scholarly journals Thе Rеlationship bеtwееn Еducational Achiеvеmеnt, Lifе Quality, and Wеalth Indеx in Kеnya

2022 ◽  
Author(s):  
Trаng Lе ◽  
My Nguyеn ◽  
Kien Le
Keyword(s):  
Primary Schooling

Abstract: This study aims to еxaminе whеthеr еducatеd Kеnyans livе wеalthiеr lifе. According to thе study, Kеnyan with morе еducation arе wеalthiеr than Kеnyan with lеss еducation. In quantitativе tеrms, onе еducational yеar in Kеnya is associatеd with a 0.046 standard dеviation incrеasе in Kеnyan wеalth indеx, complеting primary schooling raisеs Kеnyan wеalth indеx by 0.235 standard dеviations, and complеting sеcondary schooling raisеs Kеnyan wеalth indеx by 0.345 standard dеviations.

Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning

2020 ◽  
Author(s):  
Michelle Kaffenberger ◽  
Lant Pritchett
Keyword(s):  
Child Mortality ◽  
Women's Education ◽  
Basic Education ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Life Outcomes ◽  
Primary Schooling ◽  
The Impact ◽  
Financial Practices ◽  
Attenuation Bias

Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

scholarly journals Education and Energy Intensity: Simple Economic Modelling and Preliminary Empirical Results

2018 ◽  
Vol 10 (8) ◽  
pp. 2625 ◽  
Author(s):  
Tiago Sequeira ◽  
Marcelo Santos
Keyword(s):  
Gross Domestic Product ◽  
Economic Model ◽  
Energy Use ◽  
Energy Intensity ◽  
The Other ◽  
Economic Modelling ◽  
Empirical Application ◽  
Primary Schooling ◽  
Simple Economic

The ratio of energy use to Gross Domestic Product (defined as energy intensity) is a major determinant of environmental hazard and an indicator of eco-efficiency. This paper explains why education can have an effect in reducing the energy intensity thus affecting eco-efficiency. We devise a stylized economic model with simple and widely accepted assumptions that highlights the role of education in decreasing energy intensity worldwide. In an empirical application that is robust to the features of the data, we show that primary schooling contributes to a decrease in energy intensity which has a very significant effect, even accounting for the other well-known determinants of energy intensity. Additionally, when schooling is taken into account, income is no longer a negative determinant of energy intensity.

The Effectiveness of Catholic Primary Schooling

2003 ◽  
Vol XXXVIII (4) ◽  
pp. 928-941 ◽  
Author(s):  
Christopher Jepsen
Keyword(s):  
Primary Schooling

scholarly journals To what extent is social inequality in school-age achievement determined before and during schooling? A longitudinal analysis in three European countries

2020 ◽  
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek ◽  
Thomas van Huizen
Keyword(s):  
Measurement Error ◽  
Social Inequality ◽  
Instrumental Variable ◽  
School Age ◽  
Formal Schooling ◽  
School Life ◽  
Primary Schooling ◽  
The United Kingdom ◽  
Before School

We estimate the degree to which socioeconomic status (SES) gaps in children’s language skills observed in primary schooling are already determined before children enter school in Germany, the Netherlands, and the United Kingdom. We use representative and longitudinal cohort data and apply instrumental variable estimation to deal with measurement error in test scores. Around 60–80% of SES gaps in language at the end of primary school are attributable to gaps settled before formal schooling, while at most 20–40% is attributable to SES operating during the school years. We also show that ignoring measurement error results in a major overestimation of the role of SES during schooling. Our findings suggest that the most effective strategy for reducing social inequality in school-age achievement is reducing inequality before school life starts.

scholarly journals Statistical coherence of primary schooling in population census microdata: IPUMS-International integrated samples compared for fifteen African countries

2015 ◽  
Vol 29 (1) ◽  
pp. 1570 ◽  
Author(s):  
Robert McCaa ◽  
Lara Cleveland ◽  
Patricia Kelly-Hall ◽  
Steven Ruggles ◽  
Matthew Sobek
Keyword(s):  
Population Census ◽  
African Countries ◽  
Primary Schooling

scholarly journals Grammar of Difference. General Education in the Netherlands and Java, 1800-1940

2021 ◽  
Vol 10 ◽  
pp. 119-123
Author(s):  
Elise Van Nederveen Meerkerk
Keyword(s):  
The Netherlands ◽  
General Education ◽  
19Th Century ◽  
School Attendance ◽  
Indigenous Education ◽  
Government Investment ◽  
Early 19Th Century ◽  
Primary Schooling ◽  
East Indies ◽  
Public Investments

This contribution compares developments in school enrolment and public investments in primary education in the Netherlands and its most important colony in the 19th century: the Netherlands East Indies, more specifically the island of Java. Despite being part of the same Empire, conditions in both regions were very different, with the metropole having already quite high enrolment rates from the beginning of the period studied (the early 19th century) compared to very low school attendance in the colony. For long, the colonial government left indigenous education in Java to religious and private initiatives, whereas primary schooling in the Netherlands was increasingly financed and regulated. Rising interest for public schooling in the colony, including some government investment in the first decades of the 20th century did lead to some changes, but these were insufficient to prevent Dutch and Javanese children from experiencing a fundamentally different educational upbringing.

Student views of primary schooling

1992 ◽  
Vol 7 (2) ◽  
pp. 107-128 ◽  
Author(s):  
John Ainley ◽  
Sid Bourke
Keyword(s):  
Primary Schooling ◽  
Student Views

scholarly journals Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted) Children

2011 ◽  
Vol 2011 ◽  
pp. 1-14 ◽  
Author(s):  
Laurence Vaivre-Douret
Keyword(s):  
Psychomotor Development ◽  
Gifted Children ◽  
Developmental Studies ◽  
Primary Schooling ◽  
Increased Risk ◽  
The Social ◽  
Intellectual Abilities ◽  
Development Data ◽  
High Level ◽  
The Brain

This study covers the interesting field of the development in gifted children which is often neglected in pediatrics because psychomotor development data are still rare, since “gifted” children are generally noticed towards the end of their primary schooling by IQ measurement. Developmental studies have shown the evidence from several fields that children identified as “high-level potentialities” or “intellectually gifted” develop sensory, locomotor, neuropsychological, and language skills earlier than typically expected. The hypothesis is offered that the earlier development originates from biological processes affecting the physical development of the brain and in turn even intellectual abilities are developed earlier, potentially allowing for advanced development. Further it is discussed how these developmental advances interact with the social environment and in certain circumstances may entail increased risk for developing socioemotional difficulties and learning disabilities that often go unaddressed due to the masking by the advance intellectual abilities.

Is the Rate of Return on Primary Schooling Really 26 Per Cent?1

1992 ◽  
Vol 1 (2) ◽  
pp. 192-205 ◽  
Author(s):  
J.B. Knight ◽  
R.H. Sabot ◽  
D.C. Hovey
Keyword(s):  
Rate Of Return ◽  
Primary Schooling
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