Efficiency and equity of European education and training policies

Wößmann, Ludger

doi:10.1007/s10797-008-9064-1

Cited by 107 publications

(62 citation statements)

References 121 publications

(124 reference statements)

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“…Here, following Wössmann (2008), the concept of equality of opportunity proposed by Roemer (1988) will be used, as this concept appears to be widely endorsed. In the present context, equality of opportunity means that an individual's educational and training outcomes should depend on her effort but not on her circumstances -family background, gender etc.…”

Section: Efficiency and Equity And Human Resource Management Principlesmentioning

confidence: 99%

Transparency of Human Resource Policy

Mellander

2014

The Oxford Handbook of Economic and Institutional Transparency

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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 EconStor may be saved and copied for your personal and scholarly purposes.You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. licence. www.econstor.eu If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated Transparency of human resource policy Erik Mellander WORKING PAPER 2014:24The Institute for Evaluation of Labour Market and Education Policy (IFAU) is a research institute under the Swedish Ministry of Employment, situated in Uppsala. IFAU's objective is to promote, support and carry out scientific evaluations. The assignment includes: the effects of labour market and educational policies, studies of the functioning of the labour market and the labour market effects of social insurance policies. IFAU shall also disseminate its results so that they become accessible to different interested parties in Sweden and abroad.IFAU also provides funding for research projects within its areas of interest. The deadline for applications is October 1 each year. Since the researchers at IFAU are mainly economists, researchers from other disciplines are encouraged to apply for funding.IFAU is run by a Director-General. The institute has a scientific council, consisting of a chairman, the Director-General and five other members. Among other things, the scientific council proposes a decision for the allocation of research grants. A reference group including representatives for employer organizations and trade unions, as well as the ministries and authorities concerned is also connected to the institute. Papers published in the Working Paper Series should, according to the IFAU policy, have been discussed at seminars held at IFAU and at least one other academic forum, and have been read by one external and one internal referee. They need not, however, have undergone the standard scrutiny for publication in a scientific journal. The purpose of the Working Paper Series is to provide a factual basis for public policy and the public policy discussion. AbstractThe scope of public human resource policy is outlined. Motivation for the need of transparency in this policy is provided in terms of informational asymmetries, human capital externalities, and long planning horizo...

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Section: Efficiency and Equity And Human Resource Management Principlesmentioning

confidence: 99%

Transparency of Human Resource Policy

Mellander

2014

The Oxford Handbook of Economic and Institutional Transparency

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“…Besides the studies available for the US, there is a growing empirical evidence for European countries. However, by now there are virtually no proper program evaluations due to the still inferior data situation (see Wössmann, 2008, for a summary of evidence). Thus, the majority of studies rely on descriptive associations without revelations of causal relationships.…”

Section: Empirical Evidencementioning

confidence: 99%

Noncognitive skills in economics: Models, measurement, and empirical evidence

Thiel¹,

Thomsen

2013

Research in Economics

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Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp09076.pdf Non-technical SummaryMeasuring unobserved individual ability is a core challenge of the analysis of questions related to human capital development. For that purpose, concepts from psychology, predominantly measures of IQ have become established means in empirical economics. However, many issues of individual differences and their consequences still remain unexplained. Recently, the consideration of personality traits in the economic literature has started and substantially contributes to narrow the gap of explained and unexplained aspects of human capital. With regard to human capital theory, economists usually refer to noncognitive skills in this context. The paper at hand provides an overview on the growing but influential literature in the field.The composition and impact of noncognitive skills on certain outcomes are usually less familiar to economists and, moreover, in comparison to cognition, these skills exhibit a larger scope for interventions. Therefore, the text should serve as a short introductory guide to a wide audience of readers in economics. This audience includes nonspecialist readers and experts, too. Based on the contemporary literature, central questions and findings regarding measurement, theoretical modeling, and the empirical estimates are summarized. The obtained results shed light on the relation between parental investments, skill formation in general, and later outcomes.From this review, some features highly relevant for the development of human capital skills could be identified: Early investments are the most crucial inputs into skill formation in general and should be followed by later investments. As a consequence, early neglect usually cannot be compensated in the aftermath since returns to education diminish. Even more importantly, the impact of acquired noncognitive skills on various outcomes throughout the life course is more eminent than assumed until recently. Not only schooling and later earnings, but also important social and health-related outcomes are strongly affected. Abstract There is an increasing economic literature considering personality. This paper provides an overview on the role of these skills regarding three main aspects of economic analysis: measurement, theoretical modeling, and empirical estimates. Based on the relevant literature from different disciplines, the common psychometric measures used to assess pers...

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“…It has, as we will argue, become a powerful force that tends to work against the 'active', as opposed to 'passive' equity' impulses necessary in developing contexts which is often evidenced by a discourse of a retention of standards, pursuance of 'best practice' and responding to higher education that is 'world class' (see for instance Lockheed and Hanushek, 1994;Psacharopoulos, 1973Psacharopoulos, , 1980. It is unquestionable that higher education policy needs to be underpinned by both goals of efficient resource allocation (social efficiency) and equitable distribution of these resources in society (equity leading to social effectiveness) (Wö ßmann and Schü tz, 2006). Clearly, these goals should not be mutually exclusive.…”

Section: Understanding Equity Efficiency and Transformation In Highementioning

confidence: 99%