2003
DOI: 10.1596/0-8213-5172-9
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Closing the Gap in Education and Technology

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Cited by 125 publications
(74 citation statements)
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“…Social spending has been procyclical and even more volatile than aggregate spending (eclac, 28 Repetition rates are proxied by differences in gross and net secondary enrolment rates. 29 For an examination of education in Latin America, see de Ferranti, Perry et al (2003). See also oecd (2004) and Mullis, Martin et al (2004a, 2004b for information on the region's performance in international examinations.…”
Section: Social Spendingmentioning
confidence: 99%
“…Social spending has been procyclical and even more volatile than aggregate spending (eclac, 28 Repetition rates are proxied by differences in gross and net secondary enrolment rates. 29 For an examination of education in Latin America, see de Ferranti, Perry et al (2003). See also oecd (2004) and Mullis, Martin et al (2004a, 2004b for information on the region's performance in international examinations.…”
Section: Social Spendingmentioning
confidence: 99%
“…36 Small firms may be more constrained by resources, lack knowledge about training benefits, invest less and have higher labor turnover rates than large firms (De Ferranti, 2003). Some evidence from Mexico suggests that membership of a union raises the likelihood of receiving training (Lopez Acevedo 2002).…”
Section: G Worker Training 35mentioning
confidence: 99%
“…Naturally, there exists a large variation within the region. In Chile and Uruguay, employers rely mostly on private external training sources, whereas firms in other countries, such as Belize, Ecuador, Nicaragua, and Trinidad and Tobago, involve public training suppliers to a larger extent (Marquez, 2002;Cinterfor 2001, andDe Ferranti et al, 2003). In almost 35 See background note by Andreas Blom and Gladys López-Acevedo 36 Gill, Dar, and Fluitman (1998) and Tan and Batra (1995b), McArdler and Blom (forthcoming) and Marquez (2002) all countries, the private firm training is not formally recognized by the public training and education system.…”
Section: G Worker Training 35mentioning
confidence: 99%
“…However, irrespective of where one stands in the divide in terms of the argument for and against the human capital theory in education (Becker, 2009;Welch, 1975;Sweetland, 1996;Baptiste, 2001;Nelson and Phelps, 1966), there seems to be a general consensus that countries with high Research and Development (R&D) share of GDP tend to achieve positive economic growth especially in Science, Technology and Innovation (Lederman and Maloney, 2003;Rodríguez-Pose and Crescenzi, 2008;De Ferranti, 2003;Chen and Dahlman, 2005). For instance, in the Organization for Economic Cooperation and Development (OECD) member countries, where many fall in the high income group according to the World Bank's economic classification, deliberate knowledge-driven research policies that accelerate the economy and introduce new technologies are given outmost priority (Şener and Sarıdoğan, 2011).…”
Section: Introductionmentioning
confidence: 99%