Empirical Analysis of Return to Distance Higher Education in Different Disciplines

Few empirical studies have analyzed the return to distance higher education in different academic disciplines. This study used quantitative methods, data from a nationwide survey, and Mincerian earnings function to analyze the return to distance higher education among different disciplines in China’s labor market. Results were compared with the return to face-to-face higher education and showed that the returns to face-to-face higher education were higher than those to distance higher education. Returns to the disciplines of economics and management were at a high level in both face-to-face and distance education; returns to the disciplines of literature, as well as education and law, were at a low level in both face-to-face and distance education. The returns to the disciplines of science and engineering were higher in face-to-face education than in distance education. This paper proposes several recommendations. Adults who do not have higher education degrees should invest in distance higher education to obtain considerable monetary returns, particularly in the disciplines with higher returns such as management and economics. China’s distance education institutions should improve the quality of teaching in science and engineering education and find ways to provide high-quality experimental teaching practices. At the same time, they should scale back on instruction of literature, as well as education and law.

Extending the Race between Education and Technology

The race between education and technology provides a canonical framework that does a remarkable job of explaining US wage structure changes across the twentieth century. The framework involves secular increases in the demand for more-educated workers from skill-biased technological change, combined with variations in the supply of skills from changes in educational access. We expand the analysis backward and forward. The framework helps explain rising skill differentials in the nineteenth and twenty-first centuries but needs to be augmented to illuminate the recent convexification of education returns and implied slowdown in the growth of the relative demand for college workers.

Perkembangan Tingkat Pengembalian Investasi Pendidikan Antar-Provinsi: Indonesia Family Life Survey 1993–2014

Evolution Returns to Education Across Provinces: Indonesia Family Life Survey 1993–2014This study traces the evolution of return to education using large samples from Indonesia Family Life Survey (IFLS). This study apply Mincer Model to find rate of return to education. The rate of return to education decrease from 1993 to 2014 in Indonesia. Interestingly, the declining rate for return to education for men is much larger than for women. Return to education is considerably heterogenic across province and gender. Furthermore, the rate of women is larger than men. Finally, this study find potential experience have not different from 1993 to 1997, but have increased in 2000 and 2014.Keywords: Education; Returns to Education; Mincer ModelAbstrakPenelitian ini melihat perkembangan dari tingkat pengembalian investasi pendidikan (return to education) dengan data Indonesia Family Life Survey (IFLS). Penelitian ini menggunakan Model Mincer untuk menentukan tingkat pengembalian investasi pendidikan. Tingkat pengembalian investasi pendidikan menurun dari tahun 1993 sampai 2014. Penurunan tingkat pengembalian investasi pendidikan untuk pria lebih besar dari pada wanita. Hasil tingkat pengembalian investasi pendidikan bervariasi antar-provinsi dan jenis kelamin, namun pada umumnya nilai return pada wanita lebih besar daripada pria. Pengaruh dari pengalaman kerja potensial tidak berbeda dari tahun 1993 sampai 1997, tetapi mulai meningkat di tahun 2000 dan 2014.

How the wage-education profile got more convex: evidence from Mexico

In the 1990s, in many countries, wages became a more convex function of education: returns to college increased and returns to intermediate education declined. This paper argues that an important cause of this convexification was an exogenous increase in the demand for skilled labour: the increased demand stimulated a supply response, and the supply of intermediate-educated workers further increased the demand for college-educated workers because these two types of labour are complementary. This argument is supported by an empirical equilibrium model of savings and educational choices for Mexico, where the degree of convexification was amplified by loosening credit constraints.

Returns to Education in Palestine and Turkey: A Comparative Analysis

This study exposes a comparative treatment of the private returns to education in Palestine and Turkey over the period 2004-2008. Comparable data, similar definitions and same methodology are used in the estimations. The results suggest that returns to schooling are higher for Turkey at the various levels of education for females and males and for both years 2004 and 2008. In 2008, returns are lower than 2004 levels for all stages of education. Returns to education are higher for women than men in both countries. The median ratio of male to female return is 0.55 (university) in 2004 and decreased to 0.17 (high school) in 2008 in Palestine. The corresponding figures for Turkey are 0.79 and .082 (both for high school). Finally, it was found that the selectivity corrected return estimates are lower than theolsestimates in Palestine while they are higher than theolsestimates in Turkey.