Long run growth and investment in education: Does unemployment matter?

Mauro, Luciano; Carmeci, Gaetano

doi:10.1016/s0164-0704(03)00010-7

Cited by 30 publications

(14 citation statements)

References 13 publications

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“…While above that level, the increase in infrastructure will reduce long-term revenue. Sequeira & Martins (2008) used model developed by Mauro & Carmeci (2003), in which endogenous growth is a function of physical capital and human resources as well unemployment. Levels of total human capital is defined as H = h.p and Cobb-Douglas function used is Y = K α L exp (1-α) .…”

Section: The Previous Researches In Endogenous Growth Modelmentioning

confidence: 99%

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Government fiscal policy impact analysis in infrastructure sector and educa-tion sector to improve public welfare

Nasution

Wahyudi

2017

EJEM

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This study aimed to conduct a study and analysis of government fiscal policies related to the components of revenue (taxes) and some components of spending (education/human resources and infrastructure sectors). Issues regarding the effectiveness of the allocation of government budgets, particularly for human resources and infrastructure sectors, is an important issue that is very interesting to discuss. Especially if associated with their impact on improving people's welfare. With a limited income, the government must make a choice to prioritize the education/human resources sector or infrastructure sector. AbstrakPenelitian ini bertujuan untuk melakukan studi dan analisis kebijakan fiskal terkait dengan komponen pendapatan (pajak) dan beberapa komponen pengeluaran (pendidikan/sumber daya manusia dan infrastruktur). Isu mengenai efektivitas alokasi anggaran pemerintah, terutama untuk sumber daya manusia dan infrastruktur, merupakan masalah penting yang sangat menarik untuk dibahas. Apalagi jika dikaitkan dengan dampaknya pada peningkatan kesejahteraan rakyat. Dengan pendapatan yang terbatas, penelitian ini merekomendasikan pemerintah harus membuat pilihan untuk memprioritaskan sektor pendidikan/sumber daya manusia atau sektor infrastruktur.

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Section: The Previous Researches In Endogenous Growth Modelmentioning

confidence: 99%

“…Levels of total human capital is defined as H = h.p and Cobb-Douglas function used is Y = K α L exp (1-α) . From equation Mauro & Carmeci (2003), in conditions of perfect competition, obtained by equality between wages and net marginal productivity of tax,…”

Section: The Previous Researches In Endogenous Growth Modelmentioning

confidence: 99%

Government fiscal policy impact analysis in infrastructure sector and educa-tion sector to improve public welfare

Nasution

Wahyudi

2017

EJEM

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“…Most recent studies have showed that under some conditions education promotes economic growth (Temple, 1999;Mauro & Carmeci, 2003;Sequeira & Martins, 2008). Most recent studies have showed that under some conditions education promotes economic growth (Temple, 1999;Mauro & Carmeci, 2003;Sequeira & Martins, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, Mauro and Carmeci (2003) consider that unemployment deters human capital accumulation as it prevents learning-by-doing, considering that unemployment acts as a cost for education. However, some authors have not been far from this argument.…”

Section: Introductionmentioning

confidence: 99%

“…Many countries rely on education to promote economic growth, decrease unskilled unemployment and favour the general well-being. Most recent studies have showed that under some conditions education promotes economic growth (Temple, 1999;Mauro & Carmeci, 2003;Sequeira & Martins, 2008). Moreover, education is also thought to have a role in favouring health and social integration and in decreasing marginality and criminality (Wilson & Herrnstein, 1985;Tamura, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Is Education Prejudiced by Country‐Risk?

Sequeira

Ferraz

2009

Economic Record

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We consider country-risk as a determinant of education growth in a panel of countries. Applying cross-country dynamic panel data estimations, we show that among the different levels of education, the secondary is the most affected, followed by the tertiary. When different single measures of risk are considered one by one, the tertiary education is affected by more types of risk than any other level of education. This contributes to the literature on the educational production function, as it adds a robust determinant of that function and indicates that politicians should endeavour to decrease country-risk to enhance education.

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