Suchergebnisse

We extend the theoretical contributions of Alon (2009) by proposing and testing two hypotheses about the context dependence of inequality of educational opportunity (IEO). Alon offers a model of IEO that incorporates class adaptation and organizational exclusion as two test-score-based mechanisms that perpetuate class inequality. She hypothesizes that the changing level of IEO depends on trends in competition. Through a secondary analysis of Alon's numerical results, we clarify her results and demonstrate that the causal structure of IEO (e.g., the explanatory roles of adaptation and exclusion) depends on trends in competition and college selectivity. Additionally, changes in competition for college admission from 1972 to 1992 had little to do with enrollment rates, but appear to be driven largely by changes in college wage premiums.

There are still many districts in East Java Province that are categorized as underdeveloped regions, which means that the region has low economic growth with a high income and education inequality. An economic model analysis that illustrates how the impact of fiscal decentralization has been exercised on income inequality and inequality of education through economic growth is needed. The analysis model used is path analysis to determine the direct and indirect impact of fiscal decentralization on income and education inequality through economic growth. The data used in the study were panel data from 2008 to 2015 collected from 29 districts in the East Java Province. The results of the study indicate that the implementation of the fiscal decentralization policy has not been able to encourage economic growth and reduce the number of income inequality and inequality of education. Decentralization makes income inequality even more intense. Economic growth has not been able to reduce the income inequality, but it can reduce the rate of education inequality.

This study considers how education and globalization affect income inequality in Asia, with unbalanced panel data. The evidence supports the validity of Kuznets' inverted-U hypothesis for the connection between income level and income inequality. However, when more variables are integrated into the model, the consistency of the inverse U-shaped curve becomes weaker. The empirical results suggest that educational variables are highly influential in affecting income distribution. Our analysis indicates that a higher level of education achieved by the population aged 15 and over has improved income distribution in Asia, while educational inequality, measured by the education Gini index, has a negative effect on income distribution. Higher levels of globalization are correlated with higher levels of income inequality, while freedom, either political or economic, has marginal effects on the level of inequity in income distribution. ; ADB_Education_globalization_and_income_equality.pdf: 942 downloads, before Oct. 1, 2020.

Latin America is the most unequal region of the world in terms of income or expenditure, as well as regarding other aspects of economic or social exclusion. The region suffered the lost decade of the nineteen eighties, and experienced a modest recovery in the nineteen nineties. In the nineteen nineties, most of the governments implemented stabilization politics, more or less close to the proposals of the Washington Consensus. Paraguay itself, however, neither suffered a debt crisis nor a mayor economic instability during the eighties, so the stabilization policies would not have been necessary or useful for the Paraguayan economy and business cycles in the nineties. Nevertheless, many of the macroeconomic policies applied in Paraguay during the nineties were close to the Washington Consensus. The most striking macroeconomic result of the decade was a per capita income decrease beginning in late 1995, hand in hand with a poverty increase after 1996. Given the persistently high levels of poverty incidence in Paraguay to date, understanding the determinants of growth at the household level in Paraguayan economy remains an important but under-researched field in economics. This appears to be particularly true for the question whether inequality has a positive or negative effect on economic growth, a question that is both fundamental in (development) economics and highly relevant for poverty reduction policies. Although the effect of inequality on growth has important implications for poverty (Bourguignon, 2004; Ravallion, 1997), empirical evidence on this link is virtually inexistent for Paraguay.

This study considers how education and globalization affect income inequality in Asia, with unbalanced panel data. The evidence supports the validity of Kuznets' inverted-U hypothesis for the connection between income level and income inequality. However, when more variables are integrated into the model, the consistency of the inverse U-shaped curve becomes weaker. The empirical results suggest that educational variables are highly influential in affecting income distribution. Our analysis indicates that a higher level of education achieved by the population aged 15 and over has improved income distribution in Asia, while educational inequality, measured by the education Gini index, has a negative effect on income distribution. Higher levels of globalization are correlated with higher levels of income inequality, while freedom, either political or economic, has marginal effects on the level of inequity in income distribution.

Abstract This article empirically examines whether corruption, education, inequality, and trust in parliament affect voter turnout in countries that are members of the Organization for Economic Co-operation and Development. Specifically, fuzzy-set Qualitative Comparative Analysis is used to determine whether these factors (individually or in combination) are necessary or sufficient conditions for high or low voter turnout. To date, this method has never been applied to the study of voter turnout and this study attempts to fill this gap. The main conclusion is that corruption harms democracy by lowering voter turnout. The analysis also provides evidence that trust in parliament affects political participation and that the persistence of low educational attainment in a country, together with high inequality, is a sufficient condition for low turnout. Overall, the results suggest the importance of fighting corruption for citizen participation in democracy. They also show that measures to increase turnout should combine improvements in democratic institutions, education, and distributive justice.

AbstractThis article empirically examines whether corruption, education, inequality, and trust in parliament affect voter turnout in countries that are members of the Organization for Economic Co-operation and Development. Specifically, fuzzy-set Qualitative Comparative Analysis is used to determine whether these factors (individually or in combination) are necessary or sufficient conditions for high or low voter turnout. To date, this method has never been applied to the study of voter turnout and this study attempts to fill this gap. The main conclusion is that corruption harms democracy by lowering voter turnout. The analysis also provides evidence that trust in parliament affects political participation and that the persistence of low educational attainment in a country, together with high inequality, is a sufficient condition for low turnout. Overall, the results suggest the importance of fighting corruption for citizen participation in democracy. They also show that measures to increase turnout should combine improvements in democratic institutions, education, and distributive justice.

Purpose
– The purpose of this paper is to measure inequality in education and examine how socioeconomic factors affect education inequality in Albania and Nepal.


Design/methodology/approach
– Using large household survey data sets the authors calculate income-related inequality in education and decompose the inequality into factors that determine educational attainment. The decomposition procedure establishes the role played by two sets of factors: elasticities of education demand with respect to its determinants; and inequalities in those determinants. The paper then proposes a new mechanism to quantify the effects of policy simulations regarding income, urbanization, and distance to school on education inequality.


Findings
– Both the countries show significant inequality in education. Educational attainment in Albania and Nepal is determined by socioeconomic, demographic and geographic factors of which three are particularly significant in affecting inequality – income, urbanization and distance to school.


Research limitations/implications
– While schooling for most individuals is largely financed by public subsidy in the countries, attainment is also likely affected by the price of education services and cost of health care. Identification of those factors in the context of more comprehensive data will enable researchers in future to draw firmer conclusions.


Practical implications
– The proposed method can help to identify cost-effective and sustainable policies to reduce socioeconomic inequality in education in developing countries.


Social implications
– Reduction in education inequality can lead to higher income and better health which are instrumental in uplifting the poor in developing countries.


Originality/value
– This is the first paper to measure education inequality using a concentration index and to propose a new mechanism to show the effect of simulated policies on education inequality.

In the end of 2015 is the time for Indonesia to enter the ASEAN Economic Community (AEC) that will integrate with 10 Southeast Asia countries. AEC itself is expected can bring Indonesian economy to be better by expanding the market share. The applicability of AEC not only affects the free trade sectors, but also makes a various workers from ASEAN countries can compete to fill a variety sectors across the ASEAN countries. To be able to compete with other ASEAN countries, Indonesia must have qualified human resources. One of the ways that could be done is through the development of education in Indonesia in order to make high quality human resources. Meanwhile there are still a lot of inequality in Indonesia, both educational inequality and economic inequality itself. This study aims to determine the inequality of education and economic development within the framework of the preparation of AEC. The research methods used are descriptive statistics and statistical inference to know the relationships between the variables. The variables are Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER), Dropout Rate, Natioal Exam Score, and the Literacy Rate, on the other variables: School Operational Assistance, government expenditure in education sector, Specific Allocation Funds of education, deconcentration fund, GDRP per capita, School-Pupil Ratio, Teacher-Pupil Ratio, and the Teachers' Competency Test. The study was conducted in 33 provinces in Indonesia in 2012-2013. From the results of the estimation using Eviews 7 software, are known that GER inequality, Dropout and Literacy rate inequality variable influenced by economic inequality and education inequality in different directions.