Parental socio-economic background plays an important role in determining employment outcomes during the individual’s whole life-cycle. Indeed, the environment in which individuals grow up plays a crucial role in determining their later socio-economic condition, regardless of their own abilities. On the one hand, this link might be due to the transmission of social norms (e.g. work ethics) or risk attitudes from parents to children. On the other hand, public policies may strengthen or weaken cross-generational persistence in the socio-economic status

This article focuses on the contributions from the emerging positivist epistemological approach, endorsed by the economics of language and the economics of education, to study the returns to language skills, assuming that language competencies constitute key components of human capital. It presents initial results from a study on economic returns to language skills in eight countries enrolled in the International Adult Literacy Survey (IALS) -Chile, the Czech Republic, Denmark, Finland, Hungary, Italy, Norway and Italian-speaking Switzerland. The study shows commonalities between countries in terms of language skills valuing, beyond the type of language policy applied at the national level. In each of the eight countries compared, skills in a second language are estimated to be a major factor constraining affecting wage opportunities.

No abstract

Limited use of financial markets is associated with financial distress later in life (Angelini et al. 2009). Such limited use may be the result of choice, or, more likely, it may be due to some impediment

In a multilingual context, this study investigates the role of language skills on mathematics achievement. It compares characteristics of 5048 Grade-6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within-and between-school components. The results do confirm the positive correlation between strong language skills variations at the school-level and low pupil mathematics scores, which may question the capacity of the current bilingual policy to provide for an effective and equal learning environment.