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This paper investigates the economic outcomes of education for wage earners in Pakistan and India. This is done by analysing the relationship between schooling, cognitive skills and ability on the one hand, and economic activity, occupation, sectoral choice and earnings, on the other. In the economics of education literature for South Asia, an important question remains largely unaddressed: what does the coefficient on ‘schooling’ in conventional earnings function estimates measure? While human capital theory holds that the economic return to an extra year of schooling measures productivity gains acquired through additional schooling, the credentialist view argues that it represents a return to acquired qualifications and credentials while a third, the signalling hypothesis, suggests that is captures a return to native ability. This paper seeks to adjudicate between these theories using data from unique and comparable surveys of more than 1000 households each in Pakistan and India, collected in 2007-08. The paper also examines the shape of the education-earnings relationship as a way of testing the poverty reducing potential of education in South Asia.
Returns to schooling, ability and cognitive skills in Pakistan and India
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This paper investigates the economic outcomes of education for wage earners in Pakistan and India. This is done by analysing the relationship between schooling, cognitive skills and ability on the one hand, and economic activity, occupation, sectoral choice and earnings, on the other. In the economics of education literature for South Asia, an important question remains largely unaddressed: what does the coefficient on ‘schooling’ in conventional earnings function estimates measure? While human capital theory holds that the economic return to an extra year of schooling measures productivity gains acquired through additional schooling, the credentialist view argues that it represents a return to acquired qualifications and credentials while a third, the signalling hypothesis, suggests that is captures a return to native ability. This paper seeks to adjudicate between these theories using data from unique and comparable surveys of more than 1000 households each in Pakistan and India, collected in 2007-08. The paper also examines the shape of the education-earnings relationship as a way of testing the poverty reducing potential of education in South Asia.
Returns to schooling, ability and cognitive skills in Pakistan and India
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RECOUP presentation at the mid-term dissemination conference in India, Dec 2008
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An Investigation into Poverty and Educational Outcomes in Ghana
An Investigation into Poverty and Educational Outcomes in Ghana
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Feyza Bhatti's presentation at the RECOUP Sep 09 communications workshop - implementation of the stategy in the context of Pakistan
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Jy Recoup Mand E
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Adulthood is usually defined in terms of a series of markers: leaving school, starting a first job, leaving the parental home, forming a first union, marrying and having a first child, becoming a citizen. Such approaches draw on the idea that young people make one transition to what is locally agreed to be a clearly defined status—a destination at which one ‘arrives’. But globally, there is recognition that many of these markers are reversible and impermanent, so that there is no simple and clear notion of ‘youth’ in contrast to adulthood, and no notion of ‘arrival’ at a singular adulthood. Rather there are ‘fragile and reversible transitions’, negotiations and controls, and boundaries to cross before young men and women can take control of their lives as adults. Nevertheless, youth policy remains strongly influenced by the idea of linear transition, and the associated metaphor of individualised ‘pathways’ from school to work and adulthood. In this paper we draw on data on social and human outcomes of schooling, collected under the aegis of the RECOUP programme of research, to consider the evidence on how schooling affects the nature of young men and women’s chances of gaining, for example: livelihood and enterprise; self- protection, security and equality; and agency, resilience and autonomy as adults in the RECOUP partner countries, and the implications for education and youth policy.
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One of the main outcomes of female schooling is supposed to be dramatic improvements in reproductive indicators, such as women’s access to health and family planning services, maternal morbidity and mortality, and indicators of infant and child health. Pakistan is a country where such beneficial outcomes are sorely needed: gross enrolment of girls in secondary schooling is only about 26%, the maternal mortality ratio is 320, and under-5 mortality rates are 90 for boys and 100 for girls. In these circumstances, it is imperative to understand better exactly how schooling contributes to the improvements in reproductive health, and what else might make a difference. In this paper we draw on quantitative and qualitative data collected by the RECOUP programme of research to address these questions.
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Poverty has halved in Ghana over the period from 1991 to 2005. We use the household surveys to investigate possible mechanisms which led to this outcome. In particular how was it linked to the creation of jobs and skills? While in the 1990s the pattern of a growth in urban sector self-employment is clear this process was reversed in the period to 2005. By 2005/06 it had fallen to 18.6 per cent of the working age population, substantially lower than the level of the early 1990s. The fall in urban self-employment was matched by a rise in wage employment in small firms which doubled as a percentage of the workforce from 3.4 to 6.7 per cent. Over the whole period from 1991/92 to 2005/06 the most striking change in the labour force was the rise in employment in small firms, from 225,000 to 886,000. Quite contrary to the perception that wage jobs are not being created they have been expanding far faster than the growth of the labour force. We also find that over the period from 1998/99 to 2005/06 real incomes rose by in excess of 50 per cent and that this rise was fastest in the lowest paying occupation. There was some shift from lower to higher paying occupations but it would appear that the income rises, which underlie the fall in poverty, were uniformly high across all sectors and particularly benefited the unskilled. We compare how skills acquired in technical education and through apprenticeship training have impacted on the types of jobs and their earnings and thus on their role in reducing poverty.
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Adulthood is usually defined in terms of a series of markers: leaving school, starting a first job, leaving the parental home, forming a first union, marrying and having a first child, becoming a citizen. Such approaches draw on the idea that young people make one transition to what is locally agreed to be a clearly defined status—a destination at which one ‘arrives’. But globally, there is recognition that many of these markers are reversible and impermanent, so that there is no simple and clear notion of ‘youth’ in contrast to adulthood, and no notion of ‘arrival’ at a singular adulthood. Rather there are ‘fragile and reversible transitions’, negotiations and controls, and boundaries to cross before young men and women can take control of their lives as adults. Nevertheless, youth policy remains strongly influenced by the idea of linear transition, and the associated metaphor of individualised ‘pathways’ from school to work and adulthood. In this paper we draw on data on social and human outcomes of schooling, collected under the aegis of the RECOUP programme of research, to consider the evidence on how schooling affects the nature of young men and women’s chances of gaining, for example: livelihood and enterprise; self- protection, security and equality; and agency, resilience and autonomy as adults in the RECOUP partner countries, and the implications for education and youth policy.
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One of the main outcomes of female schooling is supposed to be dramatic improvements in reproductive indicators, such as women’s access to health and family planning services, maternal morbidity and mortality, and indicators of infant and child health. Pakistan is a country where such beneficial outcomes are sorely needed: gross enrolment of girls in secondary schooling is only about 26%, the maternal mortality ratio is 320, and under-5 mortality rates are 90 for boys and 100 for girls. In these circumstances, it is imperative to understand better exactly how schooling contributes to the improvements in reproductive health, and what else might make a difference. In this paper we draw on quantitative and qualitative data collected by the RECOUP programme of research to address these questions.
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Ma.Recoup 2005 2010 Ygc D1
1.
RECOUP 2005-2010 YOUTH,
GENDER AND CITIZENSHIP KENYATTA UNIVERSITY AND CAMBRIDGE UNIVERSITY
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Download now
![Youth, Gender and Citizenship ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)