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Wenn Eltern arbeitslos werden, hat das in mehrerlei Hinsicht Konsequenzen – nicht nur für sie selbst, sondern auch für ihr Umfeld. Dieser Bericht geht auf Basis von Daten des Sozio-oekonomischen Panels (SOEP) der Frage nach, welchen Einfluss die Arbeitslosigkeit von Eltern in der Grundschulphase ihrer Kinder auf deren Bildungsergebnisse hat. Dafür werden Bildungsverläufe von Kindern, von denen ein Elternteil während der Grundschulphase arbeitslos wurde, mit Bildungsverläufen von Kindern, deren Eltern nicht arbeitslos waren, verglichen. Da diese Gruppen grundsätzlich sehr unterschiedlich sind, wird vorher eine Vergleichsgruppe aus statistisch betrachtet ähnlichen Familien gebildet. Ein zentrales Ergebnis ist, dass Kinder deutlich seltener (Fach-)Abitur machen und ein Studium abschließen, wenn während ihrer Grundschulzeit ein Elternteil arbeitslos war. Aufgrund ihrer Methode liefert die Studie starke Indizien dafür, dass die gemessenen Effekte kausal zu interpretieren sind, die Arbeitslosigkeit der Eltern also tatsächlich die Ursache ist. Damit zeigt sich einmal mehr, dass Bildungsverläufe in Deutschland sehr von der wirtschaftlichen und gesellschaftlichen Situation der Eltern abhängen., DIW Wochenbericht

The aim of this project is to estimate the effect of school starting age rules in Scotland on later life outcomes, including average earnings, lifetime earnings, and wealth. The project will compare these outcomes for people born in Scotland using regression discontinuity design. We will also compare the same for children born in England, as they have slightly different rules and therefore we shouldn���t see such any discontinuity in their outcomes. Finally, the project will use difference-in-discontinuity to compare outcomes for those born in England and Scotland. the first discontinuity will be the Scottish rule for starting age and the second will be the border. All of the data will come from ONS. The data subjects are the survey respondents of the following ONS surveys: Annual Population Survey ��� Years - 2004-2022 ��� 320,000 unique individuals each year. ONS Wealth and Assets Survey ��� 2006-2022 - 20,000 unique households each year

This study investigates how the development of human capital is related to economic growth in Nigeria from 1980 to 2015. Data were sourced from the Central Bank of Nigeria and the National Bureau of Statistics. The study employed Augmented Dickey-Fuller (ADF) to estimate the relationship among the variables used in this study which revealed that there is a positive long-run relationship among public expenditure on education and health, total school enrolment, gross capital formation, employment rate, life expectancy rate and economic growth. The study recommended that the government should put in place the required education and training policy that would guarantee quality schooling for different level of education. Government should also commit more funds to health sector to enhance human capital formation. It was also recommended there should be more pragmatic means to develop human capabilities.

This paper examines the short and long-term impact of international migration on overall human capital formation as well as the quality of human capital formation of the left behind households in the community of origin. Exploiting a unique migration policy, we find that the time passed since the migration event took place could affect the human capital formation of the left behind households differently. Furthermore, we find that international migration could also impact overall human capital as well as the quality of human capital formation differently. In particular, we do not find any impact of short and long-term international migration on the overall human capital formation of the left-behind household members. However, we find that households with long-term migrants are more likely to switch from a lower quality of education and substituting it with a higher quality of education of the left behind household members.

Access to reproductive health including care during pregnancy and childbirth is paramount for mothers, children and families worldwide. Despite the rapid use of reproductive and birth technologies, multiple questions regarding the impact of this technological advancement still remain. This thesis addresses these issues by focusing on the causal and long-term effects including health indicators, fertility outcomes, female empowerment and labor market outcomes. In the first chapter, I study the causal impacts of planned Cesarean section for high risk births on health, future fertility and labor market responses. In the second chapter, we examine the passage of a reform to in-vitro fertilization (IVF) procedures, mandating single embryo transfer as default. In the last chapter, we study the effect from abortion legalization in Mexico City on fertility, contraceptive use and female empowerment.

A formação continuada de professores na década de 1990 passou a ser considerada uma das estratégias fundamentais para o processo de construção de um novo perfil profissional do professor. Neste contexto, a concepção crítico-reflexiva foi defendida como a orientação mais adequada para a renovação dos sistemas de formação continuada de professores no Brasil. No entanto, ao longo de duas décadas, diferentes estudos indicam que esta orientação teórico-metodológica operou mudanças pouco significativas nas práticas formativas. A partir de uma revisão sobre a tendência denominada de Epistemologia da Prática, este ensaio propõe um deslocamento da formação continuada de professores do campo das políticas públicas para o campo da formação humana. Nesta direção, procuramos apontar qual a contribuição da teoria crítica da formação humana para os processos de formação continuada de professores na contemporaneidade. Teachers' continuing education in the 1990s came to be considered one of the fundamental strategies for the process of constructing a new professional profile for the teacher. In this context, the critical-reflexive conception was defended as the most adequate orientation to renew systems of continuing education for teachers in Brazil. Nevertheless, through two decades, different studies have indicated that this theoretical-methodological orientation made way for changes of little significance in the practice of capacitating teachers. Setting out from a revision of the tendency denominated Epistemology of Practice, this work proposes a change in the continuing education of teachers, from the field of policies to the field of human capital formation. In this direction, we sought to point out what the contribution of the critical theory of human capital formation would be for contemporary processes of continuing formation in teaching

We report the results of a randomized controlled trial testing whether incentivizing physical exercise improves the academic performance of college students. As expected, the intervention increases physical activity. The main result is that it generates a strong and significant improvement in academic performance, particularly for students who struggled at the baseline in terms of lifestyle habits. We also provide evidence on the underlying mechanisms: Students who were incentivized to exercise have a healthier life style and improved self-control. Overall, the study demonstrates that incentivizing students to exercise can be an important tool in improving educational achievements.

This study investigates the well-researched relationship between migration and the formation of human capital in the source region using a novel instrument: the existence of a local train station. We make use of Chinese panel data and of the fact that the decision to build a new train station is taken by the central government and unrelated to characteristics of a rural village receiving the station. As an intermediate result we find that train stations are negatively related to migration outflows, thus indicating that the facilitation of local employment through economic integration outweighs the reduction of migratory costs. Investigating variation within villages over time in the instrumental variables approach for the central research question, we see a positive effect of out-migration on educational attainment in the source region. Additional results suggest that the effect is stronger for male and young stayers.

This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. It finds that the program significantly increased student test scores at grades 4 to 6. The estimation indicates that two-year exposure to the program increases test scores by about 4.5 to 5 score points. Interestingly, the mathematics score is more responsive to the education reform than are other subjects. The analysis also finds that textbooks, instructional training of teachers, and new classroom construction particularly contributed to these outcomes. The empirical results imply that early-stage investment improves student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.

This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-à-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system’s ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina.

Census data from international sources covering 77% of the world's migrant population indicate that the skill composition of migrants in major destination countries, including the US, has been rising over the last four decades. Moreover, the population share of skilled migrants has been approaching or exceeding that of skilled natives. We offer theoretical propositions and empirical tests consistent with these trends via a general-equilibrium model of endogenous growth where human capital, population, income growth and distribution, and migration trends are endogenous. We derive new insights about the impact of migration on long-term income growth and distribution, and the net benefits to natives in both destination and source countries.

This paper is an exploratory study that investigates human capital (HC) formation in the state of Qatar. It is carried out with the intention to provide an insight into such a process among Qataris and to ascertain how government's investment in education has been an effective influence on the formation ofHC in Qatar. The study provides new evidence about the actual process and indicators of indigenous HC over the last three decades and revealed that Qatari government has been investing well over that period and its educational indicators are accepted internationally. However, the research showed that even when backwardness occurs, this was mainly referring to the structures of the Qatari population and related labour force, quality of educational outcomes and expenditures boundaries. It is also appeared that the education system in Qatar has gained an increasingly high degree of independence from the economy since its establishment. However, the Qatari education system is not entirly to blame for such shortcomings. Indeed, a comprehensive, realistic and workable manpower development and overall development plan at national level would appear to be a crucial element of any HC strategy to enable the country to fully integrate its social and economic growth with the desired manpower.

This paper analyzes the impact of access to piped water on human capital formation as measured by test scores from standardized school exams in Brazilian primary schools. We find that children in urban areas with access to tap water at home perform significantly better at school: They achieve test scores that are 14 percent of the standard deviation higher than the average test score without access. The effect is conditional on the education of the mother and turns out to be insignificant in rural areas. Our results capture the long term effect of the reduced incidence of water-related diseases for children with access to tap water. We exploit school-specific variation across years as well as a comprehensive vector of socioeconomic background variables to identify this effect.

In this paper we study the impact of the international migration of unskilled workers on skill formation and the average skill level in the home country. We analyze what appears to be the least threatening scenario from the point of view of its effect on the supply of skills at home: namely, migration exclusively by unskilled workers. Somewhat surprisingly, we find that even without the departure of skilled workers, the home country suffers reduced aggregate skill formation. Although as a response to a higher wage rate per unit of human capital in the new equilibrium skilled workers choose to accumulate more human capital than before the opening up to migration of unskilled workers, the number and share of skilled workers in the home country’s workforce fall. The combined effect is a decrease in the average level of human capital in the home country.

This paper analyses the impact of adverse economic shocks on human capital formation in the case of India. It uses the extended theoretical model of Basu and Van (1998). The study has been carried out for the period between 1999 and 2002 and covers 385 districts. The results show that during a crisis, there is a fall in the school enrollment rate and a rise in the child labour participation rate. The study also argues that in the absence of a well-functioning credit market, to mitigate the adverse economic shocks on the children of poor households, the government must provide an incremental cash/in-kind conditional transfers to poor households with children.

This paper considers a setting in which the acquisition of human capital entails a change of location in social space that causes individuals to revise their comparison groups. Skill levels are viewed as occupational groups, and moving up the skill ladder by acquiring additional human capital, which in itself is rewarding, leads to a shift in the individual’s inclination to compare himself with a different, and on average better-paid, comparison group, which in itself is penalizing. The paper sheds new light on the dynamics of human capital formation, and suggests novel policy interventions to encourage human capital formation in the aggregate and, at the same time, reduce inter-group income inequality.

Human capital formation during youth, aside from the individual qualities of the student, is dependent in part on the quality of the schooling background. The determinants of academic performance of students (measured by their grade in the introductory economics course in the University of the Philippines) are studied taking into account the student's pre-collegiate endowment of knowledge and various factors associated with the high school of graduation. The study affirms that individual student ability is the main building block of academic performance in the university. The high school of graduation is a secondary factor if at all important. Talent distribution in the country is widely distributed across the country and those who get admitted into the university are filtered through a stringent entrance examination score that has major components in science, mathematics, reading and language comprehension come from the small group of bright outliers from this population of high school graduates. There is a strong indirect link to the quality of the high school background. When the entrance test score is used as the dependent variable, the high school background plays an important role. The average performance of high schools from the Metro Manila regions is better than those from other regions of the country. In the same manner high schools from well-funded first class cities perform very well compared to those from less financially endowed cities. These findings indicate that the quality of funding and the level of development of the community in which the high school is located are contributory factors to the student's performance when they seek admission into the university.

Human capital formation in collegiate education can be partly measured by academic performance in a course. This study is based on students enrolled in the introductory course in the University of the Philippines under a single professor for the period 1998 to 2007. Data on the student's performance in the course are linked with a vast amount of collateral information, both collegiate and pre-collegiate, some traced to regional as well as other development factors associated with these backgrounds. Such pre-enrollment data include the student's performance in the UP college admissions test (UPCAT). Student performance is the course is predicted well by the entrance examination scores of the student in the university. Broken down into separate factors, the scores in mathematics, science and reading are highly significant explanatory variables. These factors affirm the importance of factors associated with the student's innate characteristics. In addition, gender does not play a distinctive role in academic performance although females tend to perform better as a group than males. There is a distinguishable difference in the performance of students coming from different course programs. Regional and other economic provincial variables such as mortality and malnourishment rates associated with the student's place of high school origin are a poor predictor of performance. A perceptible increase in performance of student is associated with the improvement of teaching technology that is linked with information technology and the internet.

Evidence is presented in support of the "brain gain" view that the likelihood of migrating to a destination wherein the returns to human capital (schooling) are high creates incentives to acquire human capital in migrant-sending areas. In Mexico, even though internal migrants are more educated than those who stay behind, the average level of schooling in the migrant-sending villages increases with internal migration. This finding is consistent with the hypothesis that the dynamic investment effects reverse the static, depletion effects of migration on schooling. Households' access to high-skill internal migration networks significantly increases the likelihood that children will attend school beyond the compulsory level. Access to low-skill internal networks has the opposite effect. By contrast with internal migration, migration from rural Mexico to the U.S. does not select positively on schooling, nor does it significantly influence human capital formation, even though remittances from Mexican migrants in the U.S. far outweigh remittances from internal migrants.

This special issue of the International Review of Economics and Finance contributes to the received literature of the dynamics of international migration by highlighting the role of tradition in propelling migration; by admitting that the human capital formation response to the prospect of migration is gradual; by studying the impact of such formation on economic growth and welfare; by working out the consequences of the migration of parents for the wellbeing of their children; by demonstrating that the “basin of attraction” of new migrants includes cross-national past migrants; and by causally relating the intensity of the effort that migrants exert to assimilate economically to the extent of their social integration.

The paper estimates the output of the Norwegian higher education sector based on a modification of the methodology introduced by Jorgenson and Fraumeni (JF) (1989). JF measure output in the education sector by the increase in the total discounted lifetime income that can be attributed to the education “produced” in a given year. As opposed to JF, our output measure excludes the value of non-market labour activities. We provide a theoretical rationale for this modification of the JF-methodology, which has a great negative impact on the output estimates. Our baseline estimate of value added in the Norwegian higher education sector is still more than 8 times higher than the corresponding figure in the Norwegian National Accounts (NA). Replacing the standard NA figures by our estimate raises the share of higher education in GDP from 1.0 to 7.3 percent. ___ Keywords: Human capital formation, Measurement of the education sector

Recent studies exploring sibling rivalry in the allocation of household resources in the U.S. produce conflicting results. We contribute to this discussion by addressing the role of sibling rivalry in educational attainment in Germany. Using the German Socioeconomic Panel (GSOEP) we are able to distinguish how the effects of sibling rivalry vary by cultural affiliation, i.e., among families of West German, East German and foreign origin. We also point out and correct for a reference group problem in earlier papers analyzing sibling rivalry.

Recent studies exploring sibling rivalry in the allocation of household resources in the U.S. produce conflicting results. We contribute to this discussion by addressing the role of sibling rivalry in educational attainment in Germany. Using the German Socioeconomic Panel (GSOEP) we are able to distinguish how the effects of sibling rivalry vary by cultural affiliation, i.e., among families of West German, East German and foreign origin. We also point out and correct for a reference group problem in earlier papers analyzing sibling rivalry.

Recent studies exploring sibling rivalry in the allocation of household resources in the U.S. produce conflicting results. We contribute to this discussion by addressing the role of sibling rivalry in educational attainment in Germany. Using the German Socioeconomic Panel (GSOEP) we are able to distinguish how the effects of sibling rivalry vary by cultural affiliation, i.e., among families of West German, East German and foreign origin. We also point out and correct for a reference group problem in earlier papers analyzing sibling rivalry.

College-bound students in Japan undergo a process of intense preparation known as examination hell. An extreme manifestation of examination hell is the ronin phenomenon. Typically thirty percent of students choose the ronin option under which they spend years in addition to high school preparing for the next year fs college entrance examinations. Using the mean scores of the entrance examinations as a measure of college quality, I find that college quality significantly improves the internal rate of return (IRR) to college education among the sample of male graduates in Japan. Ronin increases earnings indirectly by improving the quality of the college attended. I also show that the IRR with respect to ronin is one of diminishing returns. On average, the number of ronin years which maximizes the IRR is found to be somewhere between one and two years.

It is the aim of this thesis to point out the importance of internal human capital formation in the German, US-American and Japanese automobile industry as a strategic competitive factor, not least due to the increasing automation of the manufacturing process and the use of new production technologies respectively. The results give important information for the organization of a company's internal human capital formation in its function as a strategic competitive factor. - Ziel der Arbeit ist es, zu zeigen, daß sich die betriebliche Humankapitalbildung in der deutschen, US-amerikanischen und japanischen Automobilindustrie nicht zuletzt bedingt durch die zunehmende Automatisierung des Produktionsprozesses bzw. durch den Einsatz neuer Produktionstechnologien zu einem strategischen Wettbewerbsfaktor entwickelt hat. Die Untersuchungsergebnisse liefern wichtige Anhaltspunkte für die Gestaltung von betrieblicher Humankapitalbildung in ihrer Funktion als strategischem Wettbewerbsfaktor.