scholarly journals DETERMINANT RETURN TO EDUCATION IN INDONESIA

2018 ◽  
Vol 17 (1) ◽  
pp. 52 ◽  
Author(s):  
Mukhamad Azhar ◽  
S. Suwatno ◽  
Amir Mahmud
Keyword(s):  
Human Capital ◽  
Human Resources ◽  
School Enrollment ◽  
Return To Education ◽  
Learning Session ◽  
Rates Of Return ◽  
Developed Country ◽  
Returns To Schooling ◽  
Return To Schooling ◽  
Less Developed Country

Badan Pusat Statistik. (2016). Penduduk Berumur 15 Tahun ke Atas yang Bekerja Selama Seminggu yang Lalu Menurut Lapangan Pekerjaan Utama dan Pendidikan Tertinggi yang Ditamatkan. Jakarta: Badan Pusat Statistik.Badan Pusat Statistik.(2016). Keadan Angkatan Kerja Provinsi Banten Agustus 2016. BPS Banten.Becker, Gary S. (1975). Human Capital, A Theoretical and Empirical Analysis with Special Reference to Education, 2nd Edition. Diakses dari http://www.nber.org/Deolalikar, Anil. (1993). Gender Differences in the Returns to Schooling and in School Enrollment Rates in Indonesia. Journal of Human Resources. 28 (4), 899-932[Friedman, Howard S., Schustack, Miriam W. (2008). Kepzribadian Teori Klasik dan Riset Modern. Jakarta: Penerbit Erlangga.Heckman, James J., Lochner, Lance J., dan Todd, Petra E. (2003) Fifty Years of Mincer Earnings aKrueger, Alan B., and Lindahl, Mikael. (2000). Education for Growth: Why and For Whom?. Working Paper No. 7591.Megasari,  Diah Nurulia, (2014). Analisis Tingkat Pengembalian Investasi Pendidikan Antara Laki-Laki Dan Perempuan Di Provinsi Jawa Barat Tahun 2014. Universitas Negeri YogyakartaOECD Stat. Extract. Dzaiakses dari: http://stats.oecd.org, pada 1 April 2015.OECD. (2000). Estimating Economic and Social Returns to Learning: Session 3 Issues for Discussion.Perkins, D.H, Radelet, S, Snograss, R.R, Gillis, M, and Roemer, M. 2001. Economics of Development.WW. Norton & Company, Inc. United States of America.Psacharopoulos, G. 1985. “Returns to education: A further international update andimplication”. The Journal of Human Resources, 20 (4), 583-597.Psacharopoulos, George 1994 “Returns to Investment in Education: A Global Update”.World development vol. 22 no. 9 pp 1325-43.Psacharopoulos, George. (1993). Return to Investment in Education: A Global    Update.               Diaksesdari:             http://www- wds.worldbank.org/servlet, pada 10 Agustus 2015.Psacharopoulos, George. (2006). The Value of Investment in Education: Theory, Evidence, and Policy. Journal of Education Finance. 32(2), 113-136.Purnastuti, L., dkk. (2011). Economic Return to Schooling in a Less Developed Country: Evidence for Indonesia. Diakses dari: http://kastoria.teikoz.gr/icoae2/, pada 20 Desember 2014.Purnastuti, L., dkk. (2015). Analisis Tingkat Pengembalian Investasi Pendidikan di Daerah Istimewa Yogyakarta. Prosiding Seminar Nasional 9 Mei 2015. Hlm. 797-806Purnastuti, L., Miller, P., dan Salim, R. (2013). Decilining Rates of Return to evidence for Indonesia. Bulletin of Indonesia Economic Studies.49(2), 213-236.Purnastuti, Losina., Miller, Paul., and Salim, Ruhul (2012). Economic Returns to Schooling in A Less Developed Country: Evidence for Indonesia. Journal of European Economy. Vol. 11. Sepecial Issue.Purnastuti, Losina., Miller, Paul., and Salim, Ruhul (2013). Declining rates of return to education: evidence for Indonesia, Bulletin of Indonesian Economic Studies.Schultz, Theodore, W (1961). Investment in Human Capital. Diakses dari: www.ssc.wisc.edu, pada 23 Februari 2015.

Estimating the economic return to education in Ghana: a gender-based perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Richard Kofi Asravor
Keyword(s):  
Return To Education ◽  
Rates Of Return ◽  
Returns To Schooling ◽  
Content Type ◽  
Level Of Education ◽  
Market Experience ◽  
Return To Schooling ◽  
Education In Ghana ◽  
Rate Of Returns ◽  
Student Association

PurposeThe increasing rate at which individuals, especially, females in Ghana are seeking higher education calls for an estimation of the returns to schooling and education in Ghana.Design/methodology/approachThe study employs the Mincer equation to a representative cross-sectional micro-data from Ghana using OLS and instrumental variable (IV) methodologies. The paper uses spouse's education as instruments in the IV estimation.FindingsReturn to schooling was found to be higher for females than males, likewise, membership of an old student associations and location of the household. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.Research limitations/implicationsReturn to schooling was found to be higher for females than males. Likewise, individuals who are members of an old student association and are in urban areas were found to have a higher return to schooling than individuals who are not members of an old student association and are in rural areas. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.Practical implicationsWage determination process is different for males and females, across religion and residency. The higher returns to schooling for females imply education is a good investment for women and girls and should be a development priority.Social implicationsThe higher returns to schooling for females imply an investment in girl's education should be a development priority.Originality/valueThe paper extends the existing literature by focussing on the role of religion, old student's association (alma mater) and gender on the differential earning returns to schooling.

HUMAN CAPITAL ROLE IN FORMATION OF REGIONAL INVESTMENT-INNOVATIVE SYSTEMS

2019 ◽  
pp. 12-15
Author(s):  
A.V. Berezhnaya
Keyword(s):  
Human Capital ◽  
Human Resources ◽  
Innovative Development ◽  
State Control ◽  
Regional Investment ◽  
Innovative System ◽  
Major Factors ◽  
Development Prospects

Human resources of the region are one of the major factors of its innovative development under conditions of economy transition to the digital type as even the most perfect technologies re-quire maintenance and state control and technologies are created by, first of all, people. Research of human capital, its state and development prospects are one of the first formation stages of co-ordinated regional investment-innovative system.

Education, Earnings, and Returns to Schooling in Tunisia

2018 ◽  
Author(s):  
Imed Limam ◽  
Abdelwahab Ben Hafaiedh
Keyword(s):  
Basic Education ◽  
Returns To Education ◽  
International Standards ◽  
Returns To Schooling ◽  
High Productivity ◽  
Return To Schooling ◽  
Early Life Conditions ◽  
Low Exposure ◽  
Main Determinants

This chapter aims at identifying the main determinants of earnings and at estimating the private returns to education in Tunisia. The private rate of return to schooling is relatively low by international standards, especially for basic education. It is argued that in addition to the limited capacity of the economy to create high-productivity jobs, institutional factors may explain the low and heterogeneous returns to education in Tunisia. The returns to schooling are found to increase with the level of education. Regional disparities in earnings and returns to higher education may be explained by the lack of economic opportunities and low exposure to market forces in many inland regions, and also by differentiated early-life conditions as well as inequality of opportunity in access to quality education. These results are used to suggest directions to strengthen the role of public policies in reducing inequality of opportunities in both schooling and earnings.

scholarly journals Human Capital Disparities and Earnings Inequality in The Portuguese Private Labour Market

2021 ◽  
Author(s):  
Derick R. C. Almeida ◽  
João A. S. Andrade ◽  
Adelaide Duarte ◽  
Marta Simões
Keyword(s):  
Human Capital ◽  
Labour Market ◽  
Tertiary Education ◽  
Earnings Inequality ◽  
Kuznets Curve ◽  
Positive Trend ◽  
Returns To Schooling ◽  
Education Inequality ◽  
Using Data

AbstractThis paper examines human capital inequality and how it relates to earnings inequality in Portugal using data from Quadros de Pessoal for the period 1986–2017. The objective is threefold: (i) show how the distribution of human capital has evolved over time; (ii) investigate the association between human capital inequality and earnings inequality; and (iii) analyse the role of returns to schooling, together with human capital inequality, in the explanation of earnings inequality. Our findings suggest that human capital inequality, computed based on the distribution of average years of schooling of employees working in the Portuguese private labour market, records a positive trend until 2007 and decreases from this year onwards, suggesting the existence of a Kuznets curve of education relating educational attainment levels and education inequality. Based on the decomposition of a Generalized Entropy index (Theil N) for earnings inequality, we observe that inequality in the distribution of human capital plays an important role in the explanation of earnings inequality, although this role has become less important over the last decade. Using Mincerian earnings regressions to estimate the returns to schooling together with the Blinder-Oaxaca decomposition of real hourly earnings we confirm that there are two important forces associated with the observed decrease in earnings inequality: a reduction in education inequality and compressed returns to schooling, mainly in tertiary education.

Organizational learning in a global market

2002 ◽  
Vol 21 (3) ◽  
pp. 169-181
Author(s):  
Mercedes Úbeda García ◽  
Francisco Llopis Vañó
Keyword(s):  
Human Capital ◽  
Organizational Learning ◽  
Human Resources ◽  
Human Resources Management ◽  
Global Market ◽  
The Other ◽  
Competitive Advantages ◽  
Resources Management ◽  
Core Competences ◽  
New Knowledge

We could characterize today's business world with numerous attributes, namely: dynamism, turbulence, complexity, etc. But if we had to give a brief definition of the specific challenges business management will have to face in the next century, the best choice would surely be talking about ‘global market’ and ‘knowledge management’. These are the two concepts we have tried to combine in this paper, trying to emphasize the starring role human resources management must play in this scenario. The globalization of economy is already a reality firms currently have to face, but what is the role of knowledge, or of those who own that knowledge (human resources) within a global framework? If we analyze the human capital in an firm according to the resource-based view of the firm, we can consider knowledge as an intangible resource on which organizations can build up their competitive advantages and keep them with the pass of time; and knowledge management can be seen as a strategic capability as long as the practices being used encourage the development and accumulation of a knowledge stock that will allow the firm to design an operating procedure which no other competitors can imitate. It will have to be the human resources management's task to generate a leverage among individual competences through the construction of an Organizational Learning Scheme. Organizational Learning can be understood as a collective phenomenon in which new knowledge is acquired by the members of an organization with the aim of settling, as well as developing, the core competences in the firm, taking individual learning as the basic starting point. There are various ways an firm can follow when it comes to learning, two of which stand out from the others: through accumulated experience or through experimentation, both of which are compatible with the concept of globalization, or with the decision made by an firm to start working overseas, that is, to become internationalized. An firm can choose to operate in a global market in order to achieve a higher income through the exploitation of its know-how, its brand name, or the management capabilities of the domestic firm in different countries. Thus, if we consider human knowledge as a key strategic factor on which competitive advantages can be built, we could justify the value of human resources in firms which start operating on an international scale through the competences that these human resources can develop, among which we can highlight the role played by the competences of the human capital from the parent company. In this case, the organization would be resorting to learning through accumulated experience. But we cannot forget that if the firm exploits exclusively its core competences, without trying to accumulate new distinctive competences, it will suffer, in the long run, a competitive disadvantage, insofar as it will have to face the competition of firms highly motivated by the learning that their resource basis will have developed, which will alter the competition terms. In this sense, we could consider the firm's internationalization as being, apart from a procedure to strengthen and exploit the firm's strategic competences, as a way of revitalizing or renewing them, reconfigurating the ‘domestic knowledge’ by means of other knowledge, through addition and combination, a new knowledge arising this way. On the other hand, it is in turn not an easy task to exploit and to achieve a return on domestic knowledge (which normally has an implicit nature) in other countries, and it is even more difficult to follow a conversion cycle so that new knowledge can be incorporated. Thus, we can highlight, as possible ways of transferring basic knowledge, imitation through the practical exercise of the head firm's operating procedures (using an ethnocentric approach), carrying out an exchange of experiences and, above all, two of the most commonly used actions in firms having to face internationalization processes, namely, the transfer of employees and the use of expatriates. The way in which that knowledge is later complemented and combined with that of the other entities, will depend on the learning rate reached in each specific unit, although we must point out that one of the critical factors when it comes to the achievement of an Organizational Learning Scheme is the consolidation of a cultural framework which encourages permanent improvement and which is specially characterized by the open attitude towards experimentation, the stimulus to take chances and the will to face failures or mistakes and to try and learn from them. In short, the study of Organizational Learning in a global market is one of the fields to be developed in human resources management, for two main reasons; on the one hand, the globalization of economy is a phenomenon which has an influence on the firms' success and, on the other hand, because competitive advantage currently lies in knowledge, and this can only have one replacement, more knowledge.

Human capital in the industrial districts

2001 ◽  
Vol 20 (4) ◽  
pp. 319-331
Author(s):  
F. Xavier Molina-Morales
Keyword(s):  
Human Capital ◽  
Human Resources ◽  
Conceptual Framework ◽  
Ceramic Tile ◽  
Firm Strategy ◽  
Active Role ◽  
Industrial Districts ◽  
Industrial District ◽  
Knowledge Based ◽  
Degree Of Control

This paper focuses on the creation of human capital in the industrial districts. I argue that the recent firm strategy perspectives may explain regional (district) differences. In this context human resources are critical to creation and dissemination of the knowledge-based resources. I further distinguish between the degree of control and ownership of resources and transferable and non-transferable human capital. Using this conceptual framework I analyze industrial district addressable non-transferable resources. This paper suggests that firms should take on a more active role in creating and exploiting local addressable human resources. The paper ends by describing an illustrative example: the Spanish ceramic tile industry.

ICT and the Returns to Schooling and Job-Specific Experience

2007 ◽  
Vol 201 ◽  
pp. 76-85 ◽  
Author(s):  
Simon Kirby ◽  
Rebecca Riley
Keyword(s):  
Labour Force ◽  
Capital Intensity ◽  
Marginal Effect ◽  
Skill Levels ◽  
Returns To Schooling ◽  
Specific Experience ◽  
The United Kingdom ◽  
Return To Schooling ◽  
The Uk ◽  
Industry Sectors

We use the United Kingdom Labour Force Survey to estimate the returns to schooling and job-specific experience in sixteen different industry sectors over the period 1994-2001. Next, assuming skill levels are fixed, we assess the marginal effect on these returns of the capital intensity of production and the ICT intensity of capital. Our results indicate that in the UK, over the period 1994-2001, the rising ICT intensity of capital was associated with a rise in the return to schooling, and a reduction in the return to job-specific experience.

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