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  1. Education quality, green technology, and the economic impact of carbon pricing
    Autor*in: Macdonald, Kevin; Patrinos, Harry Anthony
    Erschienen: October 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Carbon pricing is increasingly used by governments to reduce emissions. The effect of carbon pricing on economic outcomes as well as mitigating factors has been studied extensively since the early 1990s. One mitigating factor that has received less... mehr

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    Carbon pricing is increasingly used by governments to reduce emissions. The effect of carbon pricing on economic outcomes as well as mitigating factors has been studied extensively since the early 1990s. One mitigating factor that has received less attention is education quality. If technological change that reduces the reliance of production on emissions is skill-biased, then carbon pricing may increase the skill premium of earnings and subsequent wage inequality; however, a more elastic skill supply through better education quality may mitigate adverse economic outcomes, including wage inequality, and enhance the effect of carbon pricing on technological change and subsequently emissions. A general equilibrium, overlapping-generations model is proposed, with endogenous skill investment in which the average skill level of the workforce can affect the need for emissions in an aggregate production function. This study uses data on industrial emissions linked to the Organisation for Economic Co-operation and Development's Programme for International Assessment of Adult Competencies dataset for European Union countries. The findings show that, within countries, cognitive skills are positively associated with employment in industries that rely less on emissions for production and in industries that, over time, have been able to reduce their reliance on emissions for production. In the estimated general equilibrium model, higher cognitive skills reduce an economy's reliance on emissions for production. Having higher quality education - defined as the level of cognitive skills attained by workers per unit of cost - increases the elasticity of skill supply and, as a result, mitigates a carbon tax's economic costs including output loss and wage inequity, and enhances its effect on emissions reduction. The implication is that investments in education quality are needed for better enabling green technological innovation and adaptation and reducing inequality that results from carbon pricing.

     
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    Sprache: Englisch
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    Weitere Identifier:
    hdl: 10419/250453
    Schriftenreihe: Discussion paper series / IZA ; no. 14792
    Schlagworte: carbon pricing; education; skills; learning outcomes
    Umfang: 1 Online-Ressource (circa 39 Seiten)
  2. Access to schools and learning outcomes of children with disabilities in Pakistan
    findings from a household survey in four administrative units
    Autor*in: Upadhayay, Neha B.; Kakar, Qahraman
    Erschienen: [2021]
    Verlag:  Érudite laboratoire d'économie Paris-Est, [Marne-la-Vallée]

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    Schriftenreihe: Series of ERUDITE working papers ; no 2021, 06
    Schlagworte: Children with difficulties in functioning; school enrolment; learning outcomes
    Umfang: 1 Online-Ressource (circa 29 Seiten), Illustrationen
  3. Foundational mathematics and reading skills of Filipino students over a generation
    Autor*in: Igarashi, Takiko; Suryadarma, Daniel
    Erschienen: [2021]
    Verlag:  Asian Development Bank Institute, Tokyo, Japan

    Children around the world largely rely on the formal educational system to teach them foundational mathematics and reading skills. The inability of an educational system to do so may indicate it has structural constraints. In this paper, we take... mehr

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    Children around the world largely rely on the formal educational system to teach them foundational mathematics and reading skills. The inability of an educational system to do so may indicate it has structural constraints. In this paper, we take advantage of three rounds of a nationally representative household survey on education and functional literacy implemented by the Philippine Statistics Authority to examine mastery of foundational mathematics and reading skills among students in grades 4-10 students. The three rounds enable us to examine trends in these skills from the turn of the millennium to 2019. We find that a significant proportion of higher-grade students have not yet mastered these foundational skills. We also find that the difference in foundational skills between grade 10 and grade 4 students is small. Based on a comparison between cohorts, we find that foundational mathematics skills continued to decline between the 2003 and 2019 cohorts. Foundational reading skills, however, trended up between 2013 and 2019 after stagnating between 2003 and 2013. The latter is suggestive evidence that major educational reforms implemented by the Philippine government since 2012 may have successfully improved reading skills but not mathematics skills. Overall, the Philippine basic education system, building on its success in increasing access to education for virtually all children, still has ample room to significantly improve its effectiveness.

     
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    hdl: 10419/238629
    Schriftenreihe: ADBI working paper series ; no. 1272 (June 2021)
    Schlagworte: foundational skills; learning outcomes; education quality; Philippines
    Umfang: 1 Online-Ressource (circa 25 Seiten), Illustrationen
  4. Birth order, sibling sex composition, and quantity-quality trade-offs
    evidence from India
    Autor*in: Onur, Ilke; Velamuri, Malathi
    Erschienen: February 2021
    Verlag:  Economic Research Institute for ASEAN and East Asia, [Jakarta]

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    Schriftenreihe: ERIA discussion paper series ; ERIA-DP-2020-35 = no. 362
    Schlagworte: quantity-quality trade-offs; birth order; sibling sex composition; son preference; intra-household resource allocation; learning outcomes; India
    Umfang: 1 Online-Ressource (circa 54 Seiten), Illustrationen
  5. Does more schooling imply improved learning?
    evidence from a conditional cash transfer programme in India
    Autor*in: Das, Upasak; Sarkhel, Prasenjit
    Erschienen: September 2020
    Verlag:  The University of Manchester Global Development Institute, Manchester

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    Sprache: Englisch
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    ISBN: 9781912607037
    Schriftenreihe: Working paper series / Global Development Institute ; 045 (2020)
    Schlagworte: Conditional Cash Transfer programme; learning outcomes; triple difference; synthetic control; educational amenities
    Umfang: 1 Online-Ressource (circa 32 Seiten), Illustrationen
  6. Recent developments in basic education in Thailand
    issues and challenges
    Autor*in: Wannaphong Durongkaveroj
    Erschienen: [2022]
    Verlag:  Asian Development Bank Institute, Tokyo, Japan

    Over the past few decades, Thailand has made progress in expanding access to basic education, resulting in an increase in literacy rates and narrowing gaps in school attendance between socio-economic groups. This paper surveys recent developments in... mehr

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    Over the past few decades, Thailand has made progress in expanding access to basic education, resulting in an increase in literacy rates and narrowing gaps in school attendance between socio-economic groups. This paper surveys recent developments in Thailand's basic education with an emphasis on the learning outcomes of Thai students, the determinants of such outcomes, and the challenges faced by the basic education system. The paper finds that despite the significant amount of resources spent on education and the fact that the quality of the workforce is crucial for the country's current stage of economic development, students' learning outcomes are low and have not improved significantly in either national or international assessments. The performance of junior secondary school students in the national examinations has declined, especially in mathematics and science. While the performance of senior secondary school students has improved slightly over the same period, the mean results for core subjects (mathematics, science, and English) were less than 50. This worrying figure is worsened by inequality in education quality across regions, since the performance of secondary school students is lower in poorer, remote regions. In addition, according to the results of the international assessments, Thai students are performing below the international average in core subjects. The paper argues that such poor learning outcomes are presumably due to two main reasons: the role of small school, and inefficient resource allocation for education in public spending. Key challenges in Thailand's basic education include the need to expand the supply of human capital to avoid the middle-income trap and the aging society. This is a pivotal period in Thailand's economic development. Educational reform is needed to ensure high-quality basic education for all.

     
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    hdl: 10419/267755
    Schriftenreihe: ADBI working paper series ; no. 1322 (June 2022)
    Schlagworte: basic education; learning outcomes; Thailand
    Umfang: 1 Online-Ressource (circa 19 Seiten), Illustrationen
  7. Biased teachers and gender gap in learning outcomes: evidence from India
    Autor*in: Rakshit, Sonali; Sahoo, Soham
    Erschienen: April 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We investigate the effect of stereotypical beliefs of teachers on the learning outcomes of secondary school students in India. We measure teacher’s bias through an index capturing teacher’s subjective beliefs about the role of gender and other... mehr

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    We investigate the effect of stereotypical beliefs of teachers on the learning outcomes of secondary school students in India. We measure teacher’s bias through an index capturing teacher’s subjective beliefs about the role of gender and other characteristics in academic performance. We tackle the potential endogeneity of teacher’s subjective beliefs by controlling for teacher fixed effects in a value-added model that includes lagged test scores of students. We find that a standard deviation increase in the biased attitude of the math teacher increases the female disadvantage in math performance by 0.07 standard deviation over an academic year. The effect is stronger among medium-performing students and in classes where the majority of students are boys. The negative effect of biased teachers is statistically insignificant for female teachers who also reduce gender gap among medium-performing students. Mediation analysis shows that biased teachers negatively affect girls’ attitude towards math as compared to boys.

     
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    hdl: 10419/236336
    Schriftenreihe: Discussion paper series / IZA ; no. 14305
    Schlagworte: learning outcomes; value-added model; gender; teachers; stereotypes; India
    Umfang: 1 Online-Ressource (circa 51 Seiten), Illustrationen
  8. Impact of early childhood school intervention on enrollment and learning outcomes
    evaluation of a public program in India
    Autor*in: Bhattacharya, Nilanjan; Pakrashi, Debayan; Saha, Sarani; Sahoo, Soham
    Erschienen: May 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We evaluate the impact of introducing a pre-primary schooling program in government schools in the Indian state of West Bengal in 2013 on children's early enrolment in schools and subsequent test scores. Using double difference, triple difference,... mehr

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    We evaluate the impact of introducing a pre-primary schooling program in government schools in the Indian state of West Bengal in 2013 on children's early enrolment in schools and subsequent test scores. Using double difference, triple difference, and synthetic control methodologies, we find that the program significantly increased enrolment in the pre-primary sections of the government schools. However, the rise in enrolment did not translate into improved performance of the students. Analyzing the test scores, we find that after the program's introduction, both math and reading scores of treated children did not improve compared to the control group. We attribute this result to the deteriorating physical and learning infrastructure in the state government schools, captured via a decline in the availability of classrooms and teachers.

     
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    hdl: 10419/278865
    Schriftenreihe: Discussion paper series / IZA ; no. 16167
    Schlagworte: pre-primary education; learning outcomes; enrollment
    Umfang: 1 Online-Ressource (circa 41 Seiten), Illustrationen
  9. Impact of early childhood school intervention on enrollment and learning outcomes
    evaluation of a public program in India
    Autor*in: Bhattacharya, Nilanjan; Pakrashi, Debayan; Saha, Sarani; Sahoo, Soham
    Erschienen: [2023]
    Verlag:  Global Labor Organization (GLO), Essen

    We evaluate the impact of introducing a pre-primary schooling program in government schools in the Indian state of West Bengal in 2013 on children’s early enrollment in schools and subsequent test scores. Using double difference, triple difference,... mehr

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    We evaluate the impact of introducing a pre-primary schooling program in government schools in the Indian state of West Bengal in 2013 on children’s early enrollment in schools and subsequent test scores. Using double difference, triple difference, and synthetic control methodologies, we find that the program significantly increased enrollment in the pre-primary sections of the government schools. However, the rise in enrollment did not translate into improved performance of the students. Analyzing the test scores, we find that after the program's introduction, both math and reading scores of treated children did not improve compared to the control group. We attribute this result to the deteriorating physical and learning infrastructure in the state government schools, captured via a decline in the availability of classrooms and teachers.

     
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    hdl: 10419/271670
    Schriftenreihe: GLO discussion paper ; no. 1290
    Schlagworte: pre-primary education; learning outcomes; enrollment
    Umfang: 1 Online-Ressource (circa 40 Seiten)
  10. Chronic absenteeism and its impact on the learning outcomes of primary grade students in India
    Autor*in: Jain, Charu; Garg, Ruchi Jain
    Erschienen: January 2024
    Verlag:  National Council of Applied Economic Research, [New Delhi, India]

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    Schriftenreihe: Working paper / National Council of Applied Economic Research ; no. WP 157
    Schlagworte: attendance; learning outcomes; primary education; chronic absenteeism; gender; human development
    Umfang: 1 Online-Ressource (circa 36 Seiten), Illustrationen