Do education quality and spillovers matter? Evidence on human capital and productivity in Greece

Benos, Nikos; Karagiannis, Stelios

doi:10.1016/j.econmod.2016.01.015

Cited by 69 publications

(43 citation statements)

References 57 publications

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“…In a similar study, Onkelinx, Manolova, Edelman (2016) carried out a study on the nexus among investments and employee human capital, productivity, and SME internationalization in Belgium using ordinary least square regression and generalized two-stage least squares regressions. Benos and Karagiannis (2016) studied the effect of education quality and spillovers on human capital and productivity in Greece. Benos and Karagiannis (2016) documented a strong negative impact of primary education and a positive effect of secondary and tertiary education on labour productivity.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Benos and Karagiannis (2016) studied the effect of education quality and spillovers on human capital and productivity in Greece. Benos and Karagiannis (2016) documented a strong negative impact of primary education and a positive effect of secondary and tertiary education on labour productivity. Consequently, Chang, Wang, and Lui (2016) examined knowledge spillovers, human capital and productivity in Taiwan using ordinary least squares estimation method.…”

Section: Literature Reviewmentioning

confidence: 99%

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Human capital channels and productivity growth: Evidence from Nigeria

Popoola

Alege

Gershon

et al. 2019

Economics &Amp; Sociology

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Numerous studies have examined the relationship between human capital and productivity. However, the implications of human capital channels-the 'basic channel' and 'advanced channel'-were discounted from most of the empirical studies in Africa. This study, therefore, uses Vector Error Correction Model to examine the joint short-and long-run causality, as well as long-run behaviour of human capital channels on productivity within the period from 1980 to 2017. Evidence from the joint short-and long-run causality shows that there is no long-run one while joint short-run causality was observed in the basic channel, in the advanced channel there is both joint short-and long-run causality. For the long-run equation, primary school enrollment/secondary school enrollments have insignificant effect on productivity growth while tertiary institution enrollment and government expenditure on education have a positive effect on productivity growth. However, contribution of both effects is less than one per cent, thus showing low responsiveness of the inputs on productivity. The implications from this result are that human capital formation through education and investment in research and development have not promoted productivity in Nigeria. Investment in research and development is imperative to promote productivity and enhance the skills needed to adapt and diffuse new technologies.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Human capital channels and productivity growth: Evidence from Nigeria

Popoola

Alege

Gershon

et al. 2019

Economics &Amp; Sociology

View full text Add to dashboard Cite

show abstract

“…Similarly, to another place, Pereira and Aubyn (2004) found that Portugal's economic growth is mainly influenced by tertiary education. In a different place, in Greece for example, Benos and Karagiannis (2016) using census data on education from 1971-2011 and utilizing the Generalized Methods of Moments (GMM) finds that secondary and tertiary education supports productivity positively, whereas primary education adversely impacts productivity.…”

Section: Literature Reviewmentioning

confidence: 99%

Do Education Levels Matter on Indonesian Economic Growth?

Mendy¹,

Widodo²

2018

Economics &Amp; Sociology

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Arising from the questions "Would all types of human capital affect economic growth identically? And which type of schooling-primary, secondary, or tertiary-should public policy promote?", this study examines the nexus between different educational levels and Indonesia's economic growth over a reference period 1984-2014. During this period, education expansion took place at all three levels of education reflecting structural changes tied within the policies under the Millennium Development Goals (MDG's) as the key and powerful factor for sustainable economic development. The study applies the augmented Lucas endogenous growth model and employs the autoregressive distributed lag model. The empirical analysis reveals a long-run relation between education and economic growth. The estimated long-run and short-run elasticity of different education levels reveal that, overall, human capital structure in Indonesia is still at the stage of promoting economic growth and identifies tertiary education as the main level for development. The findings reveal that education level matters to economic growth. Further, the empirical evidence helps shed light on why empirical studies have failed to find a significant relationship between schooling and economic growth.

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“…students may take a part-time degree that can't be captured in our data (Walker and Zhu, 2011). The quality of education plays an important role in the productivity (Benos and Karagiannis, 2016). Finally, since we include relatively long periods of birth cohorts, we expect that the changes in skill demand may play a role in the wage determination.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

Does the higher education expansion in the UK reduce the returns to education? A comparison of returning-from-work versus fresh out-of-school graduates

Huang

Zhu

2019

Economic Modelling

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Using the Quarterly Labour Force Survey, we examine the effect of the higher education expansion following the Education Reform Act 1988 on the returns to education in the United Kingdom. Compared to previous studies, we make the distinction between fresh out-ofschool students and returning-from-work students who typically have rather lower prior educational attainment but more work experience. We find that fresh university students have experienced larger declines in lower secondary-school educational attainment while the returning university students have grown significantly in shares as a result of the expansion. After accounting for the compositional changes, the Matching Difference-inDifferences results suggest that the expansion has significantly reduced the returns to education for fresh students, but not for returning students. Our findings imply that government policy to enrol increasingly academically weaker students into universities could be misleading. On the other hand, university education might continue to be an efficient pathway for some low schoolachievers to obtain more education and enhance their productivity, provided they have some relevant work experience and favourable non-cognitive skills.

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Do education quality and spillovers matter? Evidence on human capital and productivity in Greece

Cited by 69 publications

References 57 publications

Human capital channels and productivity growth: Evidence from Nigeria

Human capital channels and productivity growth: Evidence from Nigeria

Do Education Levels Matter on Indonesian Economic Growth?

Does the higher education expansion in the UK reduce the returns to education? A comparison of returning-from-work versus fresh out-of-school graduates

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