Comment on "Returns to Education: A Further International Update and Implications"

Behrman, Jere R.; Birdsall, Nancy

doi:10.2307/145703

Cited by 17 publications

(11 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The IRR method assumes that the ageincome profiles at a given time also reflect how an individual may expect to earn income over his or her lifetime (see Psacharopoulos 1981;Miller 1982;Behrman & Birdsall 1987). This rather restrictive assumption is also implicit in the regression function method based on cross-section data.…”

Section: The Internal Rate Of Return Methodsmentioning

confidence: 99%

Private and Social Rates of Return to Secondary and Higher Education in New Zealand: Evidence from the 1991 Census

Maani

1996

Australian Economic Review

View full text Add to dashboard Cite

With signifcant increases in the demand for higher education in New Zealand since the I98Os, the question of the size of the returns to investments in education has been of signifcant interest. Despite this interest, studies have been few in number and based on aggregated rnertsures from the 1960s to 1981. This study is the first to utilise micro-level data from the I991 New Zealand Census. The study employs and compares the conventional methods of regression earnings functions, and internal rate of return analyses ofprivate and social rates of return. The results indicate that returns to education are economically signifcant, at rates that are higher for females, even when adjust-ing~for hours of work and female labour force participation differences. The returns are subject to diminishing returns, and social rates of return are 1 per cent to 3 per cent lower than private returns-a result that is consistent with those of OECD countries, but among the smaller differences by international standards.

show abstract

Section: The Internal Rate Of Return Methodsmentioning

confidence: 99%

Private and Social Rates of Return to Secondary and Higher Education in New Zealand: Evidence from the 1991 Census

Maani

1996

Australian Economic Review

View full text Add to dashboard Cite

show abstract

“…Por una parte, se ha enfatizado que dicho análisis no puede ser usado como una herramienta única para guiar las decisiones de asignación de recursos públicos para la educación y la provisión de capacitación (ver BEHRMAN;BIRDSALL, 1987;KLEES, 1989;SCHULTZ, 1988;JONES, 2006). Por otra parte, tanto la validez como el alcance del análisis de la tasa de retorno .…”

Section: Laplage Em Revista (unclassified

Neoliberalismo Y Educación Superior en Chile

Espinoza

2017

Laplage

View full text Add to dashboard Cite

El artículo analiza los principales lineamientos que dieron vida a las políticas educacionales del sector terciario, amparadas en el modelo económico neoliberal promovido bajo la dictadura de Pinochet desde comienzos de la década de 1980. Se examina, además, la influencia ejercida por las agencias de financiamiento internacional (especialmente, el Banco Mundial) y los “Chicago Boys” en la implementación de dichas políticas en Chile. El estudio identifica las principales limitaciones de la teoría del capital humano y del análisis de las tasas de retorno utilizadas por el Banco Mundial. A modo de conclusión se plantea que las políticas neoliberales han tenido un impacto negativo en el desarrollo y proyección del sector universitario estatal dado que se ha restringido significativamente el gasto fiscal y se ha privilegiado el crecimiento del sector privado por la vía de los subsidios estatales. El modelo tradicional de universidad comprometido con el desarrollo social es reemplazado por el de una universidad con fines comerciales orientado a satisfacer demandas individuales.

show abstract

“…1 The analysis of rates of return to education that are comparable across more than one time period has, in turn, been pursued in fewer but a growing number of studies. Among studies in this group, Miller (1984), Chia (1991), Gregory (1996) and Nevile and Saunders (1998) have examined changes in returns to higher education in Australia over time; Borland (1999) has provided a comprehensive survey of analyses on changes in the income distribution in Australia and the contribution of educational attainment and earnings to it; for New Zealand Maani (1997Maani ( , 1999 has examined the returns to postcompulsory education across four census years; and Ryoo (1988), Behrman and Birdsall (1987), and Psacharopoulos (1994) provide international evidence on this question. These studies provide international support for the link between educational attainment and income levels, that these returns change over time and that the changes are greater with market deregulation.…”

Section: Literature Reviewmentioning

confidence: 99%

Why Have Maori Relative Income Levels Deteriorated Over Time?

Maani

2004

Economic Record

View full text Add to dashboard Cite

In 1986 two thirds of the Maori population had left secondary school by age 16 without school qualifications. A decade later, while educational attainment of the New Zealand population had increased significantly, over 60 per cent of the Maori population remained without qualifications. This paper provides comprehensive evidence on how income returns to postcompulsory and higher education have contributed to a widened income gap over the decade following the economic reforms. Utilising individual‐level Census data for 1986 and 1996, stability tests and decompositions, it establishes the significance of educational attainment as a strategy for reducing disparity. An important feature of the study is the distinction between full and part‐Maori.

show abstract

Comment on "Returns to Education: A Further International Update and Implications"

Cited by 17 publications

References 4 publications

Private and Social Rates of Return to Secondary and Higher Education in New Zealand: Evidence from the 1991 Census

Private and Social Rates of Return to Secondary and Higher Education in New Zealand: Evidence from the 1991 Census

Neoliberalismo Y Educación Superior en Chile

Why Have Maori Relative Income Levels Deteriorated Over Time?

Contact Info

Product

Resources

About