Poster session on Education and labour force (1)

Age-related cognitive decline combined with demographic changes represents a social, economic, and health-related challenge. Extending schooling and improving the quality of education can be one important policy response for reducing the incidence of poor cognitive function among seniors. This study gives a global comparison of the impact of education on cognition, using standardized cognitive measures from representative surveys of individuals aged 50+. Data are from aging surveys conducted in mid 2000s covering more than 20 countries of Asia, America, Africa, and Europe.
Using a multilevel approach to identify the influence of individual education as well as the influence of national-level education, we find a positive education-cognition relation for all countries, in spite of their very different characteristics with respect to demography, educational distribution, selection into schooling, and level of economic and social development. We also find that an increase in the national education level not only increases an individual's level of education but also has an additional positive effect on his/her cognition.
Education is significantly positively associated with cognition across all countries. Raising the level and quality of education could represent a potential mechanism for improving cognition at older ages.

This is an investigation of inequalities in secondary school completion level in Kerala, a state which is way ahead of all other Indian states in terms access to education. Since Kerala has achieved universal elementary education and is in midst of tackling of second generation issues related to schooling, this study focused on examining inequalities in completion of 10 years of school education at the right age of schooling. The analysis is based on data on educational attainment of household population available in the NFHS-III (2005-06) survey. Among the 5-17 population in the Kerala 9 percent are not in school while another 8 percent are over aged children in school. Survival analysis shows that only 70 percent of children enrolled in school are successfully completing secondary school education at the right age. Further the girls outperform boys in schooling continuity and in successful completion of secondary school education. The article brings out the educational backwardness of children belonging to socially vulnerable communities in the State. Household wealth based inequalities were unexpectedly higher with risk of not completing secondary school age at right age being 4.6 times higher for children in poorest quintile than richest quintile counterparts.

This paper searches for inequalities in scholar performance in the end of basic education (8th grade) among gender, socioeconomic status, geographic region, in Brazilian public schools with more than 20 students. The assumption is that there are attributes inside and outside school that can increase the difference of performance in standardized evaluations. In this paper INEP’s data from Prova Brasil 2009, which is a census review for basic education students from public schools, were used. In our analyses we intent to know which factor is of greatest significance for differentiating performance. To do so, we adopted a multilevel model and a decomposition of variable’s effect.

This paper is divided into three sections; first section is concerned with establishing whether there is disparity in access to higher education or not. In this section we find that SC/ST among the social groups and Muslims among the religious groups are most backward; the second section we see whether this disparity exist even when we consider the enrolment ratio based on eligibility. This section is concerned with the debate on whether disparity across social or religious groups is because of disparities in school education or not. Some paper authors envisages that the existing disparity is not significant if one considers enrolment in higher education with respect to the eligible students. Our findings do not support this version. First reservation regarding this is how we define eligibility. Here eligibility has been defined in two ways; those enrolled in higher secondary and are in the age group 16-18 and those having education level of higher secondary in the age group 18-22. The result confirms disparity in access to higher education irrespective of the definition we consider. The third section is concerned with whether the existing disparity is because of economic factor ie deprivation is the main reason behind the inequality in access to higher education or this is because of institutional factors and m

This paper focuses on education as the most important human capital endowment and presents research-based evidence to examine the association between migration, religion and education from an economic and socio-demographic perspective. Since migrants’ status in the labour market operates as an essential indication of settlement and integration upon migration, this analysis examines the association through migrants’ work patterns. The field of this study is the multiethnic and multicultural context of Australia holding a wide range of ethnic and religious groups of migrants from throughout the world. According to both bivariate and multivariate findings of this analysis, educational attainment as an important human capital plays a substantial role in migrants’ work achievements. However, the economic return of education is significantly associated with migration status, religious affiliation, and ethnic backgrounds of migrants.

The expansion of primary education in India over the last decade has been phenomenal. Quality of primary education in India has been a major cause of concern. Navi Mumbai is a planned city adjacent to Mumbai - a financial capital of India. The student’s educational outcome and academic success is greatly influenced by the three factors namely type of school (public or private), class size and teachers. A sample of 20% schools was selected from 3 types (Navi Mumbai Municipal Corporation, Zilha Parishad and private) of school management in Navi Mumbai. This study examines the academic achievement of 11,484 students studying in 24 primary schools (class 1 – class 7) having 281 teachers. The academic performance of students, class size, student teacher ratio and number of trained and untrained teachers was collected from primary schools in Navi Mumbai. Analysis of variance (ANOVA) and multiple classification analysis (MCA) were used to analyse the data. The study showed that despite better infrastructure and other facilities in private schools, the quality of education was better in public schools. Academic performance of students was significantly influenced by class size (low, medium, high), trained teachers (more, less).

This paper examines school progression in Indonesia using merged data from national socio-economic survey from 1993 to 2009 with administrative data on education finance at district level and data from national labor force survey. At the first stage, the data from socio-economic surveys are analysed using survival models revealing an overtime improvement in school progression. However, the analysis from the most recent data finds that there are many children still could not complete Nine-Year Basic Education, although it is compulsory. Drop-out rate at both primary and junior secondary school remains an issue, but low transition rate is even more challenging. Based on this finding, this study runs multilevel analyses to examine the likelihood of a child to continue their education to the next level after completing primary or junior secondary schools. It reveals that inequality in school continuation does vary across districts. Gender and household wealth effects are found to vary across districts. Education budget allocated by district government together with gender development at district level to some extent are positively associated with school continuation, but the findings provide strong evidence that socio-economic of households is the most important factor for children to progress their education.

The right to education is a fundamental principle championed in the international community’s goal, Education for All (EFA). This educational policy promises to expand access to education to all children by the year 2015. The current paper uses two of the EFA goals (Universal Primary Education (UPE) and equal gender parity) as a framework to assess patterns of school participation in Sierra Leone among children of official school going age. The country’s 2003/04 Integrated and Household Survey and 2008 Demographic and Household Survey are analysed. Results show that Sierra Leone will not attain UPE. Ever attendance at school is positively associated with age of the child; the opposite is true of net attendance. Differences between sexes only emerge at secondary school. Inequalities in access are most pronounced between the richest and poorest households, followed by rural and urban areas, then by sex. Future policies should encourage entry into school at the official age and make more effort to target poor and rural children.

One major hurdle for the Brazilian economy relates to the availability of qualified workforce in key occupations. This paper contributes in this matter presenting a demographic projection of engineering workforce availability in Brazil up to 2020.
The projection method we have used adapts the cohort-component method to a simplified model of entries and exits in the labor market. Data from five different public databases available in Brazil were used to run the projections on yearly basis. The method is rather flexible and can be used to project almost any population group with higher education degree from different backgrounds, by sex and age. We draw four scenarios that differ in terms of possible growth rates to be observed in the number of student entries, including a constant enrollment number (CER) variant.
The results suggest that Brazilian labor market would have between 1.6 and 2.3 million people holding a degree in engineering fields in the year 2020. Finally, our findings suggest that the claimed lack of engineering workforce in the country might not be a matter of purely quantitative supply, but rather of education quality and geographical concentration of engineering schools and engineering workforce.

In almost all developed countries, girls and boys have an equal access to education and seem free to choose their educational field. However, educational choices are highly gendered, and partly remain a mystery according to an economist. Girls choose more fields leading to low-paid jobs et less prestigious careers, while they perform as well as boys at school. In this paper, I test the presence of non-monetary payoff affecting educational choices, as stereotypes and social norms. Particularly, I investigate if grades influence differently girls and boys' choices, and I test the assumption that girls are more influenced by their humanity grades, while boys decide more according to science grades. I use the French pupils panel (Panel d'élèves du second degré 1995-2011), and I concentrate on field choice after Baccalaureat (at eighteen). First results show that students make educational choices according to their grades. However, gender differences appear and are in accordance with the stereotype: girls have a lower probability to choose science, even if they are talented in science.