Returns to schooling, ability and cognitive skills in Pakistan

Aslam, Monazza; Bari, Faisal; Kingdon, Geeta

doi:10.1080/09645292.2010.488470

Cited by 21 publications

(17 citation statements)

References 21 publications

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“…Scholars argue that policymakers often assume that education can reduce wage inequality between men and women (e.g., Gates ) . Various reasons have been put forth for the apparent lack of leverage of education policies in closing different types of gender gaps in developing countries (Aslam et al ). We explore an additional and under‐emphasized reason, related to empirical methodology, which may contribute to the weak evidence on education's role in closing gender gaps.…”

Section: Gender Gaps and The Indian Contextmentioning

confidence: 99%

Removing the “Veil of Ignorance”: Nonlinearities in Education Effects on Gender Wage Inequalities

Mohapatra

Wichmann

Marcoul

2017

Contemporary Economic Policy

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A large literature studies the mean gender wage gap in developing countries and finds mixed evidence about the role of education policies in closing gender earnings inequalities. We contribute to this literature by exploring two types of nonlinearities in wage earning regressions: (1) nonlinearities on the effects of education on expected earnings along the distribution of education endowments; and (2) heterogeneities on the contributions of education to the gender wage gap at different quantiles of the wage distribution. Our analyses provide new insights on how these nonlinear effects can be used to set up better targeted gender and development policies. (JEL I26, C14)

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Section: Gender Gaps and The Indian Contextmentioning

confidence: 99%

Removing the “Veil of Ignorance”: Nonlinearities in Education Effects on Gender Wage Inequalities

Mohapatra

Wichmann

Marcoul

2017

Contemporary Economic Policy

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“…While Aslam et al (2008) and Aslam, Bari et al (2012) investigate whether education and skills (as defined by cognitive skills) acquisition improve labor market outcomes in Pakistan, our study differs in a key way in that, for the first time we are aware of, this kind of study has been undertaken to evaluate the association between "training" and occupational choice and subsequent earnings. Table 5 reports the marginal effects for men aged 15-60 based on an MNL model estimated for activity status.…”

Section: Training and Occupational Attainmentmentioning

confidence: 99%

“…While there are many studies that estimate the economic rate of return to education in order to examine how much education is rewarded in the labor market (e.g., Aslam, 2009;Aslam, Bari, & Kingdon, 2012), we are not aware of any such studies that compare this with the economic return to training. Since the household survey used in this study has collected detailed data on individuals' training, this study aims to fill the existing gap in the literature.…”

Section: Introductionmentioning

confidence: 99%

Preparing Women of Substance? Education, Training, and Labor Market Outcomes for Women in Pakistan

Aslam

Rawal

2013

LJE

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This paper investigates the economic (i.e., labor market) outcomes of “training” for individuals in Pakistan. The labor market benefits of general education have been relatively well explored in the literature and specifically in Pakistan. They point to the benefits of education accruing both from education or skills that promote a person’s entry into more lucrative occupations and from raising earnings within any given occupation. This research delves into another angle by investigating the role, if any, of acquired “training“—technical, vocational, apprenticeship, or on-thejob— and its impact through both channels of effect on economic wellbeing. This is done using data from a unique, purpose-designed survey of more than 1,000 households in Pakistan, collected in 2007. Multinomial logit estimates of occupational attainment show how training determines occupational choice. In addition, we estimate the returns to schooling and to training separately for men and women. The results show that, while training significantly improves women’s chances of entering self-employment and wage work (as well as the more “lucrative” occupations), only wage-working women benefit from improved earnings through the training they have acquired. On the other hand, men who have acquired skills this way benefit through an improved probability of being self-employed and earning higher returns within that occupation.

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“…Using data from urban and rural workers in South Africa (n=133; collected 1993), Moll (1998) found that each extra point in math test scores resulted in 21–30% higher wages; the wage elasticity of math skills was 0.4. Aslam, Bari, and Kingdon (2012) analyzed the returns to math skills in urban and rural Pakistan (n=4,907; collected 2006–2007). They found (weak) evidence that, among men, math skills increased the probability of having a lucrative occupation, and reduced the likelihood of female unemployment (only after reaching a threshold of 4.8 and 5.6 out of 12 points in a math test).…”

Section: Background and Expectationsmentioning

confidence: 99%

Math skills and market and non-market outcomes: Evidence from an Amazonian society of forager-farmers

Undurraga¹,

Behrman²,

Grigorenko³

et al. 2013

Economics of Education Review

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Research in industrial nations suggests that formal math skills are associated with improvements in market and non-market outcomes. But do these associations also hold in a highly autarkic setting with a limited formal labor market? We examined this question using observational annual panel data (2008 and 2009) from 1,121 adults in a native Amazonian society of forager-farmers in Bolivia (Tsimane’). Formal math skills were associated with an increase in wealth in durable market goods and in total wealth between data collection rounds, and with improved indicators of own reported perceived stress and child health. These associations did not vary significantly by people’s Spanish skills or proximity to town. We conclude that the positive association between math skills and market and non-market outcomes extends beyond industrial nations to even highly autarkic settings.

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Returns to schooling, ability and cognitive skills in Pakistan

Cited by 21 publications

References 21 publications

Removing the “Veil of Ignorance”: Nonlinearities in Education Effects on Gender Wage Inequalities

Removing the “Veil of Ignorance”: Nonlinearities in Education Effects on Gender Wage Inequalities

Preparing Women of Substance? Education, Training, and Labor Market Outcomes for Women in Pakistan

Math skills and market and non-market outcomes: Evidence from an Amazonian society of forager-farmers

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