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Schooling, Gender Equity, and Economic Outcomes

Schooling, Gender Equity, and Economic Outcomes. Eric A. Hanushek Stanford University. Long-standing Policy Emphasis on Human Capital. Key element of international development policy Centerpiece of Millennium Development Goals Education for All initiative.

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Schooling, Gender Equity, and Economic Outcomes

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  1. Schooling, Gender Equity, and Economic Outcomes Eric A. Hanushek Stanford University

  2. Long-standing Policy Emphasis on Human Capital • Key element of international development policy • Centerpiece of Millennium Development Goals • Education for All initiative

  3. Importance of Human Capital Policy Focus • Traditional emphasis on school attainment • Development of access programs • New evidence that QUALITY is the primary issue

  4. Linkage to Gender Issues in Development • First order: women equal men in economic outcomes • Extra policy impact of investments in females • Increased labor force participation • Health outcomes • Fertility • Intergenerational transmission of knowledge

  5. Overview of Discussion • Importance of quality (cognitive skills) • Special gender issues • Policy actions

  6. School Expectancy, 2001

  7. Quality Dimension • Problem noticeably more serious • Completion does not equal literacy • International standards offer additional warning

  8. Basic Skills Grade 9 37 % Fully literate 5 %

  9. Basic Skills Grade 9 22% Fully literate 8%

  10. Basic Skills Grade 9 28% Fully literate 13%

  11. Performance Matters • Individual earnings • Close relationship to cognitive skills

  12. Performance Matters • Individual earnings • Close relationship to cognitive skills • Distributional implications

  13. Inequality of Educational Quality and of Earnings

  14. Performance Matters • Individual earnings • Close relationship to cognitive skills • Distributional implications • Economic growth

  15. Education Quality and Economic Growth

  16. Improved GDP with Moderately Strong Knowledge Improvement (0.5 s.d.)

  17. Investment in Women’s Human Capital • Untapped resource • Dramatic gains in disparity of attainment • Not uniform • Related to economic institutions (?) • Inconsequential cognitive skill differences • Women read better • Men do math better • Differences appear to net to zero • Changing quality most important

  18. Changing Outcomes • Resources • Bad policy • Mismeasurement of quality

  19. Expenditure per Student and Student Performance across Countries

  20. Changing Outcomes • Resources • Bad policy • Mismeasurement of quality • Teacher quality • Institutions • Centralized exams • Accountability • Choice • Performance incentives • Nonschool policies

  21. Conclusions • School quality has big payoffs • Individual earnings and distribution • Economic growth • Improving quality deserves higher priority • Added importance of women • School quality is not easily changed • Information shortage critical • Student performance • Program feedback

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