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ERIC Number: ED498042
Record Type: Non-Journal
Publication Date: 2007-Jan-9
Pages: 97
Abstractor: Author
Reference Count: 222
ISBN: N/A
ISSN: N/A
The Role of School Improvement in Economic Development
Hanushek, Eric A.; Woessmann, Ludger
Program on Education Policy and Governance, Harvard University
The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic wellbeing, with a particular focus on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population--rather than mere school attainment--are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. (Contains 80 footnotes, 16 figures, and 5 tables.) [This report was published by the Program on Education Policy and Governance, and sponsored in part by CESifo and the Packard Humanities Institute.]
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.ksg.harvard.edu/pepg/
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: World Bank, Washington, DC.
Authoring Institution: N/A