This dissertation provides evidence of the return to education in Iran as well as measurement of inequality of opportunity and the Human Opportunity Index using cross-section data of Trends in Mathematics and Science Studies and Harmonized Household Income and Expenditure Surveys of several Middle Eastern Countries. The first chapter studies the return to education and the effect of school availability on education attainment in Iran. The Census 2006 allows us to get closer to the district of schooling by focusing on non-migrants. We estimate the return to education and the effect of school availability both for migrant and non-migrant sub-samples. We employ school availability as an instrument to correct the ability bias. We find availability of school increases women's education attainment more than men's and it is higher among the non-migrant sample. Using instrumental variable, the return to education is 6.50% in 2012 suggesting an upward bias in OLS. The second chapter provides estimates of Human Opportunity Index (HOI) in the Middle East and North Africa. Our estimates show the HOI improve over time in MENA region and compare favorably with similar measures computed for other regions, notably Latin America. Using Shapley decomposition, we find that parental background and place of living are the most important circumstances explaining inequality of opportunity to access in basic opportunities. Understanding the change in HOI and factors that influence it most complement existing analyses of inequality of opportunity in education, earning, and consumption for MENA countries because they focus on aspects of inequality of opportunity that are largely provided by the state. The third chapter provides estimates of inequality of educational opportunity using TIMSS dataset. We estimate the index of IOP using the ex-ante approach both for the fourth and eighth grade. The computed index of IOP shows that there is an improvement in IOP both for mathematics and science from grade four to eight. The investigations about relevant inputs suggest that there is a negative relationship between educational expenditure and the level of IOP. The relationship between the index of IOP and average economic growth as well as GDP per capita is positive. / Ph. D.

The primary objective of this study is to determine whether the level of tertiary education has a positive and significant impact on the level of income received. This study will focus on determining whether each subsequent level of tertiary education causes an increase in the likelihood of earning a higher wage, by using a multinomial logistic regression model as well as cross-tabulation estimates. This study will also make use of two different data samples, where the first sample is sourced from the National Income Dynamics Study's, 2010-2011, adult wave 2 dataset, and the second sample is sourced from a questionnaire distributed to the North-West University's School of Economics alumni from the Potchefstroom campus. Literature indicates that there is a significant relationship between an individual's income and variables such as gender, age, marital status, population group, occupation, sector or industry, years of work experience, location of employment, tenure, union membership, and, most importantly, education. Determining the effect of these variables on the income of tertiary educated individuals, will assist current and future graduates by providing relevant South African labour market information as well as providing some assistance in decisions which may result in higher future earnings. From the NIDS data set, it was found that the level of tertiary education was significantly associated with income, and that higher levels of tertiary education were associated with higher income categories, while lower levels of tertiary education were associated with lower income categories. From the Alumni data set it was concluded that the level of tertiary education was not significantly associated with income, which could be the result of the graduation period (2009-2012) of the sample individuals. It was also found that married individuals were more likely to have earnings within the higher income categories, while the same result was obtained for males as well as for those individuals who were employed in the Gauteng province. It was also found that those individuals with an honours degree had earnings within the low income categories, similar to those individuals with a bachelor's degree. The main factors considered to influence the income of an individual with a tertiary qualification is gender, age, marital status, occupation, and the level of tertiary education. / MCom (Economics), North-West University, Potchefstroom Campus, 2014

The primary objective of this study is to determine whether the level of tertiary education has a positive and significant impact on the level of income received. This study will focus on determining whether each subsequent level of tertiary education causes an increase in the likelihood of earning a higher wage, by using a multinomial logistic regression model as well as cross-tabulation estimates. This study will also make use of two different data samples, where the first sample is sourced from the National Income Dynamics Study's, 2010-2011, adult wave 2 dataset, and the second sample is sourced from a questionnaire distributed to the North-West University's School of Economics alumni from the Potchefstroom campus. Literature indicates that there is a significant relationship between an individual's income and variables such as gender, age, marital status, population group, occupation, sector or industry, years of work experience, location of employment, tenure, union membership, and, most importantly, education. Determining the effect of these variables on the income of tertiary educated individuals, will assist current and future graduates by providing relevant South African labour market information as well as providing some assistance in decisions which may result in higher future earnings. From the NIDS data set, it was found that the level of tertiary education was significantly associated with income, and that higher levels of tertiary education were associated with higher income categories, while lower levels of tertiary education were associated with lower income categories. From the Alumni data set it was concluded that the level of tertiary education was not significantly associated with income, which could be the result of the graduation period (2009-2012) of the sample individuals. It was also found that married individuals were more likely to have earnings within the higher income categories, while the same result was obtained for males as well as for those individuals who were employed in the Gauteng province. It was also found that those individuals with an honours degree had earnings within the low income categories, similar to those individuals with a bachelor's degree. The main factors considered to influence the income of an individual with a tertiary qualification is gender, age, marital status, occupation, and the level of tertiary education. / MCom (Economics), North-West University, Potchefstroom Campus, 2014

Esse trabalho traz os resultados do retorno salarial de se investir em educação no Brasil e desagregado para cada Estado da Unidade da Federação. Diferentes técnicas econométricas foram estimadas, como Mincer, Mincer Adaptado, Método de Variáveis Instrumentais, Método de Heckman e por fim Metodologia de Hansen (2000) que permite inovar a idéia de não linearidade na equação de rendimento proposta por Jaccob Mincer estimada de forma endógena. A analise empírica foi feita com base nas PNAD´s de 2001 a 2008 com dados em dados cross-section. Os resultados apresentados diferenciam em magnitude de cada método econométrico utilizado em destaque o Método de Hansen que permitiu identificar limiares em que o retorno de se investir em educação muda a partir de certo nível de escolaridade quebrada a hipótese de linearidade. Implicando que a não consideração de tal hipótese pode acabar distorcendo a compreensão da função que a educação em si exerce, por exemplo, na distribuição de renda. / This paper presents the results of the wage return of investing in education in Brazil and the disaggregated for each member of the Office of the Federation. Others Different from econometric were estimated as Mincer, Mincer Adapted, All Variable Instrumental, Method of Heckman and finally Methodology Hansen (2000) to innovation to go from no linearity in the equation the revenue proposed by Mincer Jaccob estimated and endogen. The analysis empiric was based on PNAD´s from 2001 to 2008 data with data in cross-section. The presented results differ in magnitude for each method used econometric highlighted the method of which Hansen identified thresholds at which the return of investing in education change it from a certain point of education to broken hypothesis linearity. Implying that if consideration in such a hypothesis can end up distorting the understanding of the function what education the exercise it, for example, distribution the income.

Esse trabalho traz os resultados do retorno salarial de se investir em educação no Brasil e desagregado para cada Estado da Unidade da Federação. Diferentes técnicas econométricas foram estimadas, como Mincer, Mincer Adaptado, Método de Variáveis Instrumentais, Método de Heckman e por fim Metodologia de Hansen (2000) que permite inovar a idéia de não linearidade na equação de rendimento proposta por Jaccob Mincer estimada de forma endógena. A analise empírica foi feita com base nas PNAD´s de 2001 a 2008 com dados em dados cross-section. Os resultados apresentados diferenciam em magnitude de cada método econométrico utilizado em destaque o Método de Hansen que permitiu identificar limiares em que o retorno de se investir em educação muda a partir de certo nível de escolaridade quebrada a hipótese de linearidade. Implicando que a não consideração de tal hipótese pode acabar distorcendo a compreensão da função que a educação em si exerce, por exemplo, na distribuição de renda. / This paper presents the results of the wage return of investing in education in Brazil and the disaggregated for each member of the Office of the Federation. Others Different from econometric were estimated as Mincer, Mincer Adapted, All Variable Instrumental, Method of Heckman and finally Methodology Hansen (2000) to innovation to go from no linearity in the equation the revenue proposed by Mincer Jaccob estimated and endogen. The analysis empiric was based on PNAD´s from 2001 to 2008 data with data in cross-section. The presented results differ in magnitude for each method used econometric highlighted the method of which Hansen identified thresholds at which the return of investing in education change it from a certain point of education to broken hypothesis linearity. Implying that if consideration in such a hypothesis can end up distorting the understanding of the function what education the exercise it, for example, distribution the income.

Esse trabalho traz os resultados do retorno salarial de se investir em educação no Brasil e desagregado para cada Estado da Unidade da Federação. Diferentes técnicas econométricas foram estimadas, como Mincer, Mincer Adaptado, Método de Variáveis Instrumentais, Método de Heckman e por fim Metodologia de Hansen (2000) que permite inovar a idéia de não linearidade na equação de rendimento proposta por Jaccob Mincer estimada de forma endógena. A analise empírica foi feita com base nas PNAD´s de 2001 a 2008 com dados em dados cross-section. Os resultados apresentados diferenciam em magnitude de cada método econométrico utilizado em destaque o Método de Hansen que permitiu identificar limiares em que o retorno de se investir em educação muda a partir de certo nível de escolaridade quebrada a hipótese de linearidade. Implicando que a não consideração de tal hipótese pode acabar distorcendo a compreensão da função que a educação em si exerce, por exemplo, na distribuição de renda. / This paper presents the results of the wage return of investing in education in Brazil and the disaggregated for each member of the Office of the Federation. Others Different from econometric were estimated as Mincer, Mincer Adapted, All Variable Instrumental, Method of Heckman and finally Methodology Hansen (2000) to innovation to go from no linearity in the equation the revenue proposed by Mincer Jaccob estimated and endogen. The analysis empiric was based on PNAD´s from 2001 to 2008 data with data in cross-section. The presented results differ in magnitude for each method used econometric highlighted the method of which Hansen identified thresholds at which the return of investing in education change it from a certain point of education to broken hypothesis linearity. Implying that if consideration in such a hypothesis can end up distorting the understanding of the function what education the exercise it, for example, distribution the income.

La Tunisie a connu une forte hausse des poursuites d’études dans l’enseignement supérieur ces 20 dernières années. Les réformes imposées par l'augmentation des effectifs étudiants, ont conduit à une augmentation du nombre des établissements de l’enseignement supérieur. Un des enjeux de la Tunisie et de plusieurs pays africains est l’amélioration de l’efficacité du système éducatif afin de favoriser l’insertion professionnelle. Cette thèse se propose de s’interroger sur cette efficacité à partir d’une approche économique des rendements de l’éducation sur le marché du travail. Le premier chapitre propose une analyse des rendements privés de l’éducation dans le contexte des pays africains. Il souligne la forte hétérogénéité de ces rendements entre les pays, notamment lorsque l’on prend en compte le taux d’emploi. Le deuxième chapitre se centre sur l’effet établissement sur le rendement de l’enseignement supérieur tunisien. Les résultats suggèrent l’existence d’un effet de l’établissement sur le salaire des diplômés. La sélectivité des établissements et la qualification des enseignements semblent affecter la rémunération des diplômés. Le troisième chapitre se focalise sur l’évaluation d’une réforme des curricula de l’enseignement supérieur fournissant une éducation à l’entrepreneuriat dans les universités tunisiennes. Cette recherche, qui repose sur l’affectation aléatoire pour mesurer son impact sur les résultats sur le marché du travail ainsi que sur les compétences techniques et les compétences non cognitives des étudiants, souligne l’intérêt que peut avoir ce type de programme. / In Tunisia, enrollment rates in tertiary education had soared up over the past two decades. A significant increase of student annual flows imposed the implementation of reforms that led to an increase in the number of higher education institutions and universities. One of the challenges in Tunisia and many African countries is to improve the efficiency of education systems to promote employability and graduates employment. This thesis discuss the question of the efficiency of education from an economic approach based on returns to education in the labor market. The first chapter analyses private returns to education particularly higher education in African countries. Our findings highlight the large differences to RORE estimates across countries, particularly when it takes into account the employment rate. The second chapter focuses on the impact of university quality on labor market outcomes in Tunisia. The empirical results suggest that institutions selectivity and university professor’s qualifications seem to affect earnings of graduates. The third chapter focuses on the evaluation of reform of university curriculum providing entrepreneurship education to Tunisian university students. This research based on randomized assignment to the entrepreneurship track measure its impacts on labor market outcomes as well as on intermediary outcomes such as business skills and behavioral skills. This chapter underlines the role of entrepreneurship program.

Cette thèse propose une analyse de l'investissement éducatif au niveau individuel. Elle développe une perspective dynamique qui cherche à analyser les liens entre éducation et trajectoires sur le long terme. Pour ce faire, nous utilisons un modèle de microsimulation dynamique. La première partie de la thèse porte sur l'éducation initiale. Elle cherche à évaluer l'impact de la diversité des trajectoires sur l'hétérogénéité des gains monétaires associés à différents niveaux de diplôme. Nous y montrons tout d'abord que certains diplômés, en raison des trajectoires défavorables qu'ils connaissent sur le marché du travail, ont une probabilité non négligeable de ne pas valoriser financièrement leurs études. L'analyse des gains liés à l'éducation initiale est ensuite élargie aux comportements conjugaux des individus. En particulier, nous montrons que la prise en compte des revenus salariaux des conjoints réduit les inégalités entre les diplômés, et ce, malgré l'existence de phénomènes d'homogamie éducative. La seconde partie de la thèse est consacrée à la « formation continue » (FC) ou « postscolaire ». En tenant compte des facteurs familiaux et professionnels qui peuvent jouer sur l'accès à la FC, cette partie a pour objectif de mesurer le niveau des dépenses dont bénéficient les individus pour se former une fois leurs études initiales terminées. Les résultats mettent en lumière une forte hétérogénéité de ces dépenses et le rôle divergent des différents dispositifs de formation. Ils montrent également que les montants investis dans la formation postscolaire des individus demeurent faibles au regard de ceux engagés pour la formation initiale. / This thesis provides an analysis of investment in education from an individual point of view. Using a microsimulation model, we develop a dynamic perspective that aims to take into account the long-term relationships between education and individual trajectories. The first part of the thesis focuses on initial education. Its objective is to assess the impact of the diversity of trajectories on the heterogeneity of education benefits. We first show that some graduates, because of their vulnerable position on the labour market, are exposed to negative return to initial education. Our analysis of initial education benefits is then extended to marital behaviour. We more particularly show that taking into account spouse's labour market income reduces inequality between individuals despite the existence of educational homogamy. The second part of the thesis deals with further education and training (FET). Considering family and professional factors that may affect access to FET, we measure the level of expenditure received by individuals to train throughout their career. The results point out the heterogeneity of these spending and indicate that investments in FET are low compared to those invested in initial education.

本研究旨在探討臺灣地區教育投資對薪資所得的影響，並瞭解性別、 婚姻、未成年子女等與薪資所得的關係，以及不同工作地點、廠商規模、 從業身分的勞動者，其教育投資的收益是否會有差異。本研究採用主計處 民國七十九年「臺灣地區人力運用調查」的資料，選取其中受私人及政府 雇用者為樣本，共計有19586 個樣本。實證模型以 Mincer的人力資本薪 資函數為基礎，模型內包括人力資本、個人特徵等解釋變數，以及行職業 、廠商規模、工作地點等控制變數。並利用 OLS法進行各模型的多元迴歸 分析。本文研究發現：學校教育投資對提高生產力，增加薪資所得，拉近 兩性間的薪資差距有幫助。在職訓練也有助薪資所得的提升，且符合年齡 所得輪廓線下凹的現象。性別是決定薪資所得高低的重要因素。政府若要 使高級人力得以充分發揮，提高女性的薪資所得，就必須致力於推動產業 升級、加強對東部的開發，並鼓勵女性增加在職訓練的投資。實證結果的 主要發現，可分敘如下：1.就教育的係數值可以看出，各迴歸式估計的結 果大多介於 .10∼.027之間。勞動者工作地點在北部地區，工作場所在規 模 100人以上的廠商中；從業身分為受政府雇用者，都有較高的教育收益 率。2.男女都以主修醫科者薪資所得最高。3.就性別而言，一般訓練對男 性薪資所得有較大的影響；而女性則較受特定訓練的影響。就從業身分而 言，一般訓練祇有對受私人雇用者的薪資所得有影響；而特定訓練對受政 府、私人雇用者，薪資所得的增加都有助益。4.工作經驗平方項的係數為 負值，符合年齡所得輪廓線下凹的現象，且受私人雇用者下凹的速率較快 。5.就受私人雇用者而言，教育和一般訓練有投資報酬遞減的現象；教育 和特定訓練具有相輔相成的效果。6.就受私人雇用者而言，已婚男性薪資 所得最高，已婚女性薪資所得最低，其間的差距將近一倍。就受政府雇用 者而言，已婚男性薪資所得最高，未婚女性薪資所得最低，且已婚男性薪 資所得較未婚女性高約28%。 7.有偶婦女有無未成年子女對其薪資所得無 明顯影響。