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B. Ravikumar - One of the best experts on this subject based on the ideXlab platform.

  • public versus private investment in human capital endogenous growth and income inequality
    Journal of Political Economy, 1992
    Co-Authors: Gerhard Glomm, B. Ravikumar
    Abstract:

    In this paper, the authors present an overlapping generations model with heterogeneous agents in which human capital investment through Formal Schooling is the engine of growth. The authors use simple functional forms for preferences, technologies, and income distribution to highlight the distinction between economies with public education and those with private education. The authors find that income inequality declines more quickly under public education. On the other hand, private education yields greater per capita incomes unless the initial income inequality is sufficiently high. The authors also find that societies will choose public education if a majority of agents have incomes below average. Copyright 1992 by University of Chicago Press.

  • public versus private investment in human capital endogenous growth and income inequality
    Journal of Political Economy, 1992
    Co-Authors: Gerhard Glomm, B. Ravikumar
    Abstract:

    In this paper, we present an overlapping generations model with heterogeneous agents in which human capital investment through Formal Schooling is the engine of growth. We use simple functional forms for preferences, technologies, and income distribution to highlight the distinction between economies with public education and those with private education. We find that income inequality declines more quickly under public education. On the other hand, private education yields greater per capita incomes unless the initial income inequality is sufficiently high. We also find that societies will choose public education if a majority of agents have incomes below average.

Gerhard Glomm - One of the best experts on this subject based on the ideXlab platform.

  • public versus private investment in human capital endogenous growth and income inequality
    Journal of Political Economy, 1992
    Co-Authors: Gerhard Glomm, B. Ravikumar
    Abstract:

    In this paper, the authors present an overlapping generations model with heterogeneous agents in which human capital investment through Formal Schooling is the engine of growth. The authors use simple functional forms for preferences, technologies, and income distribution to highlight the distinction between economies with public education and those with private education. The authors find that income inequality declines more quickly under public education. On the other hand, private education yields greater per capita incomes unless the initial income inequality is sufficiently high. The authors also find that societies will choose public education if a majority of agents have incomes below average. Copyright 1992 by University of Chicago Press.

  • public versus private investment in human capital endogenous growth and income inequality
    Journal of Political Economy, 1992
    Co-Authors: Gerhard Glomm, B. Ravikumar
    Abstract:

    In this paper, we present an overlapping generations model with heterogeneous agents in which human capital investment through Formal Schooling is the engine of growth. We use simple functional forms for preferences, technologies, and income distribution to highlight the distinction between economies with public education and those with private education. We find that income inequality declines more quickly under public education. On the other hand, private education yields greater per capita incomes unless the initial income inequality is sufficiently high. We also find that societies will choose public education if a majority of agents have incomes below average.

David P Baker - One of the best experts on this subject based on the ideXlab platform.

  • worldwide shadow education outside school learning institutional quality of Schooling and cross national mathematics achievement
    Educational Evaluation and Policy Analysis, 2001
    Co-Authors: David P Baker, Motoko Akiba, Gerald K Letendre, Alexander W Wiseman
    Abstract:

    The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern Schooling with major policy implications. These "shadow education " activities mimic, or shadow, Formal Schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern Schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, dr...

  • shadow education and allocation in Formal Schooling transition to university in japan
    American Journal of Sociology, 1992
    Co-Authors: David Stevenson, David P Baker
    Abstract:

    Shadow education is a set of educational activities that occur out-side Formal Schooling and are designed to enhance the student's Formal school career. Analyses of data from a longitudinal study of high school seniors in Japan indicate that students from higher socioeconomic backgrounds are more likely to participate in shadow education and that students who participate in certain forms of shadow education are more likely to attend university. Expanding theories of allocation to incorporate shadow education may enhance the study of how students are allocated to places in Formal Schooling and how social advantages are transferred across generations.

Koji Miyamoto - One of the best experts on this subject based on the ideXlab platform.

  • human capital formation and foreign direct investment in developing countries
    OECD Journal: General Papers, 2003
    Co-Authors: Koji Miyamoto
    Abstract:

    This article synthesises a selected literature on human capital formation and foreign direct investment (FDI) in developing countries. The aim is to take a bird’s eye view of the complex linkages between the activities of multinational enterprises (MNEs) and policies of host developing countries. In doing so, general trends, best practices and policy experiences are extracted to evaluate the current state of knowledge. The literature indicates that a high level of human capital is no doubt one of the key ingredients for attracting FDI, as well as for host countries to gain maximum benefits from their activities. Most developing countries, however, underinvest in human capital, and the investment that is actually taking place is unevenly distributed across countries and regions that have adopted different human resource development (HRD) policies. To improve human capital formation and thus to attract more FDI would therefore require a more coherent approach that takes host country constraints such as limited budgetary resources into account. One such approach is to provide strong incentives for MNEs and Investment Promotion Agencies (IPAs) to participate in Formal education and vocational training even for workers employed by domestic firms. This allows HRD to be flexible and demanddriven. Another policy option is to facilitate human resource development (HRD) for small and medium-sized domestic enterprises which usually do not invest sufficiently in training of employees although these enterprises stand to gain most from education and training. In addition, FDI promotion policies can target high value-added MNEs that are more likely to bring new skills and knowledge to the economy that can be tapped by domestic enterprises. Lastly, it is important that key components of HRD policies, i.e. Formal Schooling and vocational education and training policies (post-Formal Schooling), are well coordinated so as to equip students with knowledge and skills that will later be complementary to training opportunities provided in the labour market.

  • human capital formation and foreign direct investment in developing countries
    Social Science Research Network, 2003
    Co-Authors: Koji Miyamoto
    Abstract:

    This paper synthesises the existing literature on human capital formation and foreign direct investment (FDI) in developing countries. The aim is to take a bird's eye view of the complex linkages between the activities of multinational enterprises (MNEs) and policies of host developing countries. In doing so, general trends, best practices and policy experiences are extracted to evaluate the current state of knowledge. The literature indicates that a high level of human capital is no doubt one of the key ingredients for attracting FDI, as well as for host countries to gain maximum benefits from their activities. Most developing countries, however, underinvest in human capital, and the investment that is actually taking place is unevenly distributed across countries and regions that have adopted different human resource development (HRD) policies. To improve human capital formation and thus to attract more FDI would therefore require a more coherent approach that takes host country constraints such as limited budgetary resources into account. One such approach is to provide strong incentives for MNEs and Investment Promotion Agencies (IPAs) to participate in Formal education and vocational training even for workers employed by domestic firms. This allows HRD to be flexible and demand-driven. Another policy option is to facilitate HRD for small- and medium-sized domestic enterprises which usually do not invest sufficiently in training of employees although these enterprises stand to gain most from education and training. In addition, FDI promotion policies can target high value-added MNEs that are more likely to bring new skills and knowledge to the economy that can be tapped by domestic enterprises. Lastly, it is important that key components of HRD policies, i.e. Formal Schooling and vocational education and training policies (post-Formal Schooling) are well co-ordinated so as to equip students with knowledge and skills that will later be complimentary to training opportunities provided in the labour market.

Jennie K Grammer - One of the best experts on this subject based on the ideXlab platform.