; Checks ; Debt Markets ; Education ; Education Reform and Management ; Education for All ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Government expenditures ; Human capital ; Labor market ; Macroeconomic controls ; Market economy ; Market environment ; Primary Education ; Returns ; Transition economies
    Kurzfassung: This paper examines the assertion that returns to schooling increase as an economy transitions to a market environment. This claim has been difficult to assess as existing empirical evidence covers only a few countries over short time periods. A number of studies find that returns to education increased from the "pre-transition" period to the "early transition" period. It is not clear what has happened to the skills premium through the late 1990s, or the period thereafter. The authors use data that are comparable across countries and over time to estimate returns to schooling in eight transition economies (Bulgaria, Czech Republic, Hungary, Latvia, Poland, Russia, Slovak Republic, and Slovenia) from the early transition period up to 2002. In the case of Hungary, they capture the transition process more fully, beginning in the late 1980s. Compared to the existing literature, they implement a more systematic analysis and perform more comprehensive robustness checks on the estimated returns, although at best they offer only an incomplete solution to the problem of endogeneity. The authors find that the evidence of a rising trend in returns to schooling over the transition period is generally weak, except in Hungary and Russia where there have been sustained and substantial increases in returns to schooling. On average, the estimated returns in the sample are comparable to advanced economy averages. There are, however, significant differences in returns across countries and these differentials have remained roughly constant over the past 15 years. They speculate on the likely institutional and structural factors underpinning these results, including incomplete transition and significant heterogeneity and offsetting developments in returns to schooling within countries
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  • 36
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    From Creativity To Innovation (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: Yusuf, Shahid From Creativity To Innovation
    Schlagwort(e): Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Domain ; E-Business ; Education ; Global markets ; Human capital ; ICT Policy and Strategies ; Information and Communication Technologies ; Innovation ; Innovations ; Knowledge for Development ; Networks ; Private Sector Development ; Product innovation ; Productivity ; Rural Development ; Tertiary Education ; Uses ; Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Domain ; E-Business ; Education ; Global markets ; Human capital ; ICT Policy and Strategies ; Information and Communication Technologies ; Innovation ; Innovations ; Knowledge for Development ; Networks ; Private Sector Development ; Product innovation ; Productivity ; Rural Development ; Tertiary Education ; Uses ; Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Domain ; E-Business ; Education ; Global markets ; Human capital ; ICT Policy and Strategies ; Information and Communication Technologies ; Innovation ; Innovations ; Knowledge for Development ; Networks ; Private Sector Development ; Product innovation ; Productivity ; Rural Development ; Tertiary Education ; Uses
    Kurzfassung: Talent is the bedrock of a creative society. Augmenting talent involves mobilizing culture and tradition, building institutions to increase the stock of human capital, enhance its quality, and instill values favoring achievements and initiative. The productivity of this talent in the form of ideas can be raised by nurturing wikicapital-the capital arising from networks. Translating creativity into innovation is a function of multiple incentives and sustaining innovation is inseparable from heavy investment in research. Finally, the transition from innovation to commercially viable products requires the midwifery of many service providers and the entrepreneurship skills of firms small and large
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  • 37
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    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
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  • 38
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    Financial Development And Innovation In Small Firms (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (33 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Sharma, Siddharth Financial Development And Innovation In Small Firms
    Schlagwort(e): Access to Finance ; Debt Markets ; Education ; External finance ; Finance and Financial Sector Development ; Financial Development ; Financial market ; Financial systems ; Firm performance ; Informational asymmetries ; International Bank ; Lenders ; Market failures ; Microfinance ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small loan ; Access to Finance ; Debt Markets ; Education ; External finance ; Finance and Financial Sector Development ; Financial Development ; Financial market ; Financial systems ; Firm performance ; Informational asymmetries ; International Bank ; Lenders ; Market failures ; Microfinance ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small loan ; Access to Finance ; Debt Markets ; Education ; External finance ; Finance and Financial Sector Development ; Financial Development ; Financial market ; Financial systems ; Firm performance ; Informational asymmetries ; International Bank ; Lenders ; Market failures ; Microfinance ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Small loan
    Kurzfassung: This paper uses firm level data from a cross-section of 57 countries to study how financial development affects innovation in small firms. The analysis finds that relative to large firms in the same industry, spending on research and development by small firms is more likely and sizable in countries at higher levels of financial development. The estimates imply that among firms doing research and development in a country like Romania, which is at the 20th percentile of financial development, a 1 standard deviation decrease in firm size is associated with a decrease of 0.7 standard deviations in research and development spending. In contrast, this decrease is only 0.2 standard deviations in a country like South Africa, which is at the 80th percentile of the distribution of financial development. Small firms also report producing more innovations per unit of research and development spending than large firms, and this gap is narrower in countries at higher levels of financial development. As a robustness check, the author shows that these patterns are stronger in industries inherently more reliant on external finance
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  • 39
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    The Long-Run Impact of Orphanhood (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Beegle, Kathleen The Long-Run Impact of Orphanhood
    Schlagwort(e): Aged ; Education ; Extended families ; Health Monitoring and Evaluation ; Health effects ; Health outcomes ; Health services ; Health, Nutrition and Population ; Mortality ; Population Policies ; Primary Education ; Social Research ; Street Children ; Urban Development ; Vaccination ; Workers ; Young adults ; Youth and Government ; Aged ; Education ; Extended families ; Health Monitoring and Evaluation ; Health effects ; Health outcomes ; Health services ; Health, Nutrition and Population ; Mortality ; Population Policies ; Primary Education ; Social Research ; Street Children ; Urban Development ; Vaccination ; Workers ; Young adults ; Youth and Government ; Aged ; Education ; Extended families ; Health Monitoring and Evaluation ; Health effects ; Health outcomes ; Health services ; Health, Nutrition and Population ; Mortality ; Population Policies ; Primary Education ; Social Research ; Street Children ; Urban Development ; Vaccination ; Workers ; Young adults ; Youth and Government
    Kurzfassung: This paper presents unique evidence that orphanhood matters in the long run for health and education outcomes, in a region of Northwestern Tanzania. The paper studies a sample of 718 non-orphaned children surveyed in 1991-94, who were traced and re-interviewed as adults in 2004. A large proportion, 19 percent, lost one or more parents before the age of 15 in this period, allowing the authors to assess the permanent health and education impacts of orphanhood. The analysis controls for a wide range of child and adult characteristics before orphanhood, as well as community fixed effects. The findings show that maternal orphanhood has a permanent adverse impact of 2 cm of final height attainment and one year of educational attainment. Expressing welfare in terms of consumption expenditure, the result is a gap of 8.5 percent compared with similar children whose mother survived till at least their 15th birthday
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  • 40
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    Online-Ressource
    Help Or Hindrance ? : The Impact of Harmonized Standards On African Exports (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (39 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Czubala, Witold Help Or Hindrance ?
    Schlagwort(e): Article ; Bibliographic Database ; Catalogue ; Description ; Documents ; Education ; Information Management ; Information Security and Privacy ; Information and Communication Technologies ; Probability ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Standardization ; Standards and Technical Regulations ; Terminology ; Web ; Website ; Article ; Bibliographic Database ; Catalogue ; Description ; Documents ; Education ; Information Management ; Information Security and Privacy ; Information and Communication Technologies ; Probability ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Standardization ; Standards and Technical Regulations ; Terminology ; Web ; Website ; Article ; Bibliographic Database ; Catalogue ; Description ; Documents ; Education ; Information Management ; Information Security and Privacy ; Information and Communication Technologies ; Probability ; Science Education ; Science and Technology Development ; Scientific Research and Science Parks ; Standardization ; Standards and Technical Regulations ; Terminology ; Web ; Website
    Kurzfassung: The authors test the hypothesis that product standards harmonized to de facto international standards are less trade restrictive than ones that are not. To do this, the authors construct a new database of European Union (EU) product standards. The authors identify standards that are aligned with ISO standards (as a proxy for de facto international norms). The authors use a sample-selection gravity model to examine the impact of EU standards on African textiles and clothing exports, a sector of particular development interest. The authors find robust evidence that non-harmonized standards reduce African exports of these products. EU standards which are harmonized to ISO standards are less trade restricting. Our results suggest that efforts to promote African exports of manufactures may need to be complemented by measures to reduce the cost impacts of product standards, including international harmonization. In addition, efforts to harmonize national standards with international norms, including through the World Trade Organization Technical Barriers to Trade Agreement, promise concrete benefits through trade expansion
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 41
    Online-Ressource
    Online-Ressource
    Diffusion of The Internet : A Cross-Country Analysis (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Andres, Luis Diffusion of The Internet
    Schlagwort(e): Basic ; Computers ; Connectivity ; Digital ; E-Business ; Education ; Education for the Knowledge Economy ; High-Speed ; Income ; Industry ; Information Security and Privacy ; Information Technologies ; Innovations ; Internet Services ; Macroeconomics and Economic Growth ; New Technology ; Private Sector Development ; Simulation ; Social Protections and Labor ; Technology Industry ; Basic ; Computers ; Connectivity ; Digital ; E-Business ; Education ; Education for the Knowledge Economy ; High-Speed ; Income ; Industry ; Information Security and Privacy ; Information Technologies ; Innovations ; Internet Services ; Macroeconomics and Economic Growth ; New Technology ; Private Sector Development ; Simulation ; Social Protections and Labor ; Technology Industry ; Basic ; Computers ; Connectivity ; Digital ; E-Business ; Education ; Education for the Knowledge Economy ; High-Speed ; Income ; Industry ; Information Security and Privacy ; Information Technologies ; Innovations ; Internet Services ; Macroeconomics and Economic Growth ; New Technology ; Private Sector Development ; Simulation ; Social Protections and Labor ; Technology Industry
    Kurzfassung: This paper analyzes the process of Internet diffusion across the world using a panel of 199 countries during 1990-2004. The authors group countries in two categories-low and high-income countries-and show that the Internet diffusion process is well characterized by an S-shape curve for both groups. Low-income countries display a steeper diffusion curve that is equivalent to a right shift of the diffusion curve for high-income countries. The estimated diffusion curves provide evidence of a "catching-up" process, although a very slow one. The paper explores the determinants of Internet diffusion at the country level and across the same income groups. The most novel finding is that network effects seem to be crucial-the number of Internet users in a country in a given year is positively associated with the number of users in the previous year. The findings also show that the degree of competition in the provision of Internet service contributes positively to its diffusion, and there are significant positive language externalities
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  • 42
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    Online-Ressource
    Firm Innovation In Emerging Markets : The Roles of Governance And Finance (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (56 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Ayyagari, Meghana Firm Innovation In Emerging Markets
    Schlagwort(e): Competitor ; Competitors ; Cooperatives ; Corporations ; Debt Markets ; E-Business ; Economy ; Education ; Emerging Markets ; Enterprises ; Entrepreneurs ; Entrepreneurship ; Finance and Financial Sector Development ; Financial Institution ; Financial Literacy ; Firm ; Firm Size ; Firms ; Foreign Partners ; Investment and Investment Climate ; Knowledge for Development ; Labor Policies ; Macroeconomics and Economic Growth ; Microfinance ; Private Sector Development ; Small Scale Enterprises ; Social Protections and Labor ; Competitor ; Competitors ; Cooperatives ; Corporations ; Debt Markets ; E-Business ; Economy ; Education ; Emerging Markets ; Enterprises ; Entrepreneurs ; Entrepreneurship ; Finance and Financial Sector Development ; Financial Institution ; Financial Literacy ; Firm ; Firm Size ; Firms ; Foreign Partners ; Investment and Investment Climate ; Knowledge for Development ; Labor Policies ; Macroeconomics and Economic Growth ; Microfinance ; Private Sector Development ; Small Scale Enterprises ; Social Protections and Labor ; Competitor ; Competitors ; Cooperatives ; Corporations ; Debt Markets ; E-Business ; Economy ; Education ; Emerging Markets ; Enterprises ; Entrepreneurs ; Entrepreneurship ; Finance and Financial Sector Development ; Financial Institution ; Financial Literacy ; Firm ; Firm Size ; Firms ; Foreign Partners ; Investment and Investment Climate ; Knowledge for Development ; Labor Policies ; Macroeconomics and Economic Growth ; Microfinance ; Private Sector Development ; Small Scale Enterprises ; Social Protections and Labor
    Kurzfassung: The authors investigate the determinants of firm innovation in over 19,000 firms across 47 developing economies. They define the innovation process broadly, to include not only core innovation such as the introduction of new products and new technologies, but also other types of activities that promote knowledge transfers and adapt production processes. The authors find that more innovative firms are large exporting firms characterized by private ownership, highly educated managers with mid-level managerial experience, and access to external finance. In contrast, firms that do not innovate much are typically state-owned firms without foreign competitors. The identity of the controlling shareholder seems to be particularly important for core innovation, with those private firms whose controlling shareholder is a financial institution being the least innovative. While the use of external finance is associated with greater innovation by all private firms, it does not make state-owned firms more innovative. Financing from foreign banks is associated with higher levels of innovation compared with financing from domestic banks
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  • 43
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    Online-Ressource
    School Drop-Out And Push-Out Factors In Brazil : The Role of Early Parenthood, Child Labor, And Poverty (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (19 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Verner, Dorte School Drop-Out And Push-Out Factors In Brazil
    Schlagwort(e): Adolescent Health ; Birth Rates ; Children and Youth ; Completion Rates ; Disability ; Education ; Education ; Education for All ; Elementary Education ; Enrollment Rates ; First Grade ; Grade Repetition ; Health, Nutrition and Population ; High School ; High School Diploma ; Low Educational Attainment ; Population Policies ; Primary Education ; Social Protections and Labor ; Street Children ; Tertiary Education ; Urban Development ; Youth and Government ; Adolescent Health ; Birth Rates ; Children and Youth ; Completion Rates ; Disability ; Education ; Education ; Education for All ; Elementary Education ; Enrollment Rates ; First Grade ; Grade Repetition ; Health, Nutrition and Population ; High School ; High School Diploma ; Low Educational Attainment ; Population Policies ; Primary Education ; Social Protections and Labor ; Street Children ; Tertiary Education ; Urban Development ; Youth and Government ; Adolescent Health ; Birth Rates ; Children and Youth ; Completion Rates ; Disability ; Education ; Education ; Education for All ; Elementary Education ; Enrollment Rates ; First Grade ; Grade Repetition ; Health, Nutrition and Population ; High School ; High School Diploma ; Low Educational Attainment ; Population Policies ; Primary Education ; Social Protections and Labor ; Street Children ; Tertiary Education ; Urban Development ; Youth and Government
    Kurzfassung: This paper aims to identify the major drop-out and push-out factors that lead to school abandonment in an urban surrounding-the shantytowns of Fortaleza, Northeast Brazil. The authors use an extensive survey addressing risk factors faced by the population in these neighborhoods, which cover both in-school and out-of-school youth of both genders. They focus on the role of early parenthood, child labor, and poverty in pushing teenagers out of school. The potential endogeneity of some of the determinants is dealt with in the empirical analysis. The authors take advantage of the rich set of variables available and apply an instrumental variables approach. Early parenthood is instrumented with the age declared by the youngsters as the ideal age to start having sexual relationships. Work is instrumented using the declared reservation wage (minimum salary acceptable to work). Results indicate that early parenthood has a strong impact of driving teenagers out of school. Extreme poverty is another factor lowering school attendance, as children who have suffered hunger at some point in their lives are less likely to attend school. In this particular urban context, working does not necessarily have a detrimental effect on school attendance, which could be linked to the fact that dropping out of school leads most often to inactivity and not to work
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 44
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    Online-Ressource
    Youth Well-Being In Brazil : An Index For Cross-Regional Comparisons (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (36 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Leon, Joana Severo Youth Well-Being In Brazil
    Schlagwort(e): Adolescent Health ; Adolescents ; Age ; Aids ; Birth Weight ; Childhood To Adulthood ; Children ; Children and Youth ; Cigarette Smoking ; Education ; Families ; Gender ; Gender and Health ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Human Rights ; Illicit Drug Use ; Mortality ; Mortality Rate ; Population Policies ; Primary Education ; Youth and Government ; Adolescent Health ; Adolescents ; Age ; Aids ; Birth Weight ; Childhood To Adulthood ; Children ; Children and Youth ; Cigarette Smoking ; Education ; Families ; Gender ; Gender and Health ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Human Rights ; Illicit Drug Use ; Mortality ; Mortality Rate ; Population Policies ; Primary Education ; Youth and Government ; Adolescent Health ; Adolescents ; Age ; Aids ; Birth Weight ; Childhood To Adulthood ; Children ; Children and Youth ; Cigarette Smoking ; Education ; Families ; Gender ; Gender and Health ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Human Rights ; Illicit Drug Use ; Mortality ; Mortality Rate ; Population Policies ; Primary Education ; Youth and Government
    Kurzfassung: This study constructs three indices to measure how well Brazil's young people are surviving their transition to adulthood. Youth development is difficult to quantify because of the multi-dimensionality of youth behavior. Most monitoring use individual indicators in specific sectors, making it difficult to track overall progress. The study adapts to the Brazilian case a methodology developed by Duke University to measure the well-being of U.S. children and youth. It uses readily available data to construct three indices for each Brazilian state based on 36 indicators encompassing the health, behavior, school performance, institutional connectedness, and socioeconomic conditions. The indices conclude that young people in the states of Santa Catarina and the Federal District are doing particularly well and those in Alagoas and Pernambuco are the worst off. While these rankings are expected to continue into the next generation, young people in other states have a brighter (Espiritu Santo) or more dismal (Rio Grande de Sul, Tocatins) future due to underinvestment in today's children. Still others (Rio de Janeiro) are underutilizing their resources so their young citizens are in a worse situation than they could be if the state were to invest more. The hope is that the methodology can be used in Brazil as it has been used in the United States to estimate the indices annually, thus allowing policymakers, young people, and society to track the well-being of youth in each state over time
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  • 45
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    Online-Ressource
    Oil And The Propensity To Armed Struggle In The Niger Delta Region of Nigeria (2007)
    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: Oyefusi, Aderoju Oil And The Propensity To Armed Struggle In The Niger Delta Region of Nigeria
    Schlagwort(e): Civil Conflict ; Civil War ; Conflict and Development ; Disability ; Economic Theory and Research ; Education ; Education and Society ; Educational Attainment ; Environmental Damage ; Ethnic Group ; Ethnic Groups ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Immigration ; Macroeconomics and Economic Growth ; Minority ; Natural Resource ; Natural Resources ; Policy ; Political Economy ; Population Policies ; Post Conflict Reconstruction ; Social Conflict and Violence ; Social Development ; Social Protections and Labor ; Civil Conflict ; Civil War ; Conflict and Development ; Disability ; Economic Theory and Research ; Education ; Education and Society ; Educational Attainment ; Environmental Damage ; Ethnic Group ; Ethnic Groups ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Immigration ; Macroeconomics and Economic Growth ; Minority ; Natural Resource ; Natural Resources ; Policy ; Political Economy ; Population Policies ; Post Conflict Reconstruction ; Social Conflict and Violence ; Social Development ; Social Protections and Labor ; Civil Conflict ; Civil War ; Conflict and Development ; Disability ; Economic Theory and Research ; Education ; Education and Society ; Educational Attainment ; Environmental Damage ; Ethnic Group ; Ethnic Groups ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Immigration ; Macroeconomics and Economic Growth ; Minority ; Natural Resource ; Natural Resources ; Policy ; Political Economy ; Population Policies ; Post Conflict Reconstruction ; Social Conflict and Violence ; Social Development ; Social Protections and Labor
    Kurzfassung: This paper attempts to explain the determinants of the propensity to armed struggle and the probability of participation by individuals in the Niger Delta region of Nigeria using primary (micro) data. While grievance appears to be pervasive among individuals and communities in the region and can be systematically explained, neither the grievance level nor its commonly cited causal factors appear to be strong enough to create a disposition toward armed rebellion. Rather, factors that reduce the opportunity cost and risk of participation or increase the perceived benefits appear to be more important. The study identifies three of these factors that are amenable to the policymaker's (government's) control as income level, educational attainment, and government presence
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  • 46
    Online-Ressource
    Online-Ressource
    Civil War, Crop Failure, And Child Stunting In Rwanda (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Bundervoet, Tom Civil War, Crop Failure, And Child Stunting In Rwanda
    Schlagwort(e): Adolescent Health ; Age ; Boys ; Child Health ; Children ; Children and Youth ; Civil Conflict ; Civil War ; Conflict and Development ; Early Childhood ; Education ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Household Level ; Infant ; Information Systems ; Policy ; Policy Makers ; Policy Research ; Population Policies ; Post Conflict Reconstruction ; Poverty Reduction ; Rural Development ; Rural Poverty Reduction ; Street Children ; Urban Development ; Youth and Government ; Adolescent Health ; Age ; Boys ; Child Health ; Children ; Children and Youth ; Civil Conflict ; Civil War ; Conflict and Development ; Early Childhood ; Education ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Household Level ; Infant ; Information Systems ; Policy ; Policy Makers ; Policy Research ; Population Policies ; Post Conflict Reconstruction ; Poverty Reduction ; Rural Development ; Rural Poverty Reduction ; Street Children ; Urban Development ; Youth and Government ; Adolescent Health ; Age ; Boys ; Child Health ; Children ; Children and Youth ; Civil Conflict ; Civil War ; Conflict and Development ; Early Childhood ; Education ; Health, Monitoring and Evaluation ; Health, Nutrition and Population ; Household Level ; Infant ; Information Systems ; Policy ; Policy Makers ; Policy Research ; Population Policies ; Post Conflict Reconstruction ; Poverty Reduction ; Rural Development ; Rural Poverty Reduction ; Street Children ; Urban Development ; Youth and Government
    Kurzfassung: Economic shocks at birth have lasting effects on children's health several years after the shock. The authors calculate height for age z-scores for children under age five using data from a Rwandan nationally representative household survey conducted in 1992. They exploit district and time variation in crop failure and civil conflict to measure the impact of exogenous shocks that children experience at birth on their height several years later. They find that boys and girls born after the shock in regions experiencing civil conflict are both negatively affected with height for age z-scores 0.30 and 0.72 standard deviations lower, respectively. Conversely, only girls are negatively affected by crop failure, with these girls exhibiting 0.41 standard deviation lower height for age z-scores and the impact is worse for girls in poor households. Results are robust to using sibling difference estimators, household level production, and rainfall shocks as alternative measures of crop failure
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  • 47
    Online-Ressource
    Online-Ressource
    About Urban Mega Regions : Knowns And Unknowns (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (25 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Yusuf, Shahid About Urban Mega Regions
    Schlagwort(e): Agglomeration economies ; Congestion ; E-Business ; Education ; Health, Nutrition and Population ; ICT Policy and Strategies ; Information and Communication Technologies ; Pollution ; Population Policies ; Private Sector Development ; Suburbs ; Surface transport ; Tax ; Tertiary Education ; Transport ; Transport ; Transport Economics, Policy and Planning ; Transport costs ; Transport infrastructure ; Transportation ; Agglomeration economies ; Congestion ; E-Business ; Education ; Health, Nutrition and Population ; ICT Policy and Strategies ; Information and Communication Technologies ; Pollution ; Population Policies ; Private Sector Development ; Suburbs ; Surface transport ; Tax ; Tertiary Education ; Transport ; Transport ; Transport Economics, Policy and Planning ; Transport costs ; Transport infrastructure ; Transportation ; Agglomeration economies ; Congestion ; E-Business ; Education ; Health, Nutrition and Population ; ICT Policy and Strategies ; Information and Communication Technologies ; Pollution ; Population Policies ; Private Sector Development ; Suburbs ; Surface transport ; Tax ; Tertiary Education ; Transport ; Transport ; Transport Economics, Policy and Planning ; Transport costs ; Transport infrastructure ; Transportation
    Kurzfassung: Mega urban regions are not a passing phenomenon. They are likely to persist and to enlarge their economic footprints because they benefit from the advantages of market scale, agglomeration economies, location, and the increasing concentration of talented workers. Metropolitan regions which are polycentric, relatively well managed, and have invested heavily in transport infrastructure are able to contain some of the problems attendant upon a concentration of people and industry. Moreover, with energy and water resources becoming relatively scarce and many countries anxious to preserve arable land for farming, the economic advantages of densely populated urban areas are on the rise because they have a lower resource utilization quotient. During the next 15 years, mega urban economies could coalesce in three Southeast Asian locations: Bangkok, Jakarta, and the Singapore-Iskander Development Region (IDR, South Johor). The Bangkok and Jakarta (Jabotabek) metropolitan regions have passed the threshold at least in terms of population size but they have yet to approach the industrial diversity, dynamism, and growth rates of a Shanghai or a Shenzhen-Hong Kong region. Singapore, if coupled with IDR, has the potential but it is still far from being an integrated urban region. This paper examines the gains from closer economic integration and the issues to be settled before it could occur. The paper notes that a tightening of localized economic links between two sovereign nations through the formation of an urban region would involve a readiness to make long-term political commitments based on a widely perceived sense of substantial spillovers and equitably shared benefits. Delineating these benefits convincingly will be essential to winning political support and a precondition for a successful economic flowering
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  • 48
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    Online-Ressource
    Exports and Productivity : Comparable Evidence For 14 Countries (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (82 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Available in another form Exports and Productivity
    Schlagwort(e): Buyers ; E-Business ; Economic Theory and Research ; Education ; Export Market ; Export Markets ; International Comparison ; Knowledge for Development ; Labor Markets ; Labor Policies ; Macroeconomics and Economic Growth ; Marketing ; Networks ; Private Sector Development ; Productivity ; Result ; Results ; Social Protections and Labor ; Web ; Buyers ; E-Business ; Economic Theory and Research ; Education ; Export Market ; Export Markets ; International Comparison ; Knowledge for Development ; Labor Markets ; Labor Policies ; Macroeconomics and Economic Growth ; Marketing ; Networks ; Private Sector Development ; Productivity ; Result ; Results ; Social Protections and Labor ; Web ; Buyers ; E-Business ; Economic Theory and Research ; Education ; Export Market ; Export Markets ; International Comparison ; Knowledge for Development ; Labor Markets ; Labor Policies ; Macroeconomics and Economic Growth ; Marketing ; Networks ; Private Sector Development ; Productivity ; Result ; Results ; Social Protections and Labor ; Web
    Kurzfassung: The authors use comparable micro level panel data for 14 countries and a set of identically specified empirical models to investigate the relationship between exports and productivity. The overall results are in line with the big picture that is by now familiar from the literature: Exporters are more productive than non-exporters when observed and unobserved heterogeneity are controlled for, and these exporter productivity premia tend to increase with the share of exports in total sales; there is strong evidence in favour of self-selection of more productive firms into export markets, but nearly no evidence in favour of the learning-by-exporting hypothesis. The authors document that the exporter premia differ considerably across countries in identically specified empirical models. In a meta-analysis of their results the authors find that countries that are more open and have more effective government report higher productivity premia. However, the level of development per se does not appear to be an explanation for the observed cross-country differences
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  • 49
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    Online-Ressource
    Changing Norms About Gender Inequality In Education : Evidence From Bangladesh (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Blunch, Niels-Hugo Changing Norms About Gender Inequality In Education
    Schlagwort(e): Access and Equity in Basic Education ; Education ; Equality In Education ; Equality In Marriage ; Gender ; Gender ; Gender Equality ; Gender Inequality ; Gender and Development ; Gender and Law ; Girls ; Health, Nutrition and Population ; Labor Market ; Law and Development ; Marriages ; Married Women ; Population Policies ; Primary Education ; Social Development ; Access and Equity in Basic Education ; Education ; Equality In Education ; Equality In Marriage ; Gender ; Gender ; Gender Equality ; Gender Inequality ; Gender and Development ; Gender and Law ; Girls ; Health, Nutrition and Population ; Labor Market ; Law and Development ; Marriages ; Married Women ; Population Policies ; Primary Education ; Social Development ; Access and Equity in Basic Education ; Education ; Equality In Education ; Equality In Marriage ; Gender ; Gender ; Gender Equality ; Gender Inequality ; Gender and Development ; Gender and Law ; Girls ; Health, Nutrition and Population ; Labor Market ; Law and Development ; Marriages ; Married Women ; Population Policies ; Primary Education ; Social Development
    Kurzfassung: Using a recent household survey for two cohorts of married women, this paper examines norms about gender equality in education for children and adults. Among the main findings are that gender education gap norms have changed: younger generations of women are more positive about female vs. male education, both as pertaining to child and adult education outcomes. Perhaps the strongest result is that Bangladeshi women are more likely to espouse attitudes of gender equality in education for their children and less so about gender equality among spouses. It is also easier to explain norms regarding children's education and more difficult to explain norms about equality in marriages. The authors believe that question on relative education of boys and girls captures the value of education per se, while the question on educational equality in marriage captures the norms regarding marriage and the relative worth of husbands and wives. The effect of education in determining norms is significant though complex, and spans own and spousal education, as well as that of older females in the household. This indicates sharing of education norms effects or externalities arising from spousal education in the production of gender education gap norms within marriage as well as arising from the presence of older educated females in the household. Lastly, the authors also find associations between gender education gap norms and household poverty, information processing and religion, though the evidence here is more mixed
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  • 50
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    More Time Is Better : An Evaluation of The Full Time School Program In Uruguay (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (25 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Cerdan-Infantes, Pedro More Time Is Better
    Schlagwort(e): Academic Year ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Gender ; Gender and Education ; Human Development ; Learning Outcomes ; Literature ; Ministry of Education ; Papers ; Pedagogical Model ; Primary Education ; Research ; School ; Schools ; Science ; Secondary Education ; Social Protections and Labor ; Student ; Student ; Tertiary Education ; Academic Year ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Gender ; Gender and Education ; Human Development ; Learning Outcomes ; Literature ; Ministry of Education ; Papers ; Pedagogical Model ; Primary Education ; Research ; School ; Schools ; Science ; Secondary Education ; Social Protections and Labor ; Student ; Student ; Tertiary Education ; Academic Year ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Gender ; Gender and Education ; Human Development ; Learning Outcomes ; Literature ; Ministry of Education ; Papers ; Pedagogical Model ; Primary Education ; Research ; School ; Schools ; Science ; Secondary Education ; Social Protections and Labor ; Student ; Student ; Tertiary Education
    Kurzfassung: This paper estimates the impact of the full-time school program in Uruguay on standardized test scores of 6th grade students. The program lengthened the school day from a half day to a full day, and provided additional inputs to schools to make this possible, such as additional teachers and construction of classrooms. The program was not randomly placed, but targeted poor urban schools. Using propensity score matching, the authors construct a comparable group of schools, and show that students in very disadvantaged schools improved in their test scores by 0.07 of a standard deviation per year of participation in the full-time program in mathematics, and 0.04 in language. While the program is expensive, it may, if well targeted, help address inequalities in education in Uruguay, at an increase in cost per student not larger than the current deficit in spending between Uruguay and the rest of the region
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 51
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    Political Leadership, Conflict, And The Prospects For Constitutional Peace (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (17 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Jennings, Colin Political Leadership, Conflict, And The Prospects For Constitutional Peace
    Schlagwort(e): Agreement ; Agreements ; Compromise ; Conflict ; Conflict Resolution ; Conflict and Development ; Constitutional Reform ; Contract ; Convention ; Conventions ; Economy ; Education ; Education and Society ; Fighting ; Frontier ; Meeting ; Peace and Peacekeeping ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Agreement ; Agreements ; Compromise ; Conflict ; Conflict Resolution ; Conflict and Development ; Constitutional Reform ; Contract ; Convention ; Conventions ; Economy ; Education ; Education and Society ; Fighting ; Frontier ; Meeting ; Peace and Peacekeeping ; Post Conflict Reconstruction ; Post Conflict Reintegration ; Agreement ; Agreements ; Compromise ; Conflict ; Conflict Resolution ; Conflict and Development ; Constitutional Reform ; Contract ; Convention ; Conventions ; Economy ; Education ; Education and Society ; Fighting ; Frontier ; Meeting ; Peace and Peacekeeping ; Post Conflict Reconstruction ; Post Conflict Reintegration
    Kurzfassung: The emphasis on constitutional political economy has been that new rules and institutions can be devised that improve the welfare of a society. Given the number of societies that are infected with political conflict and, as a result, lower levels of welfare, this paper attempts to analyze why we do not see more constitutional conventions aimed at eliminating conflict. The key idea is that expressively motivated group members may create incentives for instrumentally motivated group leaders such that it leads them to choose conflict rather than compromise. Nonetheless, it is not argued that such a peace is impossible to obtain. This leads to a further question, that if such a constitutional agreement could be found, would the expressive perspective alter the conventional instrumental perspective on the sort of constitutional reform that should be undertaken?
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  • 52
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    Skills Shortages And Training In Russian Enterprises (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (50 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Lukyanova, Anna Skills Shortages And Training In Russian Enterprises
    Schlagwort(e): Access and Equity in Basic Education ; Education ; Education for All ; Educational achievements ; Educational attainment ; Formal education ; Formal education system ; Higher education ; Labor Markets ; Labor Policies ; Primary Education ; Quality of education ; Returns to education ; Schooling ; Service training ; Skilled workers ; Social Protections and Labor ; Access and Equity in Basic Education ; Education ; Education for All ; Educational achievements ; Educational attainment ; Formal education ; Formal education system ; Higher education ; Labor Markets ; Labor Policies ; Primary Education ; Quality of education ; Returns to education ; Schooling ; Service training ; Skilled workers ; Social Protections and Labor ; Access and Equity in Basic Education ; Education ; Education for All ; Educational achievements ; Educational attainment ; Formal education ; Formal education system ; Higher education ; Labor Markets ; Labor Policies ; Primary Education ; Quality of education ; Returns to education ; Schooling ; Service training ; Skilled workers ; Social Protections and Labor
    Kurzfassung: In the transition to a market economy, the Russian workforce underwent a wrenching period of change, with excess supply of some industrial skills coexisting with reports of skills shortages by many enterprises. This paper uses data from the Russia Competitiveness and Investment Climate Survey and related local research to gain insight into the changing supply and demand for skills over time, and the potential reasons for reported staffing problems and skills shortages, including labor turnover, compensation policies, and the inhibiting effects of labor regulations. It discusses in-service training as an enterprise strategy for meeting staffing and skills needs, and presents evidence on the distribution, intensity, and determinants of in-service training in Russia. It investigates the productivity and wage outcomes of in-service training, and the supportive role of training in firms' research and development and innovative activities. A final section concludes with some policy implications of the findings
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  • 53
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    Immigrant Overeducation : Evidence From Denmark (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (54 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Nielsen, Chantal Pohl Immigrant Overeducation
    Schlagwort(e): Access and Equity in Basic Education ; Education ; Education for All ; Educational attainment ; Effective Schools and Teachers ; Health, Nutrition and Population ; Human capital ; Jobs ; Labor Markets ; Labor market ; Labor market experience ; Labour ; Labour market ; Occupation ; Population Policies ; Social Protections and Labor ; Vocational education ; Worker ; Access and Equity in Basic Education ; Education ; Education for All ; Educational attainment ; Effective Schools and Teachers ; Health, Nutrition and Population ; Human capital ; Jobs ; Labor Markets ; Labor market ; Labor market experience ; Labour ; Labour market ; Occupation ; Population Policies ; Social Protections and Labor ; Vocational education ; Worker ; Access and Equity in Basic Education ; Education ; Education for All ; Educational attainment ; Effective Schools and Teachers ; Health, Nutrition and Population ; Human capital ; Jobs ; Labor Markets ; Labor market ; Labor market experience ; Labour ; Labour market ; Occupation ; Population Policies ; Social Protections and Labor ; Vocational education ; Worker
    Kurzfassung: Anecdotes abound in the Danish public debate about well-educated immigrants that are in jobs they are formally overqualified for. Using a 1995-2002 panel data set based on Danish registers, this study attempts to find out how large a problem immigrant overeducation is in the context of the Danish labor market. More specifically, three questions are posed: First, to what extent are immigrants overeducated and are they more likely to be so than native Danes? Second, why are some immigrants more likely to become overeducated than others? And finally, what are the consequences of overeducation for individual wages? The authors find that among wage earners with at least a vocational education or higher, 25 percent of male non-Western immigrants are overeducated. The same applies for 15 percent of native Danes. Particularly immigrants with a foreign-acquired education risk becoming overeducated - here the share is 30 percent among those with a vocational education or higher. The authors find that Danish labor market experience is extremely important in reducing the likelihood of becoming overeducated. Years spent in the country without accumulating labor market experience do not improve an individual's chances of an appropriate job-to-education match. In terms of earnings consequences, the study concludes that years of overeducation do increase wages for immigrants, but much less so than years of adequate education. This is also true for native Danes, but the relative penalty for overeducation is much larger for immigrants than for Danes
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  • 54
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    Balancing expenditures on mitigation of and adaptation to climate change : an exploration of Issues relevant to developing countries (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (48 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Shalizi, Zmarak Balancing expenditures on mitigation of and adaptation to climate change
    Schlagwort(e): Agriculture ; Budget constraints ; Damages ; Debt Markets ; Development policies ; Development strategies ; Development strategy ; Disability ; Economic Theory and Research ; Education ; Educational Sciences ; Equilibrium ; Finance and Financial Sector Development ; GDP ; Macroeconomics and Economic Growth ; Natural resources ; Optimization ; Social Development ; Social Inclusion and Institutions ; Social Protections and Labor ; Agriculture ; Budget constraints ; Damages ; Debt Markets ; Development policies ; Development strategies ; Development strategy ; Disability ; Economic Theory and Research ; Education ; Educational Sciences ; Equilibrium ; Finance and Financial Sector Development ; GDP ; Macroeconomics and Economic Growth ; Natural resources ; Optimization ; Social Development ; Social Inclusion and Institutions ; Social Protections and Labor ; Agriculture ; Budget constraints ; Damages ; Debt Markets ; Development policies ; Development strategies ; Development strategy ; Disability ; Economic Theory and Research ; Education ; Educational Sciences ; Equilibrium ; Finance and Financial Sector Development ; GDP ; Macroeconomics and Economic Growth ; Natural resources ; Optimization ; Social Development ; Social Inclusion and Institutions ; Social Protections and Labor
    Kurzfassung: Although climate policies have been so far mostly focused on mitigation, adaptation to climate change is a growing concern in developed and developing countries. This paper discusses how adaptation fits into the global climate strategy, at the global and national levels. To do so, a partial equilibrium optimization model of climate policies-which includes mitigation, proactive adaptation (ex ante), and reactive adaptation (ex post)-is solved without and with uncertainty. Mitigation, proactive adaptation, and reactive adaptation are found to be generally jointly determined. Uncertainty on the location of damages reduces the benefits of "targeted" proactive adaptation with regard to mitigation and reactive adaptation. However, no single country controls global mitigation policies, and budget constraints might make it difficult for developing countries to finance reactive adaptation, especially if climate shocks affect the fiscal base. Rainy-day funds are identified as a supplemental instrument that can alleviate future budget constraints while avoiding the risk of misallocating resources when the location of damages is uncertain
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  • 55
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    Urbanization And Productivity : Evidence From Turkish Provinces Over The Period 1980-2000 (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: Coulibaly, Souleymane Urbanization And Productivity
    Schlagwort(e): Business environment ; E-Business ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial support ; Health, Nutrition and Population ; Knowledge for Development ; Localization ; Macroeconomics and Economic Growth ; Manufacturing ; Market access ; Market potential ; Municipal Financial Management ; Population Policies ; Private Sector Development ; Productivity ; Result ; Results ; Urban Development ; Web ; Business environment ; E-Business ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial support ; Health, Nutrition and Population ; Knowledge for Development ; Localization ; Macroeconomics and Economic Growth ; Manufacturing ; Market access ; Market potential ; Municipal Financial Management ; Population Policies ; Private Sector Development ; Productivity ; Result ; Results ; Urban Development ; Web ; Business environment ; E-Business ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial support ; Health, Nutrition and Population ; Knowledge for Development ; Localization ; Macroeconomics and Economic Growth ; Manufacturing ; Market access ; Market potential ; Municipal Financial Management ; Population Policies ; Private Sector Development ; Productivity ; Result ; Results ; Urban Development ; Web
    Kurzfassung: Since the early 1980s, Turkey has been going through a rapid urbanization process at a pace beyond the World average. This paper aims at assessing the impact of this rapid urbanization process on the country's sector productivity. The authors built a database combining two-digit manufacturing data and some geographical, infrastructural, and socio-economic data collected at the provincial level by the Turkish State Institute of Statistics. The paper develops a parsimonious econometric relation linking sector productivity to accessibility, localization, and urbanization economies, proxying variables in the tradition of the New Economic Geography literature. The estimation results suggest that both localization and urbanization economies, as well as market accessibility, are productivity-enhancing factors in Turkey, although the causation link between productivity and these agglomeration measures is not clearly established. The sector-by-sector estimation confirms this result, although the localization economies effect is negative for the non-oil mineral sector, and the urbanization economies effect is weak for natural-resource-based sectors such as the wood and metal industry. Although the data cover the period up to 2000 and thus ignore the financial crisis that hit Turkey in 2001, the current structural transformation of the country away from the agricultural sector gives room to use the insights of these results as a preliminary step to understand the new challenges faced by the Turkish manufacturing sector. The results provide a discussion base to revisit the policy agenda on the improvement of the accessibility to markets, the improvement of the business environment to ease the creation and development of new firms, and a well-managed urbanization process to tap in the economic potential of cities
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  • 56
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    A Micro-Decomposition Analysis of The Macroeconomic Determinants of Human Development (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (42 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Lambert, Sylvie A Micro-Decomposition Analysis of The Macroeconomic Determinants of Human Development
    Schlagwort(e): Curriculum ; Education ; Education for All ; Enrollment ; Enrollment rate ; Gender gap ; Gender of teachers ; Girls ; Health, Nutrition and Population ; Human Development ; Inequality ; Literacy ; Population Policies ; Poverty Reduction ; Primary Education ; Rural Development ; Rural Poverty Reduction ; Schooling ; Schools ; Curriculum ; Education ; Education for All ; Enrollment ; Enrollment rate ; Gender gap ; Gender of teachers ; Girls ; Health, Nutrition and Population ; Human Development ; Inequality ; Literacy ; Population Policies ; Poverty Reduction ; Primary Education ; Rural Development ; Rural Poverty Reduction ; Schooling ; Schools ; Curriculum ; Education ; Education for All ; Enrollment ; Enrollment rate ; Gender gap ; Gender of teachers ; Girls ; Health, Nutrition and Population ; Human Development ; Inequality ; Literacy ; Population Policies ; Poverty Reduction ; Primary Education ; Rural Development ; Rural Poverty Reduction ; Schooling ; Schools
    Kurzfassung: This paper shows how differences in aggregate human development outcomes over time and space can be additively decomposed into a pure economic-growth component, a component attributed to differences in the distribution of income, and components attributed to "non-income" factors and differences in the model linking outcomes to income or non-income characteristics. The income effect at the micro level is modeled non-parametrically, so as to flexibly reflect distributional changes. The paper illustrates the decomposition using data for Morocco and Vietnam, and the results offer some surprising insights into the observed aggregate gains in schooling attainments. A user friendly STATA program is available to implement the method in other settings
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  • 57
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    Absenteeism And Beyond : Instructional Time Loss And Consequences (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (96 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Abadzi, Helen Absenteeism And Beyond
    Schlagwort(e): Education ; Education for All ; Educational Quality ; Effective Schools and Teachers ; Human Development ; Instruction ; Learning ; Learning outcomes ; Literacy ; Papers ; Primary Education ; Schools ; Secondary Education ; Social Sciences ; Teacher ; Tertiary Education ; Education ; Education for All ; Educational Quality ; Effective Schools and Teachers ; Human Development ; Instruction ; Learning ; Learning outcomes ; Literacy ; Papers ; Primary Education ; Schools ; Secondary Education ; Social Sciences ; Teacher ; Tertiary Education ; Education ; Education for All ; Educational Quality ; Effective Schools and Teachers ; Human Development ; Instruction ; Learning ; Learning outcomes ; Literacy ; Papers ; Primary Education ; Schools ; Secondary Education ; Social Sciences ; Teacher ; Tertiary Education
    Kurzfassung: Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 58
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    Factors Impacting Youth Development In Haiti (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (42 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Justesen, Michael Factors Impacting Youth Development In Haiti
    Schlagwort(e): Adolescent Health ; Children ; Children and Youth ; Communities & Human Settlements ; Domestic Violence ; Drug Abuse ; Early Sexual Initiation ; Education ; Families ; Female Adolescents ; Gender ; Gender and Health ; Health Monitoring and Evaluation ; Health Services ; Health, Nutrition and Population ; Housing and Human Habitats ; Male Peers ; Physical Abuse ; Population Policies ; Primary Education ; Risk Factors ; Role Models ; Youth and Government ; Adolescent Health ; Children ; Children and Youth ; Communities & Human Settlements ; Domestic Violence ; Drug Abuse ; Early Sexual Initiation ; Education ; Families ; Female Adolescents ; Gender ; Gender and Health ; Health Monitoring and Evaluation ; Health Services ; Health, Nutrition and Population ; Housing and Human Habitats ; Male Peers ; Physical Abuse ; Population Policies ; Primary Education ; Risk Factors ; Role Models ; Youth and Government ; Adolescent Health ; Children ; Children and Youth ; Communities & Human Settlements ; Domestic Violence ; Drug Abuse ; Early Sexual Initiation ; Education ; Families ; Female Adolescents ; Gender ; Gender and Health ; Health Monitoring and Evaluation ; Health Services ; Health, Nutrition and Population ; Housing and Human Habitats ; Male Peers ; Physical Abuse ; Population Policies ; Primary Education ; Risk Factors ; Role Models ; Youth and Government
    Kurzfassung: Of the 1.6 million Haitian youth aged 15-24, only 13 percent are content with their lives. More than half of 20-year-olds have not completed secondary education and nearly half of youth in the labor market are unemployed. This paper investigates protective and risk factors predisposing youth to positive and negative behaviors. These factors, including poverty, gender, education, labor market, migration, family, health, and violence, are examined by using statistics and probability models based on Haiti's first household living conditions survey. Key findings show that female youth need special attention because they are more likely than their male peers to drop out of school and to be unemployed or inactive. Role models, guidance, expectations, and contacts in the form of parents or household heads are decisive factors in keeping youth in school, and to some extent, in their finding employment. In addition, domestic migration has a negative impact on the probability of being unemployed or inactive (positive self-selection), while marriage, drug abuse, and domestic violence increase the probability of dropping out of school
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  • 59
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    The Impact of Private Provision of Public Education : Empirical Evidence From Bogota's Concession Schools (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (30 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Barrera-Osorio, Felipe The Impact of Private Provision of Public Education
    Schlagwort(e): Academic Achievement ; Disability ; Dropout Rates ; Education ; Education Reform and Management ; Education for All ; Educational System ; Effective Schools and Teachers ; Gender ; Gender and Education ; Learning ; Literature ; Low-Income Students ; Papers ; Primary Education ; Private Education ; Private Schools ; Quality of Education ; Research ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Academic Achievement ; Disability ; Dropout Rates ; Education ; Education Reform and Management ; Education for All ; Educational System ; Effective Schools and Teachers ; Gender ; Gender and Education ; Learning ; Literature ; Low-Income Students ; Papers ; Primary Education ; Private Education ; Private Schools ; Quality of Education ; Research ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Academic Achievement ; Disability ; Dropout Rates ; Education ; Education Reform and Management ; Education for All ; Educational System ; Effective Schools and Teachers ; Gender ; Gender and Education ; Learning ; Literature ; Low-Income Students ; Papers ; Primary Education ; Private Education ; Private Schools ; Quality of Education ; Research ; Secondary Education ; Social Protections and Labor ; Tertiary Education
    Kurzfassung: In 1999 the city of Bogota, Colombia launched the concession school program designed to broaden the coverage and quality of basic education. It consists of a contract between a group of private schools and the public educational system such that private agents provide education for low-income students. This paper tests three main hypotheses concerning the impact of concessions on the quality of education: first, dropout rates are lower in concession schools than in similar public schools; second, other public schools nearby the concession schools have lower dropout rates in comparison with other public schools outside the area of influence; and third, test scores from concession schools are higher than scores in similar public schools. The paper presents evidence in favor of the three hypotheses using propensity score and matching estimators
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  • 60
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    The Role of Education Quality For Economic Growth (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (96 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Hanushek, Eric A The Role of Education Quality For Economic Growth
    Schlagwort(e): Access and Equity in Basic Education ; Adult Literacy ; Cognitive Skills ; Education ; Education ; Education For All ; Education For All Initiative ; Education Policy ; Education for All ; Educational Outcomes ; Educational Quality ; Effective Schools and Teachers ; Enrollment Rates ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Knowledge ; Population Policies ; Primary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Adult Literacy ; Cognitive Skills ; Education ; Education ; Education For All ; Education For All Initiative ; Education Policy ; Education for All ; Educational Outcomes ; Educational Quality ; Effective Schools and Teachers ; Enrollment Rates ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Knowledge ; Population Policies ; Primary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Adult Literacy ; Cognitive Skills ; Education ; Education ; Education For All ; Education For All Initiative ; Education Policy ; Education for All ; Educational Outcomes ; Educational Quality ; Effective Schools and Teachers ; Enrollment Rates ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Knowledge ; Population Policies ; Primary Education ; Secondary Education ; Tertiary Education
    Kurzfassung: The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic well-being, focusing on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population-rather than mere school attainment-are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes it clear that closing the economic gap with industrial countries will require major structural changes in schooling institutions
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  • 61
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    Conditional Cash Transfers And Female Schooling : The Impact of The Female School Stipend Program On Public School Enrollments In Punjab, Pakistan (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (37 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Chaudhury, Nazmul Conditional Cash Transfers And Female Schooling
    Schlagwort(e): Adults ; Education ; Education ; Education Reform and Management ; Education System ; Education for All ; Effective Schools and Teachers ; Female Children ; Female Education ; Female Enrollment ; Female Schooling ; Female Students ; Gender ; Gender Disparity ; Gender and Education ; Literacy ; Primary Education ; Private Secondary Schoo ; Secondary Education ; Tertiary Education ; Adults ; Education ; Education ; Education Reform and Management ; Education System ; Education for All ; Effective Schools and Teachers ; Female Children ; Female Education ; Female Enrollment ; Female Schooling ; Female Students ; Gender ; Gender Disparity ; Gender and Education ; Literacy ; Primary Education ; Private Secondary Schoo ; Secondary Education ; Tertiary Education ; Adults ; Education ; Education ; Education Reform and Management ; Education System ; Education for All ; Effective Schools and Teachers ; Female Children ; Female Education ; Female Enrollment ; Female Schooling ; Female Students ; Gender ; Gender Disparity ; Gender and Education ; Literacy ; Primary Education ; Private Secondary Schoo ; Secondary Education ; Tertiary Education
    Kurzfassung: Instead of mean-tested conditional cash transfer (CCT) programs, some countries have implemented gender-targeted CCTs to explicitly address intra-household disparities in human capital investments. This study focuses on addressing the direct impact of a female school stipend program in Punjab, Pakistan: Did the intervention increase female enrollment in public schools? To address this question, the authors draw on data from the provincial school censuses of 2003 and 2005. They estimate the net growth in female enrollments in grades 6-8 in stipend eligible schools. Impact evaluation analysis, including difference-and-difference (DD), triple differencing (DDD), and regression-discontinuity design (RDD) indicate a modest but statistically significant impact of the intervention. The preferred estimator derived from a combination of DDD and RDD empirical strategies suggests that the average program impact between 2003 and 2005 was an increase of six female students per school in terms of absolute change and an increase of 9 percent in female enrollment in terms of relative change. A triangulation effort is also undertaken using two rounds of a nationally representative household survey before and after the intervention. Even though the surveys are not representative at the subprovincial level, the results corroborate evidence of the impact using school census data
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  • 62
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    Does Services Liberalization Benefit Manufacturing Firms ? : Evidence From The Czech Republic (2007)
    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: Arnold, Jens Does Services Liberalization Benefit Manufacturing Firms ?
    Schlagwort(e): Bank ; Banking ; Banks ; Banks and Banking Reform ; Credit Enterprises ; Debt Markets ; E-Business ; Economic Theory and Research ; Education ; Education for the Knowledge ; Emerging Markets ; Equilibrium Models ; Finance ; Finance and Financial Sector Development ; Foreign Entry ; Governments ; Industry ; Infrastructure ; Insurance ; Knowledge Economy ; Labor ; Macroeconomics and Economic Growth ; Markets ; Operations ; Private Sector Development ; Public Sector Corruption and Anticorruption Measures ; Social Protections and Labor ; Bank ; Banking ; Banks ; Banks and Banking Reform ; Credit Enterprises ; Debt Markets ; E-Business ; Economic Theory and Research ; Education ; Education for the Knowledge ; Emerging Markets ; Equilibrium Models ; Finance ; Finance and Financial Sector Development ; Foreign Entry ; Governments ; Industry ; Infrastructure ; Insurance ; Knowledge Economy ; Labor ; Macroeconomics and Economic Growth ; Markets ; Operations ; Private Sector Development ; Public Sector Corruption and Anticorruption Measures ; Social Protections and Labor ; Bank ; Banking ; Banks ; Banks and Banking Reform ; Credit Enterprises ; Debt Markets ; E-Business ; Economic Theory and Research ; Education ; Education for the Knowledge ; Emerging Markets ; Equilibrium Models ; Finance ; Finance and Financial Sector Development ; Foreign Entry ; Governments ; Industry ; Infrastructure ; Insurance ; Knowledge Economy ; Labor ; Macroeconomics and Economic Growth ; Markets ; Operations ; Private Sector Development ; Public Sector Corruption and Anticorruption Measures ; Social Protections and Labor
    Kurzfassung: While there is considerable empirical evidence on the impact of liberalizing trade in goods, the effects of services liberalization have not been empirically established. Using firm-level data from the Czech Republic for the period 1998-2003, this study examines the link between services sector reforms and the productivity of domestic firms in downstream manufacturing. Several aspects of services reform are considered and measured, namely, the increased presence of foreign providers, privatization, and enhanced competition. The manufacturing-services linkage is measured using information on the degree to which manufacturing firms in a particular industry rely on intermediate inputs from specific services sectors. The econometric results lead to two conclusions. First, the study finds that services policy matters for the productivity of manufacturing firms relying on services inputs. This finding is robust to several econometric specifications, including controlling for unobservable firm heterogeneity and for other aspects of openness. Second, it finds evidence that opening services sectors to foreign providers is a key channel through which services liberalization contributes to improved performance of downstream manufacturing sectors. This finding is robust to instrumenting for the extent of foreign presence in services industries. As most barriers to foreign investment today are not in goods but in services sectors, the findings may strengthen the argument for reform in this area
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  • 63
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    Evaluation of the World Bank Assistance to Primary Education in Mali : A Country Case Study (2007)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: 1 Online-Ressource
    Serie: Independent Evaluation Group Studies
    Schlagwort(e): Access To Finance ; Education ; Finance and Financial Sector Development ; Lessons Learned ; Primary Education ; Sustainability
    Kurzfassung: This case study examines the impact of World Bank assistance to the education sector in Mali from 1990-2005. It also examines the ways in which government, donors, non-governmental organizations (NGOs), and civil society have responded to the enormous challenges in the sector, and suggests a variety of ways in which the support from all actors, and particularly the Bank, can be improved
    DOI: 10.1596/37380
    URL: lizenzpflichtig
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  • 64
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    What Is Effective Aid? : How Would Donors Allocate It? (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (27 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Kenny, Charles What Is Effective Aid?
    Schlagwort(e): Aid ; Aid Allocation ; Aid Dependency ; Aid Flows ; Banks and Banking Reform ; Bilateral Aid ; Debt Markets ; Development ; Development Economics and Aid Effectiveness ; Development Goals ; Development Impact ; Development Issues ; Development Policy ; Disability ; Economic Growth ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Health ; Health, Nutrition and Population ; Macroeconomics and Economic Growth ; Population Policies ; Poverty Reduction ; School ; Social Protections and Labor ; Aid ; Aid Allocation ; Aid Dependency ; Aid Flows ; Banks and Banking Reform ; Bilateral Aid ; Debt Markets ; Development ; Development Economics and Aid Effectiveness ; Development Goals ; Development Impact ; Development Issues ; Development Policy ; Disability ; Economic Growth ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Health ; Health, Nutrition and Population ; Macroeconomics and Economic Growth ; Population Policies ; Poverty Reduction ; School ; Social Protections and Labor ; Aid ; Aid Allocation ; Aid Dependency ; Aid Flows ; Banks and Banking Reform ; Bilateral Aid ; Debt Markets ; Development ; Development Economics and Aid Effectiveness ; Development Goals ; Development Impact ; Development Issues ; Development Policy ; Disability ; Economic Growth ; Economic Theory and Research ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Health ; Health, Nutrition and Population ; Macroeconomics and Economic Growth ; Population Policies ; Poverty Reduction ; School ; Social Protections and Labor
    Kurzfassung: There are significant weaknesses in some of the traditional justifications for assuming that aid will foster development. This paper looks at what the cross-country aid effectiveness literature and World Bank Operations Evaluation Department reviews have suggested about effective aid, first in terms of promoting income growth, and then for promoting other goals. This review forms the basis for a discussion of recommendations to improve aid effectiveness and a discussion of effective aid allocation. Given the multiple potential objectives for aid, there is no one right answer. However, it appears that there are a number of reforms to aid practices and distribution that might help to deliver a more significant return to aid resources. We should provide aid where institutions are already strong, where they can be strengthened with the help of donor resources, or where they can be bypassed with limited damage to existing institutional capacity. The importance of institutions to aid outcomes, as well as the fungibility of aid flows, suggests that programmatic aid should be expanded in countries with strong institutions, while project aid should be supported based on its ability to transfer knowledge and test new practices and support global public good provision rather than (merely) as a tool of financial resource transfer. The importance of institutions also suggests that we should be cautious in our expectations regarding the results of increased aid flows
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  • 65
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    Learning Through Monitoring : Lessons From A Large-Scale Nutrition Program In Madagascar (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (44 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Galasso, Emanuela Learning Through Monitoring
    Schlagwort(e): Breastfeeding ; Children ; E-Business ; Early Child and Children's Health ; Education ; Exercises ; Health ; Health Monitoring and Evaluation ; Health Outcomes ; Health, Nutrition and Population ; Hygiene ; Immunization ; Implementation ; Intervention ; Knowledge ; Measurement ; Nutrition ; Nutrition ; Nutrition Education ; Population Policies ; Poverty Monitoring and Analysis ; Poverty Reduction ; Primary Education ; Private Sector Development ; Rural Development ; Rural Poverty Reduction ; Social Protections and Labor ; Breastfeeding ; Children ; E-Business ; Early Child and Children's Health ; Education ; Exercises ; Health ; Health Monitoring and Evaluation ; Health Outcomes ; Health, Nutrition and Population ; Hygiene ; Immunization ; Implementation ; Intervention ; Knowledge ; Measurement ; Nutrition ; Nutrition ; Nutrition Education ; Population Policies ; Poverty Monitoring and Analysis ; Poverty Reduction ; Primary Education ; Private Sector Development ; Rural Development ; Rural Poverty Reduction ; Social Protections and Labor ; Breastfeeding ; Children ; E-Business ; Early Child and Children's Health ; Education ; Exercises ; Health ; Health Monitoring and Evaluation ; Health Outcomes ; Health, Nutrition and Population ; Hygiene ; Immunization ; Implementation ; Intervention ; Knowledge ; Measurement ; Nutrition ; Nutrition ; Nutrition Education ; Population Policies ; Poverty Monitoring and Analysis ; Poverty Reduction ; Primary Education ; Private Sector Development ; Rural Development ; Rural Poverty Reduction ; Social Protections and Labor
    Kurzfassung: Monitoring data are generally collected as a by-product of the process of monitoring program implementation. Yet this rich source of data have not been exploited to assess the effectiveness of the program. In this paper the authors use detailed administered data from a large-scale, community-based nutrition program in Madagascar to argue that this data can be used to estimate the differential effect of increased exposure to the program and study how these returns to exposure evolve over time. They find that the returns to exposure are positive: communities exposed for an additional one or two years display on average lower malnutrition rates of around 7-9 percentage points. And they find that the returns decrease as time and duration increase, although they do not dissipate to zero. These results are consistent with the hypothesis that the returns to the program reflect learning effects from the intervention. Finally, the results show higher differential returns to the program in poorer areas and areas more vulnerable to diseases. These findings have important implications for how such programs should be scaled-up within a country
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  • 66
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    Learning Levels And Gaps In Pakistan (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (47 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Das, Jishnu Learning Levels And Gaps In Pakistan
    DDC: 370
    Schlagwort(e): Adult Literacy ; Adult Literacy Rate ; Children ; Curriculum ; Education ; Education for All ; Effective Schools and Teachers ; Enrollment ; Formal Schooling ; Gender ; Gender and Education ; Girls ; Groups ; Human Development ; Knowledge ; Learning ; Literacy ; Net Enrol ; Primary Education ; Secondary Education ; Tertiary Education ; Adult Literacy ; Adult Literacy Rate ; Children ; Curriculum ; Education ; Education for All ; Effective Schools and Teachers ; Enrollment ; Formal Schooling ; Gender ; Gender and Education ; Girls ; Groups ; Human Development ; Knowledge ; Learning ; Literacy ; Net Enrol ; Primary Education ; Secondary Education ; Tertiary Education ; Adult Literacy ; Adult Literacy Rate ; Children ; Curriculum ; Education ; Education for All ; Effective Schools and Teachers ; Enrollment ; Formal Schooling ; Gender ; Gender and Education ; Girls ; Groups ; Human Development ; Knowledge ; Learning ; Literacy ; Net Enrol ; Primary Education ; Secondary Education ; Tertiary Education
    Kurzfassung: The authors report on a survey of primary public and private schools in rural Pakistan with a focus on student achievement as measured through test scores. Absolute learning is low compared with curricular standards and international norms. Tested at the end of the third grade, a bare majority had mastered the K-I mathematics curriculum and 31 percent could correctly form a sentence with the word "school" in the vernacular (Urdu). As in high-income countries, bivariate comparisons show that higher learning is associated with household wealth and parental literacy. In sharp contrast to high-income countries, these gaps decrease dramatically in a multivariate regression once differences between children in the same school are looked at. Consequently, the largest gaps are between schools. The gap in English test scores between government and private schools, for instance, is 12 times the gap between children from rich and poor families. To contextualize these results within a broader South Asian context, the authors use data from public schools in the state of Uttar Pradesh in India. Levels of learning and the structure of the educational gaps are similar in the two samples. As in Pakistan, absolute learning is low and the largest gaps are between schools: the gap between good and bad government schools, for instance, is 5 times the gap between children with literate and illiterate mothers
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  • 67
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    The Economics of Consanguineous Marriages (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (34 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Do, Quy-Toan The Economics of Consanguineous Marriages
    Schlagwort(e): Anthropology ; Culture & Development ; Dependence ; Dowries ; Dowry ; Education ; Education and Society ; Extended Family ; Families ; Finance and Financial Sector Development ; Financial Literacy ; Folklore ; Gender ; Gender and Law ; Health, Nutrition and Population ; History ; Households ; Law and Development ; Marriage ; Marriages ; Partners ; Population Policies ; Population and Development ; Populations ; Power ; Property ; Social Development ; Social Inclusion and Institutions ; Anthropology ; Culture & Development ; Dependence ; Dowries ; Dowry ; Education ; Education and Society ; Extended Family ; Families ; Finance and Financial Sector Development ; Financial Literacy ; Folklore ; Gender ; Gender and Law ; Health, Nutrition and Population ; History ; Households ; Law and Development ; Marriage ; Marriages ; Partners ; Population Policies ; Population and Development ; Populations ; Power ; Property ; Social Development ; Social Inclusion and Institutions ; Anthropology ; Culture & Development ; Dependence ; Dowries ; Dowry ; Education ; Education and Society ; Extended Family ; Families ; Finance and Financial Sector Development ; Financial Literacy ; Folklore ; Gender ; Gender and Law ; Health, Nutrition and Population ; History ; Households ; Law and Development ; Marriage ; Marriages ; Partners ; Population Policies ; Population and Development ; Populations ; Power ; Property ; Social Development ; Social Inclusion and Institutions
    Kurzfassung: The institution of consanguineous marriage-a marriage contracted between close biological relatives-has been a basic building block of many societies in different parts of the world. This paper argues that the practice of consanguinity is closely related to the practice of dowry, and that both arise in response to an agency problem between the families of a bride and a groom. When marriage contracts are incomplete, dowries transfer control rights to the party with the highest incentives to invest in a marriage. When these transactions are costly however, consanguinity can be a more appropriate response since it directly reduces the agency cost. The paper's model predicts that dowry transfers are less likely to be observed in consanguineous unions. It also emphasizes the effect of credit constraints on the relative prevalence of dowry payment and consanguinity. An empirical analysis using data from Bangladesh delivers robust results consistent with the predictions of the model
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  • 68
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    Education And HIV/AIDS Prevention : Evidence From A Randomized Evaluation In Western Kenya (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (33 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Duflo, Esther Education And HIV/AIDS Prevention
    Schlagwort(e): AIDS HIV ; Access and Equity in Basic Education ; Adolescent Health ; Aids Epidemic ; Cost of Education ; Curriculum ; Dropout Rates ; Education ; Education for All ; Effective Schools and Teachers ; Gender ; Gender and Education ; Grants ; Health, Nutrition and Population ; Learning ; Ministry of Education ; Papers ; Population Policies ; Primary Education ; Research ; School ; Schools ; Science ; Students ; Tertiary Education ; AIDS HIV ; Access and Equity in Basic Education ; Adolescent Health ; Aids Epidemic ; Cost of Education ; Curriculum ; Dropout Rates ; Education ; Education for All ; Effective Schools and Teachers ; Gender ; Gender and Education ; Grants ; Health, Nutrition and Population ; Learning ; Ministry of Education ; Papers ; Population Policies ; Primary Education ; Research ; School ; Schools ; Science ; Students ; Tertiary Education ; AIDS HIV ; Access and Equity in Basic Education ; Adolescent Health ; Aids Epidemic ; Cost of Education ; Curriculum ; Dropout Rates ; Education ; Education for All ; Effective Schools and Teachers ; Gender ; Gender and Education ; Grants ; Health, Nutrition and Population ; Learning ; Ministry of Education ; Papers ; Population Policies ; Primary Education ; Research ; School ; Schools ; Science ; Students ; Tertiary Education
    Kurzfassung: The authors report results from a randomized evaluation comparing three school-based HIV/AIDS interventions in Kenya: (1) training teachers in the Kenyan Government's HIV/AIDS-education curriculum; (2) encouraging students to debate the role of condoms and to write essays on how to protect themselves against HIV/AIDS; and (3) reducing the cost of education. Their primary measure of the effectiveness of these interventions is teenage childbearing, which is associated with unprotected sex. The authors also collected measures of knowledge, attitudes, and behavior regarding HIV/AIDS. After two years, girls in schools where teachers had been trained were more likely to be married in the event of a pregnancy. The program had little other impact on students' knowledge, attitudes, and behavior, or on the incidence of teen childbearing. The condom debates and essays increased practical knowledge and self-reported use of condoms without increasing self-reported sexual activity. Reducing the cost of education by paying for school uniforms reduced dropout rates, teen marriage, and childbearing
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  • 69
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    What Is The Real Impact of Schooling On Age of First Union And Age of First Parenting ? : New Evidence From Guatemala (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (26 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Behrman, Jere R What Is The Real Impact of Schooling On Age of First Union And Age of First Parenting ?
    Schlagwort(e): Adolescents ; Adulthood ; Adults ; Age ; Aged ; Childhood ; Children ; Demography ; Education ; Education ; Education for All ; Effective Schools and Teachers ; Family ; Females ; Gender ; Gender and Law ; Generations ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Knowledge ; Law and Development ; Marriage ; Mothers ; Population Policies ; Population and Development ; Poverty Reduction ; Primary Education ; Rural Development ; Rural Poverty Reduction ; Adolescents ; Adulthood ; Adults ; Age ; Aged ; Childhood ; Children ; Demography ; Education ; Education ; Education for All ; Effective Schools and Teachers ; Family ; Females ; Gender ; Gender and Law ; Generations ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Knowledge ; Law and Development ; Marriage ; Mothers ; Population Policies ; Population and Development ; Poverty Reduction ; Primary Education ; Rural Development ; Rural Poverty Reduction ; Adolescents ; Adulthood ; Adults ; Age ; Aged ; Childhood ; Children ; Demography ; Education ; Education ; Education for All ; Effective Schools and Teachers ; Family ; Females ; Gender ; Gender and Law ; Generations ; Health Monitoring and Evaluation ; Health, Nutrition and Population ; Knowledge ; Law and Development ; Marriage ; Mothers ; Population Policies ; Population and Development ; Poverty Reduction ; Primary Education ; Rural Development ; Rural Poverty Reduction
    Kurzfassung: The ages of first union and of first parenting are of considerable interest, not only because of their implications for individual welfare and well-being over the life cycle, but also because they are strongly associated with fertility patterns that are thought to have important implications for the broader society. But the many positive associations between schooling attainment and ages of first union and first parenting do not mean that increasing education causes increases in ages of first union and first parenting. This study contributes to the literature by investigating the impact of schooling on ages of first union and first parenting using data collected over 35 years in Guatemala. It advances beyond the previous literature by (1) treating schooling as behaviorally-determined, which changes the estimated schooling impacts considerably in a number of cases, tending to result in stronger positive effects of schooling for females and weaker ones for males; (2) including other aspects of individuals' human capital and parental family background, which in some cases changes the estimated impact of schooling attainment a fair amount; and (3) including outcomes, additional to ages of first union and first parenting, such as union partner's human capital and union partner's family's social and economic status, which enriches the understanding of the multiple effects that schooling attainment has on the processes under study
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  • 70
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    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
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  • 71
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    Empowering Parents To Improve Education : Evidence From Rural Mexico (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (31 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Gertler, Paul Empowering Parents To Improve Education
    Schlagwort(e): Curriculum ; Curriculum Development ; Disability ; Disadvantaged Students ; Education ; Education for All ; Educational Reform ; Effective Schools and Teachers ; Information Asymmetries ; Learning ; Learning Environment ; Learning Outcomes ; Literature ; Papers ; Primary Education ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Curriculum ; Curriculum Development ; Disability ; Disadvantaged Students ; Education ; Education for All ; Educational Reform ; Effective Schools and Teachers ; Information Asymmetries ; Learning ; Learning Environment ; Learning Outcomes ; Literature ; Papers ; Primary Education ; Secondary Education ; Social Protections and Labor ; Tertiary Education ; Curriculum ; Curriculum Development ; Disability ; Disadvantaged Students ; Education ; Education for All ; Educational Reform ; Effective Schools and Teachers ; Information Asymmetries ; Learning ; Learning Environment ; Learning Outcomes ; Literature ; Papers ; Primary Education ; Secondary Education ; Social Protections and Labor ; Tertiary Education
    Kurzfassung: Mexico's compensatory education program provides extra resources to primary schools that enroll disadvantaged students in highly disadvantaged rural communities. One of the most important components of the program is the school-based management intervention known as AGEs. The impact of the AGEs is assessed on intermediate school quality indicators (failure, repetition and dropout), controlling for the presence of the conditional cash transfer program. Results prove that school-based management is an effective measure for improving outcomes, based on an over time difference-in-difference evaluation. Complementary qualitative evidence corroborates the veracity of such findings
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  • 72
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    Evaluating The Impact of Mexico's Quality Schools Program : The Pitfalls of Using Nonexperimental Data (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (48 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Skoufias, Emmanuel Evaluating The Impact of Mexico's Quality Schools Program
    Schlagwort(e): Curriculum ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Faculty ; Gender ; Gender and Education ; Grants ; Learning ; Ministry of Education ; Papers ; Primary Education ; Quality of Instruction ; Research ; School ; School Quality ; Schools ; Science ; Secondary Education ; Social Protections and Labor ; Student ; Tertiary Education ; Curriculum ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Faculty ; Gender ; Gender and Education ; Grants ; Learning ; Ministry of Education ; Papers ; Primary Education ; Quality of Instruction ; Research ; School ; School Quality ; Schools ; Science ; Secondary Education ; Social Protections and Labor ; Student ; Tertiary Education ; Curriculum ; Disability ; Education ; Education for All ; Effective Schools and Teachers ; Faculty ; Gender ; Gender and Education ; Grants ; Learning ; Ministry of Education ; Papers ; Primary Education ; Quality of Instruction ; Research ; School ; School Quality ; Schools ; Science ; Secondary Education ; Social Protections and Labor ; Student ; Tertiary Education
    Kurzfassung: The authors evaluate whether increasing school resources and decentralizing management decisions at the school level improves learning in a developing country. Mexico's Quality Schools Program (PEC), following many other countries and U.S. states, offers US
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  • 73
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    A Dime A Day : The Possibilities And Limits of Private Schooling In Pakistan (2006)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (35 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Andrabi, Tahir A Dime A Day
    DDC: 370
    Schlagwort(e): Privatschule ; Pakistan ; Children ; Education ; Education Reform and Management ; Education for All ; Educational Outcomes ; Effective Schools and Teachers ; Enrollment ; Fees ; Gender ; Gender Disparities ; Gender and Education ; Investment ; Knowledge ; Participation ; Primary Education ; Primary Education ; Primary Schools ; Private School ; Private Schools ; Secondary Education ; Tertiary Education ; Children ; Education ; Education Reform and Management ; Education for All ; Educational Outcomes ; Effective Schools and Teachers ; Enrollment ; Fees ; Gender ; Gender Disparities ; Gender and Education ; Investment ; Knowledge ; Participation ; Primary Education ; Primary Education ; Primary Schools ; Private School ; Private Schools ; Secondary Education ; Tertiary Education ; Children ; Education ; Education Reform and Management ; Education for All ; Educational Outcomes ; Effective Schools and Teachers ; Enrollment ; Fees ; Gender ; Gender Disparities ; Gender and Education ; Investment ; Knowledge ; Participation ; Primary Education ; Primary Education ; Primary Schools ; Private School ; Private Schools ; Secondary Education ; Tertiary Education
    Kurzfassung: This paper looks at the private schooling sector in Pakistan, a country that is seriously behind schedule in achieving the Millennium Development Goals. Using new data, the authors document the phenomenal rise of the private sector in Pakistan and show that an increasing segment of children enrolled in private schools are from rural areas and from middle-class and poorer families. The key element in their rise is their low fees-the average fee of a rural private school in Pakistan is less than a dime a day (Rs.6). They hire predominantly local, female, and moderately educated teachers who have limited alternative opportunities outside the village. Hiring these teachers at low cost allows the savings to be passed on to parents through low fees. This mechanism-the need to hire teachers with a certain demographic profile so that salary costs are minimized-defines the possibility of private schools: where they arise, fees are low. It also defines their limits. Private schools are horizontally constrained in that they arise in villages where there is a pool of secondary educated women. They are also vertically constrained in that they are unlikely to cater to the secondary levels in rural areas, at least until there is an increase in the supply of potential teachers with the required skills and educational levels
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  • 74
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    Evaluation of National School for Professional Technology Education in Mexico (2005)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (41 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Lopez-Acevedo, Gladys Evaluation of National School for Professional Technology Education in Mexico
    Schlagwort(e): Access and Equity in Basic Education ; Education ; Educational System ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Graduates ; Low-Income Students ; Ministry of Education ; Papers ; Primary Education ; Professional Education ; Public Universities ; Research ; School ; Schools ; Secondary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Education ; Educational System ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Graduates ; Low-Income Students ; Ministry of Education ; Papers ; Primary Education ; Professional Education ; Public Universities ; Research ; School ; Schools ; Secondary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Education ; Educational System ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Graduates ; Low-Income Students ; Ministry of Education ; Papers ; Primary Education ; Professional Education ; Public Universities ; Research ; School ; Schools ; Secondary Education ; Secondary Education ; Tertiary Education
    Kurzfassung: The National School for Professional Technology Education (CONALEP) is Mexico's largest and oldest technical education system. CONALEP serves low-income students at the upper-secondary school level in Mexico. The labor market performance of CONALEP graduates has been evaluated four times in the past. These evaluations have yielded encouraging results, showing that CONALEP's graduates find jobs faster and earn higher wages than similar "control" groups. In contrast, using non-experimental methods, this paper suggests that CONALEP's graduates might earn higher wages but do not find jobs faster compared with control groups
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  • 75
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    Wage Determination in Northeast Brazil (2005)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (87 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Verner, Dorte Wage Determination in Northeast Brazil
    Schlagwort(e): Access and Equity in Basic Education ; Education ; Employment ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Human Resources ; Income Distribution ; Informal Sector ; Job ; Jobs ; Labor ; Labor Market ; Labor Markets ; Labor Policies ; Occupation ; Open Unemployment ; Paid Workers ; Population Policies ; Primary Education ; Real Wages ; Social Protections and Labor ; Unemployment ; Union Membership ; Wage Determination ; Wage Distribution ; Worker ; Workers ; Access and Equity in Basic Education ; Education ; Employment ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Human Resources ; Income Distribution ; Informal Sector ; Job ; Jobs ; Labor ; Labor Market ; Labor Markets ; Labor Policies ; Occupation ; Open Unemployment ; Paid Workers ; Population Policies ; Primary Education ; Real Wages ; Social Protections and Labor ; Unemployment ; Union Membership ; Wage Determination ; Wage Distribution ; Worker ; Workers ; Access and Equity in Basic Education ; Education ; Employment ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Human Resources ; Income Distribution ; Informal Sector ; Job ; Jobs ; Labor ; Labor Market ; Labor Markets ; Labor Policies ; Occupation ; Open Unemployment ; Paid Workers ; Population Policies ; Primary Education ; Real Wages ; Social Protections and Labor ; Unemployment ; Union Membership ; Wage Determination ; Wage Distribution ; Worker ; Workers
    Kurzfassung: This paper analyzes the labor markets in the states of Pernambuco, Bahia, Ceará, and the Northeast region of Brazil. The findings show a rather heterogeneous impact pattern of individual characteristics on monthly wages across the wage distribution. That is, the magnitude of the affect of a wage determinant is different depending on whether the worker is placed in the lower, median or top of the wage distribution. The findings reveal that education is key. Basic schooling matters for all four geographical areas and across the income distribution. However, poor workers are awarded lower returns than their richer peers and in Bahia and Ceará, the poor do not obtain any returns to basic schooling. Furthermore, the impact of 5-8 or 9-11 years of education is larger than that of 1-4 years of completed education. The returns obtained by a median worker are higher in Ceará and Pernambuco than in Bahia. Finally, completed tertiary education offers thelargest returns of all levels of education; the median worker receives a premium of 105, 249, and 216 percent in Ceará, Pernambuco, and Bahia, respectively. Hence, one direct policy implication is to increase the quality of education, in particular in poorer neighborhoods. Experience impacts positively on wages and it is increasing with age until workers reach 50 years of age. However, returns to experience are falling significantly across the wage distribution. For the poor and younger generations, experience contributes more to wages than education. The occupation of workers is important for wage determination; all workers in the included occupational groups are paid more than workers engaged in agricultural activities. Workers employed as technicians or administrators obtain the highest returns. The white/non-white wage disparity reveals that white workers are paid 17 percent more than their non-white co-workers, taking into account other characteristics. Gender disparities are large in the Northeast and heterogeneous across the wage distribution. The time spent in the current state impacts adversely on wages. That is, those that have stayed earn, on average, less than the newcomers. There are no considerable differences between male and female workers. Union membership has a positive impact on workers wages
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  • 76
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    Promoting Innovation in Developing Countries : A Conceptual Framework (2005)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (39 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Aubert, Jean-Eric Promoting Innovation in Developing Countries
    Schlagwort(e): Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Capability ; Communications ; E-Business ; Economic Development ; Education ; Emerging ; Globalization ; Health, Nutrition and Population ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Innovation ; Innovation ; Innovation Policies ; Innovation Policy ; Innovations ; Institutions ; Knowledge for Development ; Labor Policies ; Marketing ; Population Policies ; Private Sector Development ; Science and Technology Development ; Social Protections and Labor ; Technology Industry ; Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Capability ; Communications ; E-Business ; Economic Development ; Education ; Emerging ; Globalization ; Health, Nutrition and Population ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Innovation ; Innovation ; Innovation Policies ; Innovation Policy ; Innovations ; Institutions ; Knowledge for Development ; Labor Policies ; Marketing ; Population Policies ; Private Sector Development ; Science and Technology Development ; Social Protections and Labor ; Technology Industry ; Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Capability ; Communications ; E-Business ; Economic Development ; Education ; Emerging ; Globalization ; Health, Nutrition and Population ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Innovation ; Innovation ; Innovation Policies ; Innovation Policy ; Innovations ; Institutions ; Knowledge for Development ; Labor Policies ; Marketing ; Population Policies ; Private Sector Development ; Science and Technology Development ; Social Protections and Labor ; Technology Industry
    Kurzfassung: The author provides a conceptual framework for approaching the promotion of technological innovation and its diffusion in developing countries. Innovation climates in developing countries are, by nature, problematic, characterized by poor business and governance conditions, low educational levels, and mediocre infrastructure. This raises particular challenges for the promotion of innovation. The latter should be understood as the diffusion of technologies-and related practices-which are new to a given context (not in absolute terms). What matters first is to provide the necessary package of support-technical, financial, commercial, legal, and so on-with flexible, autonomous agencies adapting their support and operations to the different types of concerned enterprises. Facilitating and responding to the emergence of grass-root needs at the local level is also essential. Support to entrepreneurs and local communities should be primarily provided in matching grant forms to facilitate the mobilization of local resources and ownership. It is of primary importance to pay the greatest attention to country specificities, not only in terms of development level, size, and specialization, but also in terms of administrative and cultural traditions. At the global level, major issues need also to be considered and dealt with by appropriate incentives and regulations: the role of foreign direct investment in developing countries' technological development, conditions of technologies' patenting and licensing, the North-South research asymmetry, and brain drain trends
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 77
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    Brain Waste? : Educated Immigrants in the U.S. Labor Market (2005)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (31 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Mattoo, Aaditya Brain Waste?
    Schlagwort(e): Access and Equity in Basic Education ; Brain Drain ; Country of Origin ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Home Countries ; Host Country ; Human Capital ; Immigrant ; Immigrants ; Immigration ; Immigration Law ; Immigration Policies ; International Migration ; Labor ; Labor Market ; Labor Markets ; Population Policies ; Social Development ; Social Protections and Labor ; Tertiary Education ; Access and Equity in Basic Education ; Brain Drain ; Country of Origin ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Home Countries ; Host Country ; Human Capital ; Immigrant ; Immigrants ; Immigration ; Immigration Law ; Immigration Policies ; International Migration ; Labor ; Labor Market ; Labor Markets ; Population Policies ; Social Development ; Social Protections and Labor ; Tertiary Education ; Access and Equity in Basic Education ; Brain Drain ; Country of Origin ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Home Countries ; Host Country ; Human Capital ; Immigrant ; Immigrants ; Immigration ; Immigration Law ; Immigration Policies ; International Migration ; Labor ; Labor Market ; Labor Markets ; Population Policies ; Social Development ; Social Protections and Labor ; Tertiary Education
    Kurzfassung: The authors investigate the occupational placement of immigrants in the U.S. labor market using census data. They find striking differences among highly educated immigrants from different countries, even after they control for individuals' age, experience, and level of education. With some exceptions, educated immigrants from Latin American and Eastern European countries are more likely to end up in unskilled jobs than immigrants from Asia and industrial countries. A large part of the variation can be explained by attributes of the country of origin that influence the quality of human capital, such as expenditure on tertiary education and the use of English as a medium of instruction. Performance is adversely affected by military conflict at home which may weaken institutions that create human capital and lower the threshold quality of immigrants. The selection effects of U.S. immigration policy also play an important role in explaining cross-country variation. The observed under-placement of educated migrants might be alleviated if home and host countries cooperate by sharing information on labor market conditions and work toward the recognition of qualifications
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 78
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    For Public Service Or Money : Understanding Geographical Imbalances In The Health Workforce (2005)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (35 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Barr, Abigail For Public Service Or Money
    Schlagwort(e): Children ; Education ; Family Planning ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health, Nutrition and Population ; Implementation ; Knowledge ; Living Conditions ; Migration ; Mortality ; Nurses ; Nursing ; Tertiary Education ; Children ; Education ; Family Planning ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health, Nutrition and Population ; Implementation ; Knowledge ; Living Conditions ; Migration ; Mortality ; Nurses ; Nursing ; Tertiary Education ; Children ; Education ; Family Planning ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health, Nutrition and Population ; Implementation ; Knowledge ; Living Conditions ; Migration ; Mortality ; Nurses ; Nursing ; Tertiary Education
    Kurzfassung: Geographical imbalances in the health workforce have been a consistent feature of nearly all health systems, especially in developing countries. The authors investigate the willingness to work in a rural area among final year nursing and medical students in Ethiopia. Analyzing data obtained from contingent valuation questions, they find that household consumption and the student ' s motivation to help the poor, which is their proxy for intrinsic motivation, are the main determinants of willingness to work in a rural area. The authors investigate who are willing to help the poor and find that women are significantly more likely to help than men. Other variables, including a rich set of psycho-social characteristics, are not significant. Finally, the authors carry out some simulations on how much it would cost to make the entire cohort of starting nurses and doctors choose to take up a rural post
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 79
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    The Contribution of Skilled Immigration And International Graduate Students To U.S. Innovation (2005)
    Washington, D.C : The World Bank
    Details
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (35 p.))
    Ausgabe: Online-Ausg. World Bank E-Library Archive
    Paralleltitel: Chellaraj, Gnanaraj The Contribution of Skilled Immigration And International Graduate Students To U.S. Innovation
    Schlagwort(e): Education ; Foreign Skilled Workers ; Foreign Students ; Graduate ; Graduate Students ; Grants ; International Students ; Labor Force ; Literature ; Papers ; Research ; Scholars ; School ; Tertiary Education ; Education ; Foreign Skilled Workers ; Foreign Students ; Graduate ; Graduate Students ; Grants ; International Students ; Labor Force ; Literature ; Papers ; Research ; Scholars ; School ; Tertiary Education ; Education ; Foreign Skilled Workers ; Foreign Students ; Graduate ; Graduate Students ; Grants ; International Students ; Labor Force ; Literature ; Papers ; Research ; Scholars ; School ; Tertiary Education
    Kurzfassung: The impact of international students and skilled immigration in the United States on innovative activity is estimated using a model of idea generation. In the main specification a system of three equations is estimated, where dependent variables are total patent applications, patents awarded to U.S. universities, and patents awarded to other U.S. entities, each scaled by the domestic labor force. Results indicate that both international graduate students and skilled immigrants have a significant and positive impact on future patent applications, as well as on future patents awarded to university and nonuniversity institutions. The central estimates suggest that a 10 percent increase in the number of foreign graduate students would raise patent applications by 4.7 percent, university patent grants by 5.3 percent, and nonuniversity patent grants by 6.7 percent. Thus, reductions in foreign graduate students from visa restrictions could significantly reduce U.S. innovative activity. Increases in skilled immigration also have a positive, but smaller, impact on patenting
    URL: Volltext  (Deutschlandweit zugänglich)
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