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Education Matter (education + matter)
Selected AbstractsCHILD LABOR AND SCHOOL ENROLLMENT IN RURAL INDIA: WHOSE EDUCATION MATTERS?THE DEVELOPING ECONOMIES, Issue 4 2006Takashi KUROSAKI J22; I21; I31; O15 This paper empirically analyzes the determinants of child labor and school enrollment in rural Andhra Pradesh, India. A village fixed-effect logit model for each child is estimated with the incidence of child labor or school enrollment as the dependent variable, in order to investigate individual and household characteristics associated with the incidence. Among the determinants, this paper focuses on whose education matters most in deciding the status of each child, an issue not previously investigated in the context of the joint family system. The regression results show that the education of the child's mother is more important in reducing child labor and in increasing school enrollment than that of the child's father, the household head, or the spouse of the head. The effect of the child's mother is similar on boys and girls while that of the child's father is more favorable on boys. [source] Does Higher Education Matter?EUROPEAN JOURNAL OF EDUCATION, Issue 1 2007Lessons from a Comparative Graduate Survey Renewed public interest in the relationships between higher education and the world of work and a deficient data base contributed to the decision to undertake a major comparative study on graduate employment and work. In the framework of the CHEERS study, supported by the European Commission's TSER programme, some 40,000 graduates of the academic year 1994/95 from 11 European countries and Japan were surveyed about four years later. The study paid attention to the transition to employment, the employment situation during the first four years after graduation, the links between competences acquired and work tasks, as well as the professional impact of values and orientations. Altogether, the findings indicate major North-South differences of graduate employment in Europe, but less clear findings as far as work assignments and retrospective views of higher education are concerned. They show on average a more favourable employment and work situation than the public debates suggest, few signs of European convergence, for example with respect to preference for generalists or professionals, and a high weight of intrinsic values. [source] The Returns to Education: MacroeconomicsJOURNAL OF ECONOMIC SURVEYS, Issue 2 2003Barbara Sianesi We offer an extensive summary and a critical discussion of the empirical literature on the impact of human capital on macro-economic performance, with a particular focus on UK policy. We also highlight methodological issues and make recommendations for future research priorities. Taking the studies as a whole, the evidence that human capital increases productivity is compelling, though still largely divided on whether the stock of education affects the long-run level or growth rate of GDP. A one-year increase in average education is found to raise the level of output per capita by between three and six percent according to augmented neo-classical specifications, while leading to an over one percentage point faster growth according to estimates from the new-growth theories. Still, over the short-run planning horizon (four years) the empirical estimates of the change in GDP are of similar orders of magnitude in the two approaches. The impact of increases at different levels of education appear to depend on the level of a country's development, with tertiary education being the most important for growth in OECD countries. Education is found to yield additional indirect benefits to growth. More preliminary evidence seems to indicate that type, quality and efficiency of education matter for growth too. [source] Making general education matter: Structures and strategiesNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 121 2010Joan Hawthorne When the University of North Dakota began working to improve general education, two concerns were recognized. The first issue, which faculty and administrators across campus found immediately engaging, was how to change general education so that it would be a better program, more likely to yield clear student learning benefits. A second concern, less obvious but ultimately more significant, was how to make general education really matter. This cross-campus faculty engagement in general education goals has been extremely energizing, essentially making the program matter to faculty across disciplines; and this heightened faculty interest is already translating to students as faculty engage more purposefully with the program. [source] | ||||||||||