03. Journals

3,111 items available

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https://hdl.handle.net/10986/2210

These are journal articles published in World Bank journals as well as externally by World Bank authors.

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Now showing 1 - 10 of 72

Hard and Soft Skills in Vocational Training: Experimental Evidence from Colombia
(Published by Oxford University Press on behalf of the World Bank, 2023-03-13) Barrera-Osorio, Felipe; Kugler, Adriana; Silliman, Mikko
This paper studies the effects of an oversubscribed job-training program on skills and labor-market outcomes using both survey and administrative data. Overall, vocational training improves labor-market outcomes, particularly by increasing formal employment. A second round of randomization evaluates how applicants to otherwise similar job-training programs are affected by the extent that hard versus soft skills are emphasized in the curriculum. Admission to a vocational program that emphasizes technical relative to social skills generates greater short-term benefits, but these relative benefits quickly disappear, putting participants in the technical training on equal footing with their peers from the soft-skill training in under a year. Results from an additional randomization suggest that offering financial support for transportation and food increases the effectiveness of the program. The program fails to improve the soft skills or broader labor-market outcomes of women.
Measuring Human Capital in Middle Income Countries
(Elsevier, 2022-12) Demirgüç-Kunt, Asli; Torre, Iván
This paper develops an indicator that measures the level of human capital to address the specific education and health challenges faced by middle income countries. We apply this indicator to countries in Europe and Central Asia, where productive employment requires skills that are more prevalent among higher education graduates, and where good health is associated to low levels of adult health risk factors. The Europe and Central Asia Human Capital Index (ECA-HCI) extends the World Bank's Human Capital Index by adding a measure of quality-adjusted years of higher education to the original education component, and it includes the prevalence of three adult health risk factors—obesity, smoking, and heavy drinking—as an additional proxy for latent health status. The results show that children born today in the average country in Europe and Central Asia will be almost half as productive as they would have had they reached the benchmark of complete education and full health. Countries with good basic education outcomes do not necessarily have good higher education outcomes, and high prevalence of adult health risk factors can offset good education indicators. This extension of the Human Capital Index could also be useful for assessing the state of human capital in middle-income countries in general.
Education Systems and Foreign Direct Investment: Does External Efficiency Matter?
(Taylor and Francis, 2020-09-29) Miningoua, Elise Wendlassida; Tapsoba, Sampawende Jules
This paper examines the effect of the efficiency of the education system on Foreign Direct Investment (FDI). First, it applies a frontier-based measure as a proxy of the ability of countries to optimally convert the average years of schooling into income for individuals. Second, it shows the relationship between the external efficiency of the education system and FDI inflows. The results show that the efficiency level varies across regions and countries and appears to be driven by higher education and secondary vocational education. Similarly to other studies in the literature, there is no significant relationship between the average years of schooling and FDI inflows. However, the external efficiency of the education system is important for FDI inflows. Improving the external efficiency of the education system can play a role in attracting FDI especially in non-resource rich countries, non-landlocked countries and countries in the low and medium human development groups.
Learning-adjusted years of schooling: Defining a new macro measure of education
(Elsevier, 2020-08-01) Rogers, Halsey; Filmer, Deon; Angrist, Noam; Sabarwal, Shwetlena
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
Human Capital and Macroeconomic Development: A Review of the Evidence
(Published by Oxford University Press on behalf of the World Bank, 2020-07) Rossi, Federico
The role of human capital in facilitating macroeconomic development is at the center of both academic and policy debates. Through the lens of a simple aggregate production function, human capital might increase output per capita by directly entering in the production process, incentivizing the accumulation of complementary inputs, and facilitating the adoption of new technologies. This paper discusses the advantages and limitations of three approaches that have been used to evaluate the empirical importance of these channels: cross-country regressions, development accounting, and quantitative models. The key findings in the literature are reviewed and some of them are replicated using updated data. The bulk of the evidence suggests that human capital is an important determinant of cross-country income gaps, especially when its measurement is broadened to go beyond simple proxies of educational attainment. The paper concludes by highlighting policy implications and promising avenues for future work.
Productivity and Health: Physical Activity as a Measure of Effort
(Published by Oxford University Press on behalf of the World Bank, 2020-06-11) Akogun, Oladele; Dillon, Andres; Friedman, Jed; Prasann, Ashesh; Serneels, Pieter
This paper examines the relationship between physical activity and individual productivity among agricultural workers paid on a piece-rate basis. In the context studied, physical activity has a clear correspondence with worker effort. Agricultural workers’ physical activity is directly observed from accelerometer data and is robustly associated with their daily productivity. In addition the impact of a health intervention, which provides malaria testing and treatment, on physical activity and productivity, indicates that the increased daily productivity of workers who are offered this program is explained by worker effort reallocation from low-intensity to high-intensity work within a fixed time period. This demonstrates, in settings when individual productivity is observed, that physical activity measures can help disentangle productivity effects due to effort. When productivity is unobserved, physical activity measures may proxy for individual productivity in physically demanding tasks. The challenges and limitations of physical activity measurement using accelerometers is discussed including their potential use for alternative contexts and the importance of field and data analysis protocols.
Mitigation of Long-Term Human Capital Losses from Natural Disasters: Evidence from the Philippines
(Published by Oxford University Press on behalf of the World Bank, 2020-03-24) Herrera-Almanza, Catalina; Cas, Ava
The detrimental effects of natural disasters on human capital during childhood are well-documented. However, little is known about whether, and to what extent, these impacts can be mitigated in the long term. This study analyzes whether a school infrastructure program can mitigate the adverse effects of extreme weather shocks on long-term children's education and labor market outcomes. This article uses a triple difference model that exploits the geographic variation of super-typhoons combined with the age-cohort exposure to, and spatial variation of, a secondary school infrastructure program in the Philippines. This study finds that the school infrastructure program almost entirely mitigated the negative effect of typhoons on educational attainment. These differential effects of the program on education among typhoon-affected children are also associated with their higher likelihood of working in a high-skilled occupation, in the non-agricultural sector, and of migrating overseas.
The Spillovers of Employment Guarantee Programs on Child Labor and Education
(Published by Oxford University Press on behalf of the World Bank, 2020-02) Li, Tianshu; Sekhri, Sheetal
Many developing countries use employment guarantee programs to combat poverty. This study examines the consequences of such employment guarantee programs for the human capital accumulation of children. It exploits the phased roll-out of India’s flagship Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGA) to study the effects on enrollment in schools and child labor. Introduction of MGNREGA results in lower relative school enrollment in treated districts. It also finds that the drop in enrollment is driven by primary school children. Children in higher grades are just as likely to attend school under MGNREGA, but their school performance deteriorates. Using nationally representative employment data, the study finds evidence indicating an increase in child labor highlighting the unintentional perverse effects of the employment guarantee schemes for human capital.
Measuring the Contribution of Faith-Based Schools to Human Capital Wealth: Estimates for the Catholic Church
(Taylor and Francis, 2019-11-25) Wodon, Quentin
This paper provides estimates of the contribution of faith-based schools to human capital wealth using recent World Bank data. Wealth is the assets base that enables nations to generate future income. Estimates suggest that human capital wealth accounts for two thirds of global wealth, a much larger proportion than natural capital and produced capital. This paper’s analysis relies on an assessment of the share of human capital wealth attributed to educational attainment, and the share of contribution of Catholic schools to educational attainment. The analysis suggests that Catholic schools contribute at least US$ 12 trillion to the changing wealth of nations.
The Contribution of Increased Equity to the Estimated Social Benefits from a Transfer Program: An Illustration from PROGRESA/Oportunidades
(Published by Oxford University Press on behalf of the World Bank, 2019-10) Alderman, Harold; Behrman, Jere R.; Tasneem, Afia
Most impact evaluations of Conditional Cash Transfers (CCTs) and Unconditional Cash Transfers (UCTs) focus on the returns to increased human capital investments that will be reaped largely or exclusively in the future (e.g., when current children have increased productivities as adults). But the objectives of these programs are not only to increase human capital investments with implications for future levels and distributions of income but also to alleviate current poverty and reduce current inequality. The current distributional gains from such programs depend on the degree of inequality aversion in the social welfare function. Simulations show that, for a range of inequality aversion parameters, the welfare gains from current redistribution for the Mexican PROGRESA CCT program can be as large, or possibly much larger, than the estimated present discounted value of future earnings from human capital investments in lower and upper secondary schooling. These, moreover, are underestimates of the gains from redistribution because, in addition to current gains, such gains will be augmented in the future through the distribution of the returns on the human capital investments induced by cash transfer programs. Therefore, to fully evaluate such programs, it is critical to incorporate the distributional gains, not only the impacts on human capital investments.