Bibliography: leaves 148-155. / ix, 155 leaves: ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This thesis investigates whether cross-country variations in schooling quality (the productivity of the time spent studying) affect the empirical results in studies of economic growth based on an augmented method of Solow. It was found that schooling quality is positively and statistically significantly associated with mean economic growth rates in regressions which control for physical capital investment rates, population growth rates and secondary school enrolment rates. Education levels of parents, hours of homework and the non-teaching duties of teachers were also significant determinants. / Thesis (Ph.D.)--University of Adelaide, Dept. of Economics, 2001

"September 2004." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 188-205). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

周金燕. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 152-161) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhou Jinyan.

No description available.

In this thesis an assessment is made of the contribution of economic theory to the debate on government expenditure allocations to schooling in developing countries. Publicly provided Black schooling in South Africa is taken as the case study and viewed in the light of historical perspectives, as well as human capital, rent-seeking, welfare, liberal and contractarian theory. From an historical perspective, the willingness of Blacks to enrol at schools under National Party control, despite the poor quality of such schooling and lack of labour market incentives for them to do so, is paradoxical. It leads to the conclusion that under National Party administration the private benefit of Black schooling exceeded the private cost; a situation which is argued to have been influenced by rent-seeking. The propositions that government expenditure on Black schooling is a profitable social investment, and that rent-seeking has influenced the allocations of government expenditure on Black and White education are then investigated. Empirical support is found for both propositions, but it is based on the use of controversial methods and measures. The provision of education by the state can be justified on many economic grounds; the most popular being that this improves welfare by bringing about a better distribution of income or by redressing market failure. However, as there are major problems with this approach, it is concluded that neoclassical welfare theory fails to provide a persuasive justification for current levels of government expenditure on Black schooling. The provision of Black schooling by the state can also be justified in terms of liberal objectives. Classical and reform liberalism and their respective conclusions are examined. Marxist views on the role played by the state in the provision of education are also considered, but not found to be appropriate. Two contractarian assessments of the government's role in the provision of Black schooling are also provided in this thesis. They are based on the works of John Rawls (1971 and 1974) and James Buchanan (1986). The approach taken by James Buchanan is argued to be more appropriate to South African circumstances than Rawls's, and it is in the context of the former that problems with respect to public decisions on education and possible solutions to them are discussed. The conclusion of the thesis is that economic theory offers only a limited explanation for government expenditure allocations to Black education in South Africa

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Thesis (PhD)--Stellenbosch University. / ENGLISH ABSTRACT: Education has always occupied a central role in the discipline of economics, featuring prominently in the theoretical constructs of the discipline and, more recently, in their empirical applications. While one can trace the origins of Human Capital theory all the way back to Adam Smith’s ‘The Wealth of Nations’, the two major advances in our understanding of education’s role in economic development transpired in the last 50 years. The first was half way through the 20th century with the work of work of Mincer (1958), Schultz (1961) and particularly that of Becker (1962) who formalized the idea of Human Capital. The second advance was at the turn of the 21st century when Hanushek and Kimko (and later Wößmann) incorporated measures of education quality into their models of economic growth. This latest strand of research serves as the point of departure for this thesis, placing education quality at the centre of the discussion. The thesis begins by focussing on the South African case and highlighting three broad issues that characterise education in the country: (1) the high levels of inequality that can be seen when comparing student performance by race, language, geographic location and socioeconomic status. New evidence is presented to show that South Africa does indeed have two public schooling systems, reiterating and confirming the findings of other South African scholars. (2) Using intra-survey benchmarks of student achievement, Chapter 2 develops a new method of quantifying learning deficits in mathematics by using three different datasets covering grades 3, 4, 5, 6 and 9. The learning gap between the poorest 60% of students and the wealthiest 20% of students is found to be approximately three grade-levels in grade 3 and grows to between four and five grade-levels by grade 9. (3) The focus then shifts to the complex issue of language and performance, which is addressed in Chapter 3. Here the aim is to exploit an unusual occurrence whereby a large group of South African students were tested twice, one month apart, on the same test in different languages. Using a simplified difference-in-difference methodology it becomes possible to identify the causal impact of writing a test in English when English is not a student’s home language. The final two chapters of the thesis widen the remit of analysis to include 11 countries in Sub-Saharan Africa, viz. Kenya, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe. Here the aim is to develop a composite measure of education access and education quality by combining household data (DHS) on grade completion and survey data (SACMEQ) on cognitive outcomes. The new measure, termed access-to-literacy and access-to-numeracy is reported for all countries and important sub-groups in Chapter 4. The method is then used in Chapter 5 to compare access-to-learning over a period of increased access to schooling (2000-2007). In all countries there was an improvement in access to literacy and numeracy, challenging the widely held perception that there is always an access-quality trade-off in education. In particular, girls and those in relatively poor households benefited most from this improvement in access to literacy and numeracy. The thesis ultimately concludes that if children are to realize their full potential, the expansion of physical access to schooling in the developing world must be accompanied by meaningful learning opportunities. The acquisition of knowledge, skills and values must be the central aim of educational expansion. / AFRIKAANSE OPSOMMING: Onderwys het nog altyd ʼn rol in ekonomie as vakgebied gespeel. Dit is verstaanbaar, want vaardighede en onderwys was nog altyd ʼn prominente deel van die teoretiese konstrukte en meer onlangs ook van empiriese toepassings in die dissipline. Terwyl die oorsprong van menslike-kapitaalteorie teruggevoer kan word na Adam Smith se Wealth of Nations, het die twee grootste deurbrake met die verstaan van onderwys se rol in ekonomiese ontwikkeling in die laaste vyftig jaar plaasgevind. Die werk van Mincer (1958), Schultz (1961) en veral Becker (1962), wat in die middel van die vorige eeu formele gestalte aan die begrip ‘menslike kapitaal’ gegee het, was die eerste deurbraak. Die tweede deurbraak was teen die eeuwending toe Hanushek en Kimko (en later Wößmann) maatstawwe van onderwysgehalte in hulle ekonomiese groeimodelle begin insluit het. Hierdie nuwe tak van die navorsing plaas onderwys vierkant in die sentrum en dien as vertrekpunt vir hierdie proefskrif. Die proefskrif begin deur aandag op drie breë kwessies te vestig wat kenmerkend is van onderwys in Suid-Afrika: (1) Die hoë vlakke van ongelykheid volgens ras, taal, geografiese gebied en sosio-ekonomiese status in studente se prestasie. (2) In hoofstuk 2 word ʼn nuwe metode aangebied om leeragterstrande kwantitatief te meet met behulp van norme van leerlingprestasie in skoolvlak-opnames vir grade 3, 4, 5, 6 en 9. Daar word bevind dat die leergaping tussen die armste 60% en die rykste 20% van studente in graad 3 ongeveer drie jaar is en teen graad 9 tot vier of vyf jaar aangroei. (3) Die fokus verskuif daarna na die verwikkelde kwessie van taal en skoolprestasie, wat in hoofstuk 3 bespreek word. Hier is die doel om die ongewone geval uit te buit waar ʼn groot groep Suid-Afrikaanse leerlinge binne die verloop van ʼn maand tweemaal dieselfde toets geskryf het, maar in twee verskillende tale. Met behulp van ʼn vereenvoudigde verskil-tussen-verskille-benadering is dit moontlik om te bepaal hoe groot die kousale effek is waar ʼn leerling wie se moedertaal nie Engels is nie die toets in Engels moes skryf. Die laaste twee hoofstukke van die proefskrif bevat ʼn wyer analise van elf lande in Sub-Sahara Afrika, naamlik Kenia, Lesotho, Malawi, Mosambiek, Namibia, Suid-Afrika, Swaziland, Tanzanië, Uganda, Zambië en Zimbabwe. Die doel is om ʼn saamgestelde maatstaf van onderwys-toegang en -gehalte te skep deur huishoudingsdata (DHS) oor graadvoltooiing en skoolopnamedata (SACMEQ) oor kognitiewe uitkomste te kombineer. Die nuwe maatstaf, genaamd ‘toegang-tot-geletterdheid’ en ‘toegang-tot-syfervaardigheid’, word in hoofstuk 4 vir al die lande en subgroepe opgestel. Die metode word dan in hoofstuk 5 gebruik om toegang-tot-leergeleenthede te vergelyk oor ʼn periode waartydens skooltoegang verbreed het (2000-2007). Daar was ʼn verbetering in toegang tot geletterdheid en syfervaardigheid in alle lande, teenstrydig met die wyd-gehuldigde siening dat daar altyd ʼn afruiling tussen toegang en gehalte van onderwys bestaan. In besonder word bevind dat meisies sowel as kinders uit arm huishoudings die meeste by die toename in toegang tot geletterdheid en syfervaardigheid gebaat het. Die gevolgtrekking is dat die vervulling van die potensiaal van kinders in die ontwikkelende wêreld vereis dat die verbreding van fisiese toegang tot skole met beduidende leergeleenthede gepaard moet gaan. Die aanleer van kennis, vaardighede en waardes moet die sentrale doel van die uitbreiding van onderwysgeleenthede wees.

by Wong Wai Yin, Brian. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 117-124. / Abstract / Acknowledgements / Content / List of Tables / List of Figures / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter2 --- Literature Review / Chapter 2.1 --- Vocational and Technical Education --- p.5 / Chapter 2.2 --- Theories in the Economics of Education --- p.8 / Chapter 2.3 --- Theories in the Sociology of Education / Chapter 2.3.1 --- Arguments in the concept of Social Stratification --- p.17 / Chapter 2.3.2 --- Status Attainment Researches --- p.21 / Chapter 2.4 --- Related Findings in Hong Kong --- p.29 / Chapter 2.5 --- Related Findings in Other Areas --- p.35 / Chapter 2.6 --- Education in Hong Kong / Chapter 2.6.1 --- Development of the Hong Kong Education System --- p.38 / Chapter 2.6.2 --- The School Ladder --- p.41 / Chapter Chapter 3 --- Research Methodology and the Hypotheses / Chapter 3.1 --- Research Problems --- p.46 / Chapter 3.2 --- Areas of Investigation: Theoretical Framework & the Research Methodology / Chapter 3.2.1 --- Family Background and the Choice of Education --- p.48 / Chapter 3.2.2 --- Effect of Vocational and Technical Education on earnings --- p.49 / Chapter 3.2.3 --- Influence of Family Background --- p.51 / Chapter 3.3 --- Hypotheses --- p.53 / Chapter 3.4 --- The Data Set --- p.55 / Chapter Chapter 4 --- Results and Interpretations / Chapter 4.1 --- Relation between Family Background and the Choice of Type of Education --- p.59 / Chapter 4.2 --- Analysis of the Effect of Vocational and Technical Education on Earnings --- p.68 / Chapter 4.3 --- Influence of Family Background on Earnings through the Choicein Type of Education --- p.76 / Chapter Chapter 5 --- Conclusion / Chapter 5.1 --- Summary of Findings --- p.100 / Chapter 5.2 --- Further Discussion / Chapter 5.2.1 --- Different Impacts from Different Levels of Vocational and Technical Education --- p.102 / Chapter 5.2.2 --- Influence from Government --- p.105 / Chapter 5.2.3 --- Effect of Family Background on Choice of Type of Education and Earnings --- p.106 / Chapter 5.3 --- Suggestion on Further Investigation --- p.110 / Chapter Appendix 1 --- The Hong Kong Education System / Chapter Appendix 2 --- Course Structurre of Technical Education / Chapter Appendix 3 --- Variables of the Study / Bibliography

by Ma Yat Bong. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 99-104. / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURE --- p.xi / LIST OF APPENDICES --- p.xii / ACKNOWLEDGEMENT --- p.xiii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- DEFINING THE RESEARCH PROBLEM --- p.3 / Chapter 2.1 --- "Scope of Adult Education, Continuing Education and Adult Continuing Education" --- p.3 / Chapter 2.2 --- Justification for the Development of Adult Continuing Education --- p.5 / Chapter 2.3 --- Importance of the Economic Justification for the Development of Adult Continuing Education --- p.6 / Chapter 2.3.1 --- Human Capital Theory --- p.7 / Chapter 2.3.2 --- Adult Education as Post-School Human Capital Investment --- p.7 / Chapter 2.4 --- Studies on the Economic Impact of Adult Continuing Education --- p.9 / Chapter 2.5 --- Difficulties in Identifying the Economic Impact --- p.10 / Chapter 2.6 --- Statement of Research Problem --- p.11 / Chapter CHAPTER 3 --- A REVIEW OF SELECTED LITERATURE --- p.13 / Chapter 3.1 --- Economic Role of Adult Continuing Education --- p.13 / Chapter 3.1.1 --- Basic Education for Remedial Purposes --- p.14 / Chapter 3.1.2 --- Training and Retraining for Vocational Skills --- p.15 / Chapter 3.1.3 --- Employers' Sponsor and Corporate Effort Investment --- p.16 / Chapter 3.2 --- Adult Continuing Education and Earnings --- p.17 / Chapter 3.2.1 --- Earnings and Programmes at Postgraduate Level --- p.17 / Chapter 3.2.2 --- Earnings and Programmes for Employment and Training --- p.19 / Chapter 3.2.3 --- Earnings and Resource Conversion from Youth Education to Adult Continuing Education --- p.21 / Chapter CHAPTER 4 --- DEVELOPMENT OF INSTITUTIONALIZED ADULT CONTINUING EDUCATION IN HONG KONG --- p.25 / Chapter 4.1 --- Historical Background and Its Recent Development --- p.25 / Chapter 4.2 --- Adult Continuing in Hong Kong - Agencies --- p.29 / Chapter 4.3 --- Aims at Increasing Productivity and Earnings of Participants --- p.31 / Chapter CHAPTER 5 --- RESEARCH METHODOLOGY AND THE HYPOTHESES --- p.33 / Chapter 5.1 --- The Theoretical Framework and Research Methodology --- p.33 / Chapter 5.2 --- Areas of Investigation --- p.34 / Chapter 5.3 --- The Hypotheses --- p.35 / Chapter 5.3.1 --- Testing of Earnings Differentials and Participation in Adult Continuing Education --- p.35 / Chapter 5.3.2 --- Testing of Earnings Differentials and Employment in Matched Work Fields --- p.36 / Chapter 5.4 --- Methods of Analysis --- p.36 / Chapter 5.4.1 --- Characteristics of Participants of Adult Continuing Education --- p.36 / Chapter 5.4.2 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.37 / Chapter 5.4.3 --- Earnings Advantages for Participants whose Employment is Matched with their Study Field --- p.39 / Chapter 5.5 --- The Data Set and the Variables --- p.41 / Chapter CHAPTER 6 --- FINDINGS --- p.45 / Chapter 6.1 --- Characteristics of Participants --- p.45 / Chapter 6.1.1 --- Activity Status --- p.46 / Chapter 6.1.2 --- Age --- p.47 / Chapter 6.1.3 --- Sex --- p.47 / Chapter 6.1.4 --- Programme Level --- p.48 / Chapter 6.1.5 --- Occupation --- p.48 / Chapter 6.1.6 --- Industry of Main Employment --- p.49 / Chapter 6.1.7 --- Field of Study --- p.51 / Chapter 6.1.8 --- Participation Rate --- p.51 / Chapter 6.2 --- Estimates of Regression Coefficients of Respective Earnings Functions --- p.70 / Chapter 6.2.1 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.70 / Chapter 6.2.2 --- Earnings Advantages for Participants whose Employment is Matched with their Study Field --- p.72 / Chapter 6.3 --- Testing of Hypotheses --- p.86 / Chapter CHAPTER 7 --- CONCLUSIONS AND RECOMMENDATIONS --- p.88 / Chapter 7.1 --- Characteristics of Participants --- p.88 / Chapter 7.1.1 --- Programme Orientation and Clientele --- p.88 / Chapter 7.1.2 --- Disparities among Participants --- p.89 / Chapter 7.2 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.89 / Chapter 7.2.1 --- Justification of Employer-sponsored Programmes --- p.90 / Chapter 7.2.2 --- Motivation of Individual Participants --- p.90 / Chapter 7.2.3 --- Overcome of Brain-drain --- p.91 / Chapter 7.3 --- Earnings Advantages for Participants whose Employmentis Matched with their Study Field --- p.92 / Chapter 7.3.1 --- Remuneration Structure --- p.92 / Chapter 7.3.2 --- Adaptation to Technological Change --- p.93 / Chapter 7.3.3 --- Programme Quality --- p.94 / Chapter 7.3.4 --- Economic Performance of Individual Industries --- p.94 / Chapter 7.4 --- Recommendations --- p.95 / Chapter 7.5 --- Concluding Remark --- p.98 / BIBLIOGRAPHY --- p.99 / APPENDICES --- p.105

Chi Him Roger Yip. / Thesis submitted in 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 134-137). / Abstract also in Chinese. / Acknowledgment --- p.1 / Abstract --- p.2 / CONTENTS --- p.3 / Chapter Chapter 1 --- Introduction and Overview --- p.5 / Chapter I. --- Age-earnings profiles --- p.6 / Chapter II. --- An overview of the thesis --- p.24 / Chapter Chapter 2 --- Literature Review --- p.25 / Chapter I. --- Human capital as a determinant of earnings --- p.25 / Chapter A. --- The early roots: Adam Smith --- p.25 / Chapter B. --- Rapid development in human capital theory in the late 20th century --- p.27 / Chapter II. --- Empirical labour economics: Mincer's statistical earnings function --- p.29 / Chapter A. --- Development of the statistical earnings function --- p.29 / Chapter B. --- The problem of ability bias --- p.32 / Chapter III. --- Empirical Evidence --- p.34 / Chapter Chapter 3 --- The Data Sets and the Variables Available --- p.37 / Chapter Chapter 4 --- Earnings Variations among Working Men --- p.40 / Chapter I. --- Summary statistics --- p.40 / Chapter II. --- "Earnings Function, and Estimation Results" --- p.42 / Chapter III. --- Summing-up --- p.52 / Chapter Chapter 5 --- The Contribution of Educational Fields to Earnings --- p.53 / Chapter I. --- Summary statistics --- p.53 / Chapter II. --- Earnings functions with educational fields as dummy variables --- p.63 / Chapter III. --- Summing-up --- p.76 / Chapter Chapter 6 --- Earnings Variations by Industries --- p.78 / Chapter I. --- Summary statistics --- p.78 / Chapter II. --- Earnings functions with industries as dummy variables --- p.83 / Chapter III. --- Contribution of educational fields to earnings --- p.90 / Chapter IV. --- Summing-up --- p.106 / Chapter Chapter 7 --- Earnings Variations by Occupations --- p.107 / Chapter I. --- Summary statistics --- p.107 / Chapter II. --- Earnings functions with occupations as dummy variables --- p.112 / Chapter III. --- Contribution of educational fields to earnings --- p.118 / Chapter IV. --- Summing-up --- p.131 / Chapter Chapter 8 --- Conclusion --- p.132 / Bibliography --- p.134