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on Human Capital and Human Resource Management |
| By: | Silke Anger; Guido Heineck |
| Abstract: | Complementing prior research on income mobility and educational transmission, we provide evidence on the intergenerational transmission of cognitive abilities using data from the German Socio-Economic Panel Study. Our estimates suggest that individuals¿ cognitive skills are positively related to the abilities of their parents, even when educational attainment and family background is controlled for. We differentiate between mothers¿ and fathers¿ IQ transmission and find different effects on the cognition of sons and daughters. We show that cognitive skills which are based on past learning are more strongly transmitted from parents to children than cognitive skills which are related to innate abilities. Our findings are not compatible with a pure genetic model, but rather point to the importance of parental investments for the cognitive outcomes of children. |
| Keywords: | Cognitive abilities, intergenerational IQ transmission, skill formation |
| JEL: | J10 J24 I20 |
| Date: | 2009 |
| URL: | http://d.repec.org/n?u=RePEc:diw:diwsop:diw_sp156&r=hrm |
| By: | Wang, Xiaojun (University of Hawaii at Manoa); Fleisher, Belton M. (Ohio State University); Li, Haizheng (Georgia Tech); Li, Shi (Beijing Normal University) |
| Abstract: | We apply a semi-parametric latent variable model to estimate selection and sorting effects on the evolution of private returns to schooling for college graduates during China's reform between 1988 and 2002. We find that there were substantial sorting gains under the traditional system, but they have decreased drastically and are negligible in the most recent data. We take this as evidence of growing influence of private financial constraints on decisions to attend college as tuition costs have risen and the relative importance of government subsidies has declined. The main policy implication of our results is that labor and education reform without concomitant capital market reform and government support for the financially disadvantaged exacerbates increases in inequality inherent in elimination of the traditional "wage-grid." |
| Keywords: | return to schooling, selection bias, sorting gains, heterogeneity, financial constraints, comparative advantage, China |
| JEL: | J31 J24 O15 |
| Date: | 2009–02 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp4030&r=hrm |
| By: | Siddiqui, Rizwana |
| Abstract: | This study estimates a small simultaneous equation model using panel data from sixty-four countries for the years, 1996 and 2004. The model is estimated by various techniques - OLS, TSLS, dummy variable approach introducing variation at the regional level and fixed and random effect approaches introducing variation at the individual country level. The objective is to identify the importance of basic needs in human development strategies in Asia, Africa and rest of the world (ROW). The results show that income per capita has priority over basic need expenditure in development strategies of all regions despite quantitatively different. However, the importance of basic need expenditure cannot be denied in terms of capabilities development (improvement in health) that ultimately increases productivity. |
| Keywords: | Human capital; Physical capital; Income per capita; Basic needs Expenditures; Human Development |
| JEL: | O1 O15 |
| Date: | 2008–08–05 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:13999&r=hrm |
| By: | Vassiliki Koutsogeorgopoulou |
| Abstract: | The Australian education system fares well in international comparison with regards to PISA test scores and the higher education system attracts an increasing number of foreign students. Vocational education and training (VET) is an important part of the post–secondary education system, equipping individuals with the skills to enter or re–enter the labour force and offering a pathway to further education. However, a number of challenges need to be addressed. Reducing complexity and fragmentation and tackling issues of under–supply and under–representation of children from disadvantaged groups in the early childhood education and care system is of major importance, given the beneficial impact of early education on outcomes later in life. A key challenge for the school sector is to reduce the achievement gaps of the lowest performing students, while improving overall literacy and numeracy outcomes. Greater autonomy at the school level and improvements in teaching quality would help in this regard. Enhancing the capacity of the VET system to address skill shortages is another key priority. The low rate of completion of training courses is an additional policy issue facing the sector. Finally, moving towards a less rigid policy framework for higher education would enhance flexibility and diversity, making the system more responsive to labour market needs and globalisation challenges. The promotion of a highquality education system that responds swiftly to changing skill needs is a top priority of the new government. The “Education Revolution”, backed by the Council of Australian Governments (COAG), pursues reforms across all sectors of the education system, an important objective being the closing of the gap for the indigenous population.<P>Améliorer les résultats dans le domaine de l’éducation en Australie<BR>L’Australie est relativement bien placée dans les comparaisons internationales des systèmes d’enseignement, à en juger notamment par les notes obtenues aux épreuves du PISA, et ses établissements d’enseignement supérieur attirent un nombre croissant d’étudiants étrangers. L’enseignement et la formation professionnels jouent un rôle important dans la formation postsecondaire et les qualifications qu’ils confèrent permettent aux intéressés de s’insérer ou de se réinsérer dans l’emploi ou bien d’accéder à un autre cycle de formation. Mais un certain nombre de problèmes subsistent. Il importe au premier chef de rendre le système moins complexe et moins compartimenté et de s’attaquer à la question des carences de l’offre et de la sous-représentation des enfants issus de milieux défavorisés dans le dispositif d’éducation et d’accueil des plus jeunes, compte tenu du rôle que jouent les premières années de formation dans la suite du parcours scolaire. L’un des défis majeurs consiste à réduire le retard des élèves moins performants, tout en améliorant le niveau global de maîtrise de l’écrit et du calcul. À cet égard, une plus grande autonomie des établissements et une amélioration de la qualité pédagogique pourraient se révéler utiles. Le renforcement de la capacité du système d’enseignement et de formation professionnels de faire face au manque de main-d’oeuvre qualifiée représente un autre objectif prioritaire. Le faible taux d’achèvement des cours de formation est un autre enjeu auquel est confronté ce secteur. Enfin, l’assouplissement du cadre d’action des autorités publiques dans le domaine de l’enseignement supérieur pourrait favoriser la flexibilité et la diversité en permettant à ce système de prendre davantage en compte les besoins du marché de l’emploi et les problèmes posés par la mondialisation. Le nouveau gouvernement considère comme hautement prioritaire l’action à mener pour promouvoir un système éducatif de haut niveau, en mesure de réagir rapidement à l’évolution des besoins en matière de qualifications. La « Révolution de l’éducation », soutenu par le Conseil des gouvernements australiens (COAG), vise à introduire des réformes dans tous les secteurs du système ; elle se propose notamment de réduire la fracture scolaire dont souffre la population autochtone. |
| Keywords: | human capital, education, capital humain, éducation, child care, early childhood education, PISA, PISA, éducation primaire, Educational Finance, financement de l’éducation, autonomy, autonomie, quality, teaching, universal access, student income support, crèche, accès universel, qualité de l'enseignement, garantie de ressources pour les étudiants |
| JEL: | I20 I21 I22 I28 J24 |
| Date: | 2009–03–03 |
| URL: | http://d.repec.org/n?u=RePEc:oec:ecoaaa:678-en&r=hrm |
| By: | Barrera-Osorio, Felipe; Linden, Leigh L. |
| Abstract: | This paper presents the evaluation of the program Computers for Education. The program aims to integrate computers, donated by the private sector, into the teaching of language in public schools. The authors conduct a two-year randomized evaluation of the program using a sample of 97 schools and 5,201 children. Overall, the program seems to have had little effect on students'test scores and other outcomes. These results are consistent across grade levels, subjects, and gender. The main reason for these results seems to be the failure to incorporate the computers into the educational process. Although the program increased the number of computers in the treatment schools and provided training to the teachers on how to use the computers in their classrooms, surveys of both teachers and students suggest that teachers did not incorporate the computers into their curriculum. |
| Keywords: | Tertiary Education,Primary Education,Secondary Education,Teaching and Learning,Education For All |
| Date: | 2009–02–01 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:4836&r=hrm |
| By: | Francis Green |
| Abstract: | Using new job requirements data for Britain I show that there has been a rise in various forms of communication tasks: influencing and literacy tasks have grown especially fast, as have self-planning tasks. External communication tasks, and numerical tasks have also become more important, but physical tasks have largely remained unchanged. Although the classification of tasks as programmable or otherwise is found to be problematic, computer use accounts for much of the changed use of generic skills. Going beyond the technology, I investigate whether organisational changes requiring greater employee involvement explain some of the new skill requirements. Using either industry or occupation panel analyses, I find that employee involvement raises the sorts of generic skills that human resource management models predict, in particular three categories of communication skills and self-planning skills. These effects are found to be independent of the effect of computers on generic skills. |
| Keywords: | communication skill; literacy; numeracy; computers; autonomy |
| JEL: | J21 J23 J24 J29 |
| Date: | 2009–02 |
| URL: | http://d.repec.org/n?u=RePEc:ukc:ukcedp:0903&r=hrm |