No abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in

No abstract

We use the 1994, 2001 and 2005 Senegalese households’ surveys to examine to what extent the differences in asset ownership are associated with differences in education levels. The assets are mainly classified into savings, house, car/vehicle and household furniture while the education levels considered are the primary, secondary and university education. The results of the estimations show that education can play a significant role in the holding of household durables or house comfort related assets such as refrigerator and air conditioner. Besides, the findings show that more educated individuals are more likely to have net savings. The results of the stratified samples (rural vs. urban and male vs. female) show that secondary/tertiary education and most of the assets are positively and significantly associated, implying an intensive promotion of higher education. The results suggest an increase of the level of compulsory education. The results of the present study are modest and very indicative in the sense that the lack of various financial and productive assets does not help drawing straightforward conclusions

No abstract

No abstract

No abstract

Education is generally accepted as a leading instrument for promoting economic growth. Growth theories have attempted to explain the relationship existing between education and growth through the important role played by labor productivity. However, productivity itself can be explained by consumers' requirement for higher-quality products, which need more complex production process, suggesting more complex jobs. This paper extends the theoretical model in Teulings and van Rens (Rev Econ Stat 90(1):89-104, 2008)). Using a general model, it shows that education levels are influenced by the productivity and jobs' complexity levels. However, the impact of the jobs' complexity is attenuated by the effect of the elasticity of substitution between workers types.