This thesis consists of three essays on the economics of education and migration. The first essay analyzes the effects of remittances on public education spending in migrants’ source countries. The second essay studies the impact of migration on public education expenditures in migrants’ destination countries. The third essay investigates the effects of public education expenditures on subsequent human capital inequality.

This study addresses some of the widely debated issues in the empirical education and trade literature in the context of India. Chapter 3 examines the impact of public education expenditure and trade openness on economic growth of India using aggregate or country level data. The estimation results indicate that public education expenditure has a positive effect on growth but the impact is not very robust and sensitive to different estimation methods. The major contribution of this chapter to the existing literature has been to establish the dynamism in India’s trade-growth nexus. The nature of the relationship between trade openness and economic growth of India has changed following the change in policy regime since the 1980s. In Chapter 4, I investigate the trade-growth nexus further by employing disaggregated level analysis. Firstly, I disaggregate GDP by agriculture, manufacturing and services sectors and try to check which sector benefitted most from trade openness. Secondly, I try to assess whether trade openness affects manufacturing sector growth at the Indian state level. The latter analysis has been conducted using panel model analysis for 22 states. Econometric analysis indicates that the effect of trade openness has been heterogeneous across sectors. Only the services sector seemed to have reaped the benefits of increasing openness, so far. Consequently, no significant relationship could be found between agricultural sector performance and trade openness. It seems that the agricultural sector suffers from gross underinvestment and its performance still relies heavily on the monsoon cycles. At the country level, manufacturing sector failed to take advantage of the trade openness but the picture of stagnancy is not uniformly true when we look at the state-level manufacturing performance. I therefore re-estimate the relationship between state-level manufacturing performance and state-level trade openness using state level data. The most notable contribution of this chapter to the existing literature has been the construction of trade openness indices for major Indian states. Overall, I find that there is a robust association between trade openness and manufacturing sector performance at the Indian state level. However, this relationship seems to be driven solely by the performance of the unregistered segment of Indian manufacturing. In Chapter 5, I disaggregate the public education expenditure data by primary, secondary and tertiary sectors and examine the nature of the relationship between each sectoral expenditure and growth. None of the sectoral education expenditure had any impact on growth when the analysis is carried out for the entire time period 1951-2011. Both school and tertiary education expenditure started to exert a positive impact on Indian GDP growth once the country started to shift from a state-led growth model to a pro-business regime from the early 1980s. Finally, I examine the determinants of public education expenditure by the state governments using panel data for 16 Indian states. The economic variables such as NSDP per capita and tax revenue came out to be statistically significant indicating that richer states spend more on education compared to their poorer counterparts. States with smaller child population share (0-14 years, as percentage of total population) managed to allocate more funds towards education than those with larger shares. No significant evidence was found to suggest that political factors such as corruption and political ideology of the ruling party affect education spending decisions in Indian states.

The education system in Oman underwent tremendous development during the past four decades, however, the national economy dependency on oil threatens the sustainability of its education funding. This study aims to explore the relationship between education funding and oil price fluctuations in Qatar, U.A.E., and Oman from 1975 to 2015. Moreover, it aims to suggest new economic alternatives to diversify the education funding sources in Oman. This quantitative study, under the framework of Human Capital Theory, utilized descriptive and associational approaches to study the association between oil prices and education expenditures in the three countries. Multiple regression analyses showed that oil prices significantly predicted the government expenditure on education in Oman and Qatar with (β = -0.40, p = 0.013) and (β = 2.47, p = 0.02) respectively, while it was not significant in predicting the government expenditure on education (β = 0.36, p = 0.40) in the U.A.E. This study highlighted how Qatar and U.A.E were successful in moving away from oil dependency. The researcher recommended that the Omani government must encourage the inflow of direct foreign investment into its education field, like establishment of new education hubs, educational cities, and opening new branches for some of the leading educational institutions from around the world. The researcher plans to conduct future qualitative research to enrich knowledge in this area.

Ever since Ghana gained independence, its policy makers have identified education as a tool to foster economic growth and development. In recognition of the vast potential for national development that education presents Ghana, various governments have invested considerably in the sector. These investments have been in the form of educational sector reforms, as well as yearly reoccurring expenditure. Despite these massive investments however, very little work has been done to empirically investigate the impact of such expenditure on the nation’s economy. This paper uses data from Ghana to empirically assess the nature of the relationship between education expenditure (a proxy for human capital development) and GDP growth (a proxy for economic growth). The Granger Causality Test is applied to education expenditure and GDP growth data, from 2003 to 2018. Using data from this same time frame, separate Granger Causality tests are also implemented to test the relationship between Gross Enrollment Rates/ Total Completion Rates, at some levels of education, and GDP growth.   Interestingly enough, the analysis shows no Granger causal relationship between our main variables of interest (Total Education Expenditure and GDP growth). Results also show that none of the education variables Granger cause GDP growth, if the test uses 1 lag and also if the test uses 3 lags. Additionally, results show that whether the test uses 1 lag or 2 lags, GDP growth Granger causes the percentage of total government expenditure that is dedicated to education. Results for tests that use 2 lags also shows that the only education variable that Granger causes GDP growth is enrolment rate at the primary level, with GDP growth also not Granger causing any education variable apart from the percentage of government expenditure dedicated to education. In the case of the test using 3 lags, results show that GDP growth Granger causes only one education variable which is expenditure on the Senior High School level. / Ända sedan Ghana blev självständigt har dess beslutsfattare identifierat utbildning som ett verktyg för att främja ekonomisk tillväxt och utveckling. Som ett erkännande av den enorma potential för nationell utveckling som utbildning erbjuder Ghana, har olika regeringar investerat avsevärt i sektorn. Dessa investeringar har varit i form av reformer av utbildningssektorn, såväl som årliga återkommande utgifter. Trots dessa massiva investeringar har dock mycket lite arbete gjorts för att empiriskt undersöka effekterna av sådana utgifter på landets ekonomi. Denna artikel använder data från Ghana för att empiriskt bedöma karaktären av sambandet mellan utbildningsutgifter (en proxy för utveckling av mänskligt kapital) och BNP-tillväxt (en proxy för ekonomisk tillväxt). Granger Causality Test tillämpas på utbildningsutgifter och BNP-tillväxtdata, från 2003 till 2018. Med hjälp av data från samma tidsram implementeras även separata Granger Causality-tester för att testa sambandet mellan bruttoinskrivningsfrekvenser/Totala slutförandefrekvenser, på vissa nivåer utbildning och BNP-tillväxt. Intressant nog visar analysen inget Granger-kausalt samband mellan våra huvudsakliga intressevariabler (Total Education Expenditure och BNP-tillväxt). Resultat visar också att ingen av utbildningsvariablerna Granger orsakar BNP-tillväxt, om testet använder 1 tidstidsfördröjning och även om testet använder 3 tidsfördröjningar. Dessutom visar resultaten att oavsett om testet använder 1 tidstidsfördröjning eller 2 tidsfördröjningar, Granger orsakar BNP-tillväxt andelen av de totala offentliga utgifterna som är dedikerade till utbildning. Resultat för tester som använder 2 tidsfördröjningar visar också att den enda utbildningsvariabeln som Granger orsakar BNP-tillväxt är inskrivningsgraden på primärnivå, där BNP-tillväxten inte heller Granger orsakar någon utbildningsvariabel förutom procentandelen av de statliga utgifterna som är avsatta till utbildning. I fallet med testet med 3 tidsfördröjningar visar resultaten att BNP-tillväxt Granger orsakar endast en utbildningsvariabel, vilken är utgifter på gymnasienivå.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-04T12:44:26Z No. of bitstreams: 1 SOUZA_Ricardo_2015.pdf: 2772481 bytes, checksum: 842eaac28984f488013761f80e6c7c8a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-04T12:44:41Z (GMT) No. of bitstreams: 1 SOUZA_Ricardo_2015.pdf: 2772481 bytes, checksum: 842eaac28984f488013761f80e6c7c8a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-04T12:44:48Z (GMT) No. of bitstreams: 1 SOUZA_Ricardo_2015.pdf: 2772481 bytes, checksum: 842eaac28984f488013761f80e6c7c8a (MD5) / Made available in DSpace on 2017-01-04T12:44:56Z (GMT). No. of bitstreams: 1 SOUZA_Ricardo_2015.pdf: 2772481 bytes, checksum: 842eaac28984f488013761f80e6c7c8a (MD5) Previous issue date: 2015-11-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The object of this research is to work was analyze the spending cof individuals that consume goods and educational services, and school performance. The comparison of these two quantities was motivated by the expectations created by individuals in the acquisition of the such good in relation to the pursuit of their economic product that according Buckhan and Hannun (2001), is defined by mobility, occupational status and income. The product happens from the evolution of the individual through the gain or technical, academic and knowledge improvement, based on theories such as human capital (Schultz, 1973), market segmentation (Doering and Piore, 1971) and reproduction (Bordieu, 1978). From the empirical theories surveyed by Pinheiro and Fontoura (2007), Carvalho and Kassouf (2008), Santana and Menezes (2008), among others, which analyzed characteristics of individual or the individual’s families such as gender, color, inclusion of elderly, the and size of families that have influenced the distribution of funds for allocation of expenses and, indirectly, the expectations. In this context, a model for the evaluation of these characteristics associated with per capita income over expenditure using data from the Consumer Expenditure Survey (POF) was built. The model showed that the characteristics affect the educational spendings. The POF data about the expenditure data were compared to the data of educational performance of the tests conducted by the National Institute for Research Studies (INEP) such as Prova Brasil and ENEM, by geography region. The data for this comparsion showed similarities between five of six possible comparisons in relation to the Brazil average. These similarities may indicate in order to answers that satisfy the expectations of the individuals about educational products / Nesta pesquisa objetivou-se analisar as despesas dos indivíduos consumidores de bens e serviços educacionais e o desempenho escolar. A comparação dessas duas grandezas foi motivada a partir das expectativas criadas pelos indivíduos na aquisição de tais bens em relação à busca do produto econômico que, segundo Buckhan e Hannun (2001), é definido por mobilidade, status ocupacional e renda. O produto acontece a partir da evolução do indivíduo por meio do ganho ou aprimoramento técnico, acadêmico e de conhecimento, baseado em teorias como o capital humano (Schultz, 1973), da segmentação do mercado (Doeringer e Piore, 1971) e da reprodução (Bordieu, 1978). A partir das teorias empíricas pesquisadas por Pinheiro e Fontoura (2007), Carvalho e Kassouf (2008), Santana e Menezes (2008), entre outros, analisaram-se quais características do indivíduo ou da família do indivíduo tais como gênero, cor, inclusão da pessoa idosa, região da residência do indivíduo, além da característica do tamanho das famílias, que afetam a distribuição de recursos para alocação das despesas com bens e serviços educacionais e, indiretamente, as expectativas. Deste contexto, foi construído um modelo que principia as ideias referentes às características associadas à renda per capita em relação às despesas, utilizando os dados da Pesquisa de Orçamentos Familiares (POF). O modelo apresentou que as características estudadas interferem nas despesas com bens e serviços educacionais. Os dados da POF sobre as despesas foram comparados aos dados de desempenho educacional, das provas realizadas pelo Instituto Nacional de Estudos Pesquisas (INEP) como a Prova Brasil e o ENEM, por região geográfica e restrita ao nível de ensino (fundamental ou médio). Os dados referentes a esta comparação apresentaram semelhanças entre cinco das seis comparações possíveis em relação à média brasileira. As semelhanças indicam respostas que satisfazem as expectativas dos indivíduos sobre os produtos educacionais.

This thesis investigates how women's political representation influences foreign aid utilization. While recent contributions show that the impact of foreign aid is highly dependent on the recipient government, there is still limited research on the relationship between women's political representation and aid utilization. Existing work within the research field of female political representation suggests that women are more likely to prioritize resource allocation towards healthcare and education and less likely to prioritize the military. Thus, women’s political representation is predicted to work as a moderating effect on aid utilization, whereby increases in female representation is associated with more aid resources being allocated towards healthcare and education and less to the military. To test the relationship(s) implied, this thesis employs multiple regression analysis on a time series data set of 102 aid-receiving countries from 2000-2017. The hypothesis that women's political representation has a moderating effect on aid utilization could not be supported by the regression analysis. The results do however indicate that female representation in the recipient countries influences government allocation in general.

A presente tese tem como objetivo analisar a modalidade de subsídio público à escola privada via mecanismo da dedução de despesas com instrução presente no IRPF (Lei nº 4.357/64), discutindo os argumentos favoráveis e contrários à sua permanência e/ou extinção, no contexto atual. Consideram-se despesas com instrução os gastos anuais referentes ao pagamento de matrículas, tanto do contribuinte quanto dos seus dependentes legais, na Educação Básica e o Ensino Superior. Durante muito tempo essa dedução foi considerada como sendo apenas um benefício tributário no campo do IRPF, sem outras implicações. Contudo, esse quadro é modificado a partir do momento em que tais benefícios passaram a ser considerados como gastos tributários (GTs). A ideia de gastos tributários trouxe à tona a problemática de que a partir do momento em que o Estado deixa de arrecadar um tributo, parcial ou integralmente, ele abre mão de uma determinada Receita Orçamentária em prol de objetivos específicos. O conjunto de benefícios integrante da função orçamentária educação indica que há uma quantia de aproximadamente 7,11 bilhões de Reais, no ano de 2012, (RFB, 2011) que se encontra, direta ou indiretamente, vinculada a instituições privadas/pagas de ensino. A dedução das despesas com instrução foi responsável pelo valor de mais três bilhões de Reais, constituindo-se no maior GT na área de Educação, originando uma série de questionamentos dentre os quais: Quando ela foi criada? De onde surgiu a ideia desta dedução? O que sua criação objetivava? Constituiu-se num assunto meramente tributário? Qual o vínculo com a educação e as políticas educacionais? Para responder a tais indagações, foi realizado um estudo detalhado sobre a dedução, constituído metodologicamente com base em pesquisa bibliográfica, pesquisa documental, análise de dados estatísticos e realização de entrevistas com especialistas na área tributária. O direito à educação e o financiamento apareceram como argumentos preponderantes: Tem-se direito à educação, o Estado não garante uma escola de qualidade (de acordo com conceitos coletivos e individuais) e por isso, este direito tem que ser garantido. Por outro lado, se o direito à educação é compreendido como fundamento de um processo abrangente, social e que se refere ao conjunto da população, tem-se que a dedução se encontra descompassada com as prerrogativas do Estado como provedor de uma educação com acesso igualitário e com qualidade minimamente padronizada (vide CAQ). Não se desconsidera a argumentação de que existam problemas relacionados às escolas públicas. Inclusive, o próprio PNE reconhece muitos desses problemas e demanda financiamento para que sejam sanados. Portanto, pontua-se a questão de se continuar financiando essas instituições privadas sob argumentos individuais ou direcionar a verba para que a educação pública supere preponderantemente os problemas elencados. Resumidamente, pode-se concluir que a dedução das despesas com instrução, apesar de ser comumente tratada como uma questão tributária, refere-se sobremaneira a questões educacionais. / The objective of this thesis is to study the modality of public subsidies to private schools through the education expenditure deduction present in IRPF (Act n. 4.357/64), by discussing the arguments in favor or against this deduction existence and/or extinction in current context. It is defined as expenditure with education: the annual expenditure regarding to the school fees, either for the tax payer or their legal dependents, in the basic and higher education. For a long time frame, this deduction has been regarded as being solely a tax benefit in the field of IRPF, without other implications. However, this reality is modified from the moment that such benefits started being regarded as tax expenditure (GTs). The idea of tax expenditure brought the discussion that from the moment the State is prevented from collecting taxes, partially or as fully, it gives up a given amount of budget revenues on behalf of some specific objectives. The overall objectives pertaining the budget function, education, shows that there is an approximate amount of 7,11 billion of Reais in 2012 (RBF, 2011) that is direct or indirectly bound to private/ or paid education provider institutions. The education deduction expenses claims the amount of three billion Reais, becoming the biggest GT in the field of education, which raises some questions, such as: When was it created? What was the source of this deduction idea? What did its creation target? Was it just a taxation issue? What is its linkage to education and education policies? To answer these questions, a detailed study on tax deduction was carried out, relying methodologically on bibliographical research, archival research, statistics data analysis and interviews with researchers on taxation issues. The right to education and the education funding are the keys theories on this study. One has the right to education, the state does not guarantee quality in education (in view of individual and collective concepts), thus one´s right has to be guaranteed. On the other hand, if the right to education is understood as the foundation of a broad and social process that is related to the whole population, it is believed that the deduction is mismatched with the State prerogatives as an guarantor of an equal access and a standardizes quality at it minimal levels education (vide CAQ). The discussion about the problems pertaining the public schools is not overlooked. PNE itself recognizes most of these problems and funding demands to address them. Therefore, the issue is whether the funding should continue to be addressed to these private institutions to address individual demands, or those funds should be addressed to public schools public education so that they overcome the problems identified. Summing up, it can be concluded that education expenditure deduction, though being commonly referred as a taxation issue, refers greatly to educational issues.

A presente tese tem como objetivo analisar a modalidade de subsídio público à escola privada via mecanismo da dedução de despesas com instrução presente no IRPF (Lei nº 4.357/64), discutindo os argumentos favoráveis e contrários à sua permanência e/ou extinção, no contexto atual. Consideram-se despesas com instrução os gastos anuais referentes ao pagamento de matrículas, tanto do contribuinte quanto dos seus dependentes legais, na Educação Básica e o Ensino Superior. Durante muito tempo essa dedução foi considerada como sendo apenas um benefício tributário no campo do IRPF, sem outras implicações. Contudo, esse quadro é modificado a partir do momento em que tais benefícios passaram a ser considerados como gastos tributários (GTs). A ideia de gastos tributários trouxe à tona a problemática de que a partir do momento em que o Estado deixa de arrecadar um tributo, parcial ou integralmente, ele abre mão de uma determinada Receita Orçamentária em prol de objetivos específicos. O conjunto de benefícios integrante da função orçamentária educação indica que há uma quantia de aproximadamente 7,11 bilhões de Reais, no ano de 2012, (RFB, 2011) que se encontra, direta ou indiretamente, vinculada a instituições privadas/pagas de ensino. A dedução das despesas com instrução foi responsável pelo valor de mais três bilhões de Reais, constituindo-se no maior GT na área de Educação, originando uma série de questionamentos dentre os quais: Quando ela foi criada? De onde surgiu a ideia desta dedução? O que sua criação objetivava? Constituiu-se num assunto meramente tributário? Qual o vínculo com a educação e as políticas educacionais? Para responder a tais indagações, foi realizado um estudo detalhado sobre a dedução, constituído metodologicamente com base em pesquisa bibliográfica, pesquisa documental, análise de dados estatísticos e realização de entrevistas com especialistas na área tributária. O direito à educação e o financiamento apareceram como argumentos preponderantes: Tem-se direito à educação, o Estado não garante uma escola de qualidade (de acordo com conceitos coletivos e individuais) e por isso, este direito tem que ser garantido. Por outro lado, se o direito à educação é compreendido como fundamento de um processo abrangente, social e que se refere ao conjunto da população, tem-se que a dedução se encontra descompassada com as prerrogativas do Estado como provedor de uma educação com acesso igualitário e com qualidade minimamente padronizada (vide CAQ). Não se desconsidera a argumentação de que existam problemas relacionados às escolas públicas. Inclusive, o próprio PNE reconhece muitos desses problemas e demanda financiamento para que sejam sanados. Portanto, pontua-se a questão de se continuar financiando essas instituições privadas sob argumentos individuais ou direcionar a verba para que a educação pública supere preponderantemente os problemas elencados. Resumidamente, pode-se concluir que a dedução das despesas com instrução, apesar de ser comumente tratada como uma questão tributária, refere-se sobremaneira a questões educacionais. / The objective of this thesis is to study the modality of public subsidies to private schools through the education expenditure deduction present in IRPF (Act n. 4.357/64), by discussing the arguments in favor or against this deduction existence and/or extinction in current context. It is defined as expenditure with education: the annual expenditure regarding to the school fees, either for the tax payer or their legal dependents, in the basic and higher education. For a long time frame, this deduction has been regarded as being solely a tax benefit in the field of IRPF, without other implications. However, this reality is modified from the moment that such benefits started being regarded as tax expenditure (GTs). The idea of tax expenditure brought the discussion that from the moment the State is prevented from collecting taxes, partially or as fully, it gives up a given amount of budget revenues on behalf of some specific objectives. The overall objectives pertaining the budget function, education, shows that there is an approximate amount of 7,11 billion of Reais in 2012 (RBF, 2011) that is direct or indirectly bound to private/ or paid education provider institutions. The education deduction expenses claims the amount of three billion Reais, becoming the biggest GT in the field of education, which raises some questions, such as: When was it created? What was the source of this deduction idea? What did its creation target? Was it just a taxation issue? What is its linkage to education and education policies? To answer these questions, a detailed study on tax deduction was carried out, relying methodologically on bibliographical research, archival research, statistics data analysis and interviews with researchers on taxation issues. The right to education and the education funding are the keys theories on this study. One has the right to education, the state does not guarantee quality in education (in view of individual and collective concepts), thus one´s right has to be guaranteed. On the other hand, if the right to education is understood as the foundation of a broad and social process that is related to the whole population, it is believed that the deduction is mismatched with the State prerogatives as an guarantor of an equal access and a standardizes quality at it minimal levels education (vide CAQ). The discussion about the problems pertaining the public schools is not overlooked. PNE itself recognizes most of these problems and funding demands to address them. Therefore, the issue is whether the funding should continue to be addressed to these private institutions to address individual demands, or those funds should be addressed to public schools public education so that they overcome the problems identified. Summing up, it can be concluded that education expenditure deduction, though being commonly referred as a taxation issue, refers greatly to educational issues.

La croissance économique et ses moteurs représentent le principal sujet préoccupant les chercheurs en macroéconomie depuis longtemps. Investir en capital humain à travers le système éducatif joue un rôle important pour stimuler la croissance et le développement économique, cette accentuation a pris place depuis la naissance innovante de la théorie de la croissance endogène. L'attention et les efforts dévoués à l'investissement dans le capital humain peuvent être déstabilisés par le retour global et récent de la crise de la dette souveraine dans plusieurs pays, dette qui poursuit son ascension depuis 2007, et les politiques d'ajustement nécessaires d'après-crise. Des judicieuses politiques de redressement devraient être composées d'un mélange des activités encourageant la croissance économique, y compris l'investissement dans le capital humain, l'austérité et le long terme. L'objectif principal de cette thèse est de fournir des nouvelles évidences empiriques sur la relation dette-croissance économique et leurs externalités sur la formation de capital humain, les estimations sont réalisées sur un jeu de données récent et complet couvrant 22 années et 76 pays dans le monde. L'ensemble des variables utilisées englobe de nombreux agrégats macroéconomiques tel que : taux de croissance annuel du PIB, la dette publique en % de PIB, les dépenses publiques d'éducation en % de PIB, le moyen d'année de scolarité, le taux d'inflation, et d'autres. En utilisant une technique d'estimation semi-paramétrique appropriée qui offre des solutions pour de nombreux problèmes concernant les données, les résultats empiriques suggèrent un impact négatif et hétérogène de dette et des dépenses d'éducation publiques sur la croissance du PIB. Là où, l'utilisation des dépenses d'éducation dans l'ensemble de l'échantillon est inefficace, les décideurs politiques devraient ajuster et bien gérer la fonction de ces dépenses en même temps de viser des efforts publics pour réduire les niveaux élevés d'endettement et d'augmenter la croissance économique. Nous montrons également que l'utilisation des outils d'analyse textuelle en économie, offre une lecture rapide et globale des courants de recherche contenus dans la littérature empirique et théorique de la croissance économique. / Economic growth and its driving forces have been the maintopic preoccupying economic researchers since long time in macroeconomic branch. Public investment in human capital through educational system plays an ultimate role in boosting economic growth and development, this role has taken a place since the innovative dawn of endogenous growth theory. The focus and efforts of investing in human capital could be destabilized by the global and recent return of sovereign debt crisis in several countries, which continues its rise since theearly 2007, and the after-crisis necessary adjusting policies. Getting back wise policies should be composed of mixture of growth fostering activities, including the investment in human capital, austerity and forbearance.The main purpose of this thesis is to provide new empirical inferences on debt-growth relationship and its interaction with human capital formation. Estimates are carried on a recent and complete data set that spans over 22 years and involves 76 countries worldwide. The range of invested variables encompasses many macroeconomic aggregates such as : GDP annual growthrates, public debt to GDP ratio, and public education expenditure to GDP ratio, average schooling years, inflation rate, and others. Using a superior estimation semi-parametric technic which accounts for some data issues, the empirical results suggest a heterogeneous impact of public debt and education expenditures levels on GDP growth rates. Henceforth, the use of education expenditure in the whole sample is inefficient,where policy makers should adjust and well manage the function of these expenditure in line with the public efforts to reduce debt high levels and rise economic growth. We also show that the use of textual analysis tools in economic studies, such in growth literature, offers a rapid and total lecture of the hidden research trends embodied in the huge empirical and theoretical literature of economic growth.

論文摘要 本文主要是檢定內生成長模型之下，政府的國防以及教育支出行為與經濟成長的關係。我們發覺以往的文獻探討，對於教育對經濟成長關係的探討大多著重在人力資本對經濟成長之影響，而多持正面的看法；學者對國防支出有持正面；亦有持負面之看法。根據本文所做的實證檢定則發現，長期之下，我們所欲檢定之變數，國民所得、教育支出以及國防支出皆具有單根之關係，顯示三個數列在長期之下，不具有穩定之狀態；亦即是呈現一個隨機漫步的情形，此正和我國經濟成長、國防支出、教育支出不斷增加的事實相吻合。而教育支出和國民所得亦有具有共整合的關係存在，這顯示了在長期之下，國民所得和教育支出的一階差分會呈一穩定的線性關係，即長期之下，國民所得和教育支出會有相同成長趨勢，而國民所得和國防支出間，因為國防預算支出的比例不斷降低，所以我們無法得出該支出與國民所得有共整合關係，顯示國民所得和國防支出長期下並無相同的成長趨勢。 而就因果關係檢定之結果來看，我們發現，國民所得對教育支出有一領先的關係，解釋了長期之下，國民所得的資訊可以用來預測教育支出成長的事實，同時也可以說明我國符合華格納法則中所提到之現象。 而就國防支出和國民所得而言，本文得出國民所得和國防支出存在雙向因果關係。當以國民所得作為被解釋變數時，可能因國防支出使用的效率，或者國防的支出確實提高有效需求並促進現代化，因而使國防支出對國民所得有顯著之影響。至於國民所得對國防支出的影響方面，我們就國防支出需求面來看國防預算的制定，是必須考慮所得的經濟因素。且依據華格納法則，隨著我國國民所得不斷增加，對於政府國防支出的需求，亦會相對提升。因此，吾人可以說國民所得增加會影響國防支出。 　目　　　　錄 第一章 緒論……………………………………………… 1 第一節 經濟成長與政府支出……………………….. 1 第二節 研究方向……………………………………….. 5 第三節 本文架構……………………………………….. 6 第二章 相關探討及文獻回顧…………………………… 8 第一節 相關公共支出對經濟成長的文獻回顧……… 8 第二節 教育投資、支出及國防支出對經濟成長之影響… 11 第三節 國民所得對政府支出的影響………………… 23 第三章 計量方法………………………………………….. 29 第一節 單根檢定………………………………………… 29 第二節 共整合檢定………………………………………... 32 第三節 修正誤差模型…………………………………….. 34 第四節 因果關係檢定………………………………… 36 第四章 模型設定及實證結果…………………… . 41 第一節 模型的設定…………………………………… 41 第二節 單根和共整合檢定…………………………… . 42 第三節 修正誤差及因果檢定………………………….…. 47 第四節 實證結果之探討…………………………………. 55 第五章 結論與建議……………………………………… . 63 第一節 本文結論……………………………………….… 63 第二節 本文之建議…………………………………….…. 65 參考文獻……………………………………………………. 70 / We are going to dicuss the long-run relationship between income and govnernment's education and national defense expenditure in Taiwan.We start at testing wheather income ,education expenditure ,and national defense have unit or not. We find all the series have the characteristic of unit root.It shows that they are not stationary.Then we use Granger's cointegration test,and see that the series of income and education got the relationship of cointegration,instead that of income and national defense. Finally,we test long- run relationship by Granger causality.Due to the existence of cointegration between income and education expenditure,we can use two-steps OLS to test whether there exist Granger causality between them,and we find income will affect education expenditure ,however education expenditure will not affect income.And we use F test to find the Granger causality between income and nation defenseand we get the conclusion that there exists a bilateral Granger causality.It means that they will affect each other.