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The objective of this paper is an efficiency analysis concerning higher education systems in European countries. Data have been extracted from OECD data-sets (Education at a Glance, several years), using a non-parametric technique - data envelopment analysis - to calculate efficiency scores. This paper represents the first attempt to conduct such an efficiency analysis at a system-level in a cross-country comparison, while focusing only on tertiary education. The role of the public sector has also been analysed, by looking at the percentage of public spending devoted to higher education, and the way the public funds are used (channelled through private subsidies or directly assigned to institutions). It has been found that there is a small core of efficient units (e.g. Switzerland, United Kingdom), and that the influence of the public sector seems to play a role in determining efficiency scores. Many elements, related to critical policies, have also been analysed adopting a semi-parametric approach, to better explain the performances and efficiency differentials. Some key-policy implications have been derived. [ABSTRACT FROM AUTHOR]

This paper uses microeconomic data for more than 100,000 European individuals in order to analyse whether the individual economic returns to education vary between migrants and non-migrants and whether any differences in earnings between these two groups are affected by household and/or geographical (regional and interregional) externalities. The results point out that while education is a fundamental determinant of earnings, European labour markets do not discriminate in the returns to education between migrants and non-migrants. Household, regional and supra-regional externalities influence the economic returns to education in a similar way for local, intranational and supra-national migrants. The results are robust to the introduction of a large number of individual, household and regional controls. [ABSTRACT FROM AUTHOR]

In this paper (my keynote talk from the 2006 ESPE conference), I discuss the recent upsurge in research on the economics of education that has occurred, especially in Europe. I discuss the reasons for the increased interest and present some examples from my recent research in the area. The paper concludes that the increased research interest seems likely to be sustained for some time to come. [ABSTRACT FROM AUTHOR]

According to the European Commission's 'Europe 2020' strategy, the early school leaving (ESL) rate in European Union (EU) Member States must be reduced to a maximum of 10 per cent by 2020. This paper proposes a nonlinear distribution method based on dynamic targets for reducing the percentage of early school leavers. The aim of this method is to provide policymakers with alternatives in terms of transferring the EU-wide headline target to individual national targets. Weighting was based on four indicators: ESL rate, unemployment rate, expenditure on education as a percentage of the gross domestic product (GDP), and expenditure on schools per student. As a result, nine possible scenarios for ESL reduction have been constructed for each of the EU Member States in three groups: the whole EU up to June 2013 (EU27), EU Member States which joined before 30 April 2004 (EU15) and EU Member States which joined after 30 April 2004 (EU12). This method allows the European policy to be translated into specific national targets that would converge in the aggregate goal. [ABSTRACT FROM AUTHOR]