The paper examines economic growth in old and new member countries of the European Union (EU-15 and EU-12) during the years of 1994-2000 and 2001-2008 mainly due to changes in information and communication technology (ICT) capital development. The first group EU-15 is presented by old EU countries and the second group EU-12 is presented by new member countries that joined the EU in 2004-2007. The threefactor Cobb-Douglas production function is estimated through the panel general least squares method. The input factors that might influence the economic growth are labour, ICT capital services and non-ICT capital services. Since ICT capital growth data are not available for all selected economies, the groups of countries were reduced to EU-14 and EU-7. The estimated panel production functions confirmed that the average growth of GDP in the EU-7 countries was supported by the stable growth of labour quantity and ICT-capital and increasing total factor productivity. A short-term drop in non-ICT capital growth with follow-up stagnation was caused rather by lower labour productivity. The research discovered that the drop in GDP growth in the EU-14 countries was a result of the slower growth of non-ICT capital and total factor productivity and the stagnated growth of ICT capital with low elasticity, and showed that even the compensation of growth in labour quality did not prevent a decrease in total factor productivity and economic growth.
The aim of this paper is to examine the impact of parents´ educational level on lifelong learning of children and relationship between parents´ and student´ lifelong learning including language skills and computer literacy. This intergenerational transmission, if proven, could influence the investments into the human capital in the long run. We used data from Adult Education Survey 2011 (AES) to test the hypothesis that the parental attained level of education has a significant impact on the initial educational level of their children as well as on their lifelong learning participation. Furthermore, using data from AES, we tested the association between parental educational level and children´s language skills and reading activity and between parental non-formal as well as informal education and students´ lifelong learning. We have found that the parental effect on lifelong learning participation is slightly weaker than the effect of initial adult´s education. Nevertheless, the intergenerational transmission mechanism obviously works. The relationship between parental and students computer literacy is statistically significant, nevertheless weak. As for the nominal and ordinal character of the data, we used mainly the standard statistical methods including nonparametric tests, logit model and correspondence analysis.
With the increase in the number of university students, the number of those who do not finish successfully the tertiary education is also increasing. The article uses a specific data source and analyses only a part of the group of unsuccessful students who re-enroll. This is a specific group of students -they did not finish the tertiary study in the past, but after some time they returned to education. The aim of the paper is to find significant factors that influence the decision whether the student changes the studied school or field of study. Factors will be searched using decision trees and binary logistic regression. Both methods were significant for gender and the fact that a student is studying his preferred university. Logistic regression adds to the student's health disadvantage. The data were obtained from the EUROSTUDENT survey, which was held in the Czech Republic in 2016 under the auspices of the Ministry of Education, Youth and Sports. The results can be used to identify a risky candidate or student at the beginning of tertiary education. Highlights •Students who definitely do not work at their preferred college are 6.3 times more likely to have unsuccessfully completed tertiary education in the past than students who definitely study in their preferred university • Men are 1.426 times more likely to have an unsuccessful past tertiary education than women • Students with a health disadvantage are 1.3 times more likely to have an unsuccessful past tertiary education than students who do not suffer from health complications
not burdened by non-relevant work habits (compare Doležalová, 2014a). Dadgar (2012) maintains that according to Becker's Human Capital Theory, it is optimal for individuals to get a job after completing formal education to make the investment into individual human capital fully beneficial. Scott-Clayton (2012), on the contrary, stresses the concavity of human capital productivity which leads to marginal returns from the work experience. From this point of view, a student's job during termtime can improve their soft skills, career networking and secure references (ibidem). In short, the study-work rate challenges economic theory: if
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