أعرض تسجيلة المادة بشكل مبسط

dc.creator Gundlach, Erich
dc.date 2001
dc.date.accessioned 2013-10-16T06:14:36Z
dc.date.available 2013-10-16T06:14:36Z
dc.date.issued 2013-10-16
dc.identifier Journal of economic development 0254-8372 26 2001 1 37-60
dc.identifier http://hdl.handle.net/10419/2629
dc.identifier ppn:334020182
dc.identifier ppn:334020182
dc.identifier RePEc:zbw:ifwkie:2629
dc.identifier.uri http://koha.mediu.edu.my:8181/xmlui/handle/10419/2629
dc.description There is surprisingly little macroeconomic empirical research which would support a presumed link between education and development. I identify three major reasons why it remains difficult to estimate the economic relevance of education as a determinant of growth and development. First, most empirical research has ignored some of the crucial productivity aspects of education as proposed by new growth models. Second, measuring the contribution of education to economic development has largely ignored international differences in rates of return and the quality of education. Third, the allocation of resources within the education sector usually does not follow considerations of efficiency, which implies that additional spending on education cannot be expected to produce substantial output effects.
dc.language eng
dc.rights http://www.econstor.eu/dspace/Nutzungsbedingungen
dc.subject ddc:330
dc.subject Bildung
dc.subject Bildungsertrag
dc.subject Wirtschaftswachstum
dc.subject Neue Wachstumstheorie
dc.subject Vergleich
dc.subject OECD-Staaten
dc.subject Ostasien
dc.title Education and economic development : an empirical perspective
dc.type doc-type:article


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أعرض تسجيلة المادة بشكل مبسط