How Education Drives Demography and Knowledge Informs Projections

Lutz, Wolfgang; Skirbekk, Vegard

doi:10.1093/acprof:oso/9780198703167.003.0002

Cited by 34 publications

(24 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the strong differentials of fertility by level of female education in all African countries and the huge body of literature that explains the causal mechanisms behind the pervasive negative association between the two (Bongaarts 2010;Cochrane 1979;Castro Martin 1995;Fuchs and Goujon 2014;Lutz and Skirbekk 2014), it seems plausible to prima facie assume the possibility of a direct causal relationship between the stalled trend in female education and the subsequent stall in fertility decline in the countries affected by the former.…”

Section: Discussionmentioning

confidence: 99%

Education stalls and subsequent stalls in African fertility: A descriptive overview

Goujon¹,

Lutz²,

Kc³

2015

DemRes

Self Cite

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Education stalls and subsequent stalls in African fertility: A descriptive overview

Goujon¹,

Lutz²,

Kc³

2015

DemRes

Self Cite

View full text Add to dashboard Cite

“…head for nations in the 1900s, 1930s, and 1960s (from Preston 1975) 1 p. 209). And this still seems to be the case three decades later, despite the fact that more recent research points to the overriding importance of education and the associated cognitive changes affecting risk perception, planning horizon, and access to information promoting health-related behaviors and use of health care facilities (Baker et al 2011;Lutz and Skirbekk 2014).…”

Section: Figure 1 Scatter-diagram Of Relations Between Life Expectancmentioning

confidence: 99%

Education and Health: Redrawing the Preston Curve

Lutz¹,

Kebede²

2018

Population & Development Rev

Self Cite

107

View full text Add to dashboard Cite

“…Directly formal education is considered as a primary way individuals acquire knowledge, skills, and competencies that can influence their adaptive capacity. There is a large body of literature on the effects of education on health which is summarized in Lutz and Skirbekk (2013) who conclude that there is enough evidence to assume direct functional causality. First, there is evidence that the learning experiences associated with formal education have a lasting impact on the synoptic brain structure (Kandel 2007) and enhances cognitive skills (Neisser et al 1996, Nisbett 2009, Reynolds et al 2010.…”

Section: Fig 1 Flowchart Displaying the Processes Through Which Edumentioning

confidence: 99%

Is Education a Key to Reducing Vulnerability to Natural Disasters and hence Unavoidable Climate Change?

Muttarak¹,

Lutz²

2014

E&S

Self Cite

269

148

View full text Add to dashboard Cite

ABSTRACT. The collection of articles in this Special Feature is part of a larger project on "Forecasting Societies' Adaptive Capacity to Climate Change" (an Advanced Grant of the European Research Council to Wolfgang Lutz). In investigating how global change will affect population vulnerability to climate variability and extremes, the project aims to help develop strategies that enable societies to better cope with the consequences of climate change. In doing so, the basic hypothesis being tested is that societies can develop the most effective long-term defense against the dangers of climate change by strengthening human capacity, primarily through education. Education can directly influence risk perception, skills and knowledge and indirectly reduce poverty, improve health and promote access to information and resources. Hence, when facing natural hazards or climate risks, educated individuals, households and societies are assumed to be more empowered and more adaptive in their response to, preparation for, and recovery from disasters. Indeed the findings from eleven original empirical studies set in diverse geographic, socioeconomic, cultural and hazard contexts provide consistent and robust evidence on the positive impact of formal education on vulnerability reduction. Highly educated individuals and societies are reported to have better preparedness and response to the disasters, suffered lower negative impacts, and are able to recover faster. This suggests that public investment in empowering people and enhancing human capacity through education can have a positive externality in reducing vulnerability and strengthening adaptive capacity amidst the challenges of a changing climate.

show abstract

How Education Drives Demography and Knowledge Informs Projections

Cited by 34 publications

References 66 publications

Education stalls and subsequent stalls in African fertility: A descriptive overview

Education stalls and subsequent stalls in African fertility: A descriptive overview

Education and Health: Redrawing the Preston Curve

Is Education a Key to Reducing Vulnerability to Natural Disasters and hence Unavoidable Climate Change?

Contact Info

Product

Resources

About