Does Improved Local Supply of Schooling Enhance Intergenerational Mobility in Education? Evidence from Jordan

Assaad, Ragui; Saleh, Mohamed

doi:10.1093/wber/lhw041

Cited by 11 publications

(16 citation statements)

References 26 publications

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“…The first measure is the mean secondary school score that students attending the institution report. The second measure is the proportion of students whose father had a higher education, a proxy for socioeconomic status Assaad and Saleh 2015). Notably, our results are very similar (only small changes in coefficient size for the institutional features and no changes in statistical significance) between models with these variables included and excluded, indicating that omitted-variable bias is not driving the coefficients obtained for institutional features.…”

Section: Covariatessupporting

confidence: 58%

Pedagogy, Accountability, and Perceptions of Quality by Type of Higher Education in Egypt and Jordan

Assaad¹,

Badawy

Krafft³

2016

Comparative Education Review

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A number of reasons have been proposed for the poor quality of higher education in the Arab world, including the poor incentive structures of public higher education institutions. The expansion of private higher education has been hailed as an important part of enhancing incentives and thus improving education quality. However, it is not clear whether the practices of private higher education institutions differ from those of public institutions. This article explores whether private provision improves the quality of higher education, as measured by pedagogy, accountability, and student perceptions of quality. The analysis focuses on commerce and information technology programs in Egypt and Jordan. The results indicate that pedagogy, accountability, and student perceptions of quality do not vary systematically by type of higher education institution in these countries and that expanding the role of private institutions in higher education is therefore unlikely to automatically improve educational processes or quality.

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Section: Covariatessupporting

confidence: 58%

Pedagogy, Accountability, and Perceptions of Quality by Type of Higher Education in Egypt and Jordan

Assaad¹,

Badawy

Krafft³

2016

Comparative Education Review

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“…In Latin America, the mediating role of education appears to be strong, perhaps even stronger than in the advanced industrial world (Torche 2014). In contrast, Assaad and Saleh (2018) and Binzel and Carvalho (2017) show that growing educational mobility across cohorts in Jordan and Egypt respectively has not resulted in more income mobility, suggesting that the educational pathway plays a limited role in economic mobility, and offering a word of caution about the strategy of focusing on equalizing educational attainment to improve socio-economic mobility.…”

Section: The Role Of Education In the Intergenerational Transmission mentioning

confidence: 97%

Educational mobility in developing countries

Torche¹

2019

WIDER Working Paper

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provides economic analysis and policy advice with the aim of promoting sustainable and equitable development. The Institute began operations in 1985 in Helsinki, Finland, as the first research and training centre of the United Nations University. Today it is a unique blend of think tank, research institute, and UN agency-providing a range of services from policy advice to governments as well as freely available original research. The Institute is funded through income from an endowment fund with additional contributions to its work programme from Finland, Sweden, and the United Kingdom as well as earmarked contributions for specific projects from a variety of donors.

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“…Previous research has shown that Tunisia has substantial problems with education equity, quality, accountability, and efficiency (Milovanovitch 2014;Ben-Ayed et al 2016). These problems can be further explored through analyses of the education data provided by the TLMPS 2014, analyses akin to those undertaken for Egypt and Jordan using the ELMPS and JLMPS (Assaad and Krafft 2015a;Assaad and Saleh 2015;Krafft and Alawode 2016). The TLMPS 2014 includes detailed migration data for both current migrants and return migrants, including information on remittances, timing and duration of migration, countries of destination, job characteristics abroad and upon return, the resources and networks used to facilitate migration, and the legal status of the migrant while abroad.…”

Section: Introductionmentioning

confidence: 99%

Introducing the Tunisia Labor Market Panel Survey 2014

Assaad

Ghazouani

Krafft

et al. 2016

IZA J Labor Develop

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This paper introduces the Tunisia Labor Market Panel Survey (TLMPS) of 2014, the first round of a publicly available nationally representative longitudinal household survey. We provide a description of the sample and questionnaires. We discuss a number of data collection issues, such as non-response, as well as what was done to address these issues. The construction of sample weights is detailed. A comparison of the TLMPS to other Tunisian datasets is conducted to illustrate the representativeness of the data in terms of key demographic and labor market measures. Key features of the Tunisian labor market and potential avenues for research using the TLMPS are discussed. JEL Classification: J00, C81, C83

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Does Improved Local Supply of Schooling Enhance Intergenerational Mobility in Education? Evidence from Jordan

Cited by 11 publications

References 26 publications

Pedagogy, Accountability, and Perceptions of Quality by Type of Higher Education in Egypt and Jordan

Pedagogy, Accountability, and Perceptions of Quality by Type of Higher Education in Egypt and Jordan

Educational mobility in developing countries

Introducing the Tunisia Labor Market Panel Survey 2014

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