The role of educational quality and quantity in the process of economic development

Castelló‐Climent, Amparo; Hidalgo-Cabrillana, Ana

doi:10.1016/j.econedurev.2011.11.004

Cited by 73 publications

(33 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As the quality of labor force is mainly measured by the level of education, it can be inferred that there is a positive relation between economic growth and education. Similar results are found in Cai (1999), Lin (2003), Grundey and Sarvutytė (2007), and Castelló-Climent and Hidalgo-Cabrillana (2012). Cai (1999) uses the data from 194 countries (territories) to examine the contribution of education to economic growth between 1965 and 1990.…”

Section: Impacts Of Education On Economic Growthsupporting

confidence: 56%

“…Lin (2003) examines the positive effect of education on economic growth in Taiwan during 1965 and 2000 with average schooling years as the main explanatory variable. Moreover, Castelló-Climent and Hidalgo-Cabrillana (2012) conduct an estimation of production function using cross-country data and point out that both the quality and the quantity of education have positive effects on economic growth in the long run. However, a number of papers argue that economic growth in developing countries is mainly driven by capital investment, while the human capital effect brought by education is relatively weak.…”

Section: Impacts Of Education On Economic Growthmentioning

confidence: 99%

See 1 more Smart Citation

Impacts of Educational Factors on Economic Growth in Regions of China: A Spatial Econometric Approach

Gong

et al. 2015

Technological and Economic Development of Economy

View full text Add to dashboard Cite

Abstract. This paper investigates the impacts of educational factors on economic growth across 31 provinces during 1996 and 2010 in China. A spatial panel estimation model is applied to study the impacts of education on economic growth taking into account the spatial spillover effects in Feder model and the cumulative effect. The results reveal that (1) educational factors are significantly spatially autocorrelated. Educational factors have spatial spillover effects. Regional differences of education impacts still exist. (2) Average schooling year has a more positive effect on economic output than capital investment and labor force. Basic education might play a more important role in economic growth. (3) Education sector also benefits non-education sectors on economic growth if "spatial effects of economic shocks" are considered. Some policies that may enhance education development and their impacts on economic growth are proposed.

show abstract

Section: Impacts Of Education On Economic Growthsupporting

confidence: 56%

Section: Impacts Of Education On Economic Growthmentioning

confidence: 99%

Impacts of Educational Factors on Economic Growth in Regions of China: A Spatial Econometric Approach

Gong

et al. 2015

Technological and Economic Development of Economy

View full text Add to dashboard Cite

show abstract

“…In modern economies, one of the key determinants of economic growth is human capital (e.g., (Hanushek and Kimko, 2000;Barro, 2001;Krueger and Lindahl, 2001;Castelló-Climent and Hidalgo-Cabrillana, 2012)). There are many studies on estimating the impact of education on earnings.…”

Section: Group 1 Improving Human Capitalmentioning

confidence: 99%

Economic Growth and Structural Change ? A Synthesis of the Walrasian General Equilibrium, Ricardian Distribution and Neoclassical Growth Theories

Zhang

2017

Asian Development Policy Review

View full text Add to dashboard Cite

Article History JEL Classification:D31, O41.This study proposes an economic growth model of structural change with heterogeneous households. It endogenously determine wealth accumulation and land value. Our model is based on three core theories in economics -Walrasian general equilibrium theory, Ricardian theory of distribution, and neoclassical growth theory. The paper is focused on effects of changes in determinants of the economic dynamics on income and wealth distribution and economic growth. We build an analytical framework for a disaggregate and microfounded general economic growth theory with endogenous wealth accumulation. We simulate the model. We find a unique equilibrium point and confirm stability. We plot the motion of the economy with three groups of households. We also conduct comparative dynamic analyses to get some insights into the complexity of economic growth and wealth and income distribution. For instance, we show that as the group with highest human capital increases its propensity to save, in transitory process the group's and the other two groups' wealth levels are enlarged, the national output experiences negative growth; while in the long term the group's and the other two groups' wealth levels continue to be enlarged, the national output experiences positive growth. We also demonstrate that if the population of the group whose human capital is lowest (highest) is increased, the wage rates and the wealth levels and consumption levels of consumer good of all the groups are reduced (enhanced).Contribution/ Originality: The paper makes an original contribution to economic growth by integrating Walrasian general equilibrium theory, Ricardian theory of distribution, and neoclassical growth theory. The paper develops a model of dynamic interactions between economic structural changes, economic growth, wealth accumulation, and income and wealth distribution between heterogeneous households.

show abstract

“…Higher education systems are considered as effective means in social development (1,2), and are experiencing significant changes due to paradigmatic changes in economic and technological fields as well as the emergence of macro trends (3). These systems are no longer limited to ordinary classes (4).…”

Section: Contextmentioning

confidence: 99%

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

Shahmohammadi

Taghipourzahir

Azizi

et al. 2018

Interdiscip J Virtual Learn Med Sci

View full text Add to dashboard Cite

Context: Promoting the quality of learning and teaching processes at the tertiary level, including distance education, has been considered as a strategic approach by policy makers in higher education, throughout the world. For this reason a reliable and comprehensive evaluation mechanism can play an important role in assessing the current situation and identifying the needs and problems from one hand and identifying the most important appraisal indicators on the other hand. This study aimed at critically reviewing the literature and theoretical frameworks of previous relevant researches to highlight the most important components and indicators that must be applied in appraising distance education. Methods:Due to the importance of using the findings of previous studies as a foundation for extracting the most important appraisal indicators, 42 national and international research studies relevant to the evaluation of distance education were selected and analyzed, which were published in refereed journals during year 2006 to 2015. The eligibility criteria for selecting these studies were their relevance to any aspect of distance education. For this reason and in order to identify indicators, the content of these studies were analyzed based on the open coding method. Later on, all findings were categorized, outlined, and summarized according to the main components, which may form a comprehensive evaluation system for distance education at the higher education level. Results:The findings of this meta-synthesis showed that pedagogical knowledge, technology, learning organization, educator, learner, learning content, teaching models and strategies, time, place and space were the most important components of a comprehensive appraisal system that should be considered in evaluating distance education systems and its mechanisms and processes, continuously. Conclusions:The rise of distance education in Iran's higher education sector has urged that new comprehensive evaluation system has to be applied as a platform for improving and guaranteeing the quality of learning and teaching processes, curriculum and learning materials, and even the way by which these institutions are managed. Consequently, it is important to be assured that our policies and practices in higher distance education are on the right pathway. Therefore, based on the theoretical frameworks and studies performed before, the outcome of this meta-synthesis however, has highlighted some critical components which are necessary to be taken into account if this system has to be evaluated comprehensively.

show abstract

The role of educational quality and quantity in the process of economic development

Cited by 73 publications

References 44 publications

Impacts of Educational Factors on Economic Growth in Regions of China: A Spatial Econometric Approach

Impacts of Educational Factors on Economic Growth in Regions of China: A Spatial Econometric Approach

Economic Growth and Structural Change ? A Synthesis of the Walrasian General Equilibrium, Ricardian Distribution and Neoclassical Growth Theories

A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis

Contact Info

Product

Resources

About