Unemployment, expected returns, and the demand for university education in Ontario: some empirical results

Handa, Madan; Skolnik, Michael L.

doi:10.1007/bf01569100

Cited by 31 publications

(16 citation statements)

References 1 publication

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“…Probably for these reasons the empirical literature reaches mixed conclusions regarding the effect of unemployment levels on the tendency to pursue education. Handa and Skolnik (1975) find a a grade at least once during primary schooling from European Commission, 2011) with the number of expected years of schooling as displayed in figure 1. Since grade retention increases the measure of number of years in schooling, a strong positive correlation would be troublesome.…”

Section: Resultsmentioning

confidence: 93%

Recent Developments in Selected Education Indicators and their Relation to Europe 2020 Targets

Barslund¹

2012

Natl. Inst. econ. rev.

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This study looks at the recent development (1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009) in the number of years of schooling that a 6-year old can expect to attend until their 30th birthday for the EU-27 countries. All countries have seen an increase in the number of expected years of schooling, which is driven mainly by increased tertiary enrolment rates. At the same time the education gap visà-vis the US has been closed. The dispersion of expected length of education among EU countries has also decreased. Thus, by this measure, education among countries has become more equal. In spite of this progress, some countries will find it difficult to meet their national targets for tertiary educational attainments for 30-34 year-olds in 2020. This is largely because the tertiary education participation rates of young males have been falling behind those of females in many countries. Focussing on the tertiary educational attainments of 30-34 year-olds leaves governments with little time to pursue policies with substantial impact. It would be preferable to supplement the educational attainment target for 30-34 year-olds with an enrolment target for 20-24 year-olds.

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Section: Resultsmentioning

confidence: 93%

Recent Developments in Selected Education Indicators and their Relation to Europe 2020 Targets

Barslund¹

2012

Natl. Inst. econ. rev.

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“…Il convient de distinguer ici les rôles respectifs du taux global de chômage et des possibilités d'emploi qu'offre une discipline spécifique. Gordon (1974), Fogel et Mitchell (1974) ainsi que Handa et Skolnik (1975) montrent combien il est difficile de cerner l'influence du taux de chômage global et du revenu total sur le taux agrégé d'inscription dans les universités. Par exemple, le taux de chômage est associé inversement au manque à gagner et une hausse de ce taux réduit les coûts de formation ; cependant un taux de chômage plus élevé peut aussi signifier des possibilités de financement et des revenus plus maigres en même temps qu'il risque de perdurer et réduire la valeur des bénéfices totaux associés à une formation plus poussée.…”

Section: Revue De La Littératureunclassified

La théorie économique des choix de carrière : une interprétation et une vérification empirique

Lemelin

Otis²

2009

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In their choice of a field of study, students are assumed by the "neoclassical" theory to be rational, well informed, flexible, and to react to changes in monetary variables. Data from a survey are used to show that students are economic men and women only in a weak sense: 1) they appear to be more interested in job availabilities and other job characteristics than in earnings associated with a particular field of study; 2) if their information can be said to be good with respect to forgone earnings and starting earnings of their chosen occupation such is not the case with respect to future earnings; 3) however, their expected rates of return on their studies seem plausible and show all the usual properties of rates of return derived from more conventional computations.

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“…The basic proposition is that: given the tastes of preferences of young people for higher education, the demand for higher education will increase as the private rate of return (the income advantage of a higher education qualification less the cost, including income foregone, of obtaining it) increases relative to the return from other investment opportunities. Examples of this approach are numerous (see, for instance, Freeman, 1971;Handa and Skolnik, 1975;Leslie, Johnson and Carlson, 1977;Jackson, 1978;Wish and Hamilton, 1980;Bowman, 1981;Pissarides, 1981;Manski and Wise, 1983;and, from Australia, Nicholls, 1984).…”

Section: The Contextmentioning

confidence: 99%

From school to higher education in Australia

Hayden

Carpenter

1990

High Educ

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This paper addresses the question of why young people go on from school to higher education in Australia. A person-situation interactionist theory to explain decisions taken in the matter is developed, and in the light of this theory a model to predict entry to higher education is advanced. The model is tested using data from separate studies in two Australian States, Victoria and Queensland. Results of bivariate and logistic regression analyses are generally consistent with expectations from the model. Certain interactive effects of variables in the model upon entry to higher education are reported.

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Unemployment, expected returns, and the demand for university education in Ontario: some empirical results

Cited by 31 publications

References 1 publication

Recent Developments in Selected Education Indicators and their Relation to Europe 2020 Targets

Recent Developments in Selected Education Indicators and their Relation to Europe 2020 Targets

La théorie économique des choix de carrière : une interprétation et une vérification empirique

From school to higher education in Australia

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