Publication:
Economic Mobility Across Generations in the Developing East Asia and Pacific Region

Loading...
Thumbnail Image
Files in English
English PDF (358.48 KB)
228 downloads
English Text (18.76 KB)
19 downloads
Published
2019-09
ISSN
Date
2019-10-01
Author(s)
Yang, Judy
Editor(s)
Abstract
The pace and success of economic growth in the developing East Asia and Pacific region (EAP) has been described as nothing short of a miracle. Education and its complementarities are often linked and credited significantly for the region's positive story on economic growth. During the early stages of the region's development, education kept pace and complemented labor needs; widespread basic literacy and numeracy met demands in manufacturing and assembling. This led to rapid improvements in educational mobility across generations in absolute terms, where mobility is understood as the rise in education levels from one generation to the next. On the other hand, progress has been slower and uneven in relative mobility, which is more closely linked to inequality in education and income and refers to the extent to which an individual's position in society is influenced by that of his or her parents.
Link to Data Set
Citation
Yang, Judy; Narayan, Ambar. 2019. Economic Mobility Across Generations in the Developing East Asia and Pacific Region. Poverty and Equity Notes;No. 16. © World Bank. http://hdl.handle.net/10986/32483 License: CC BY 3.0 IGO.
Associated URLs
Associated content
Report Series
Other publications in this report series
Journal
Journal Volume
Journal Issue

Related items

Showing items related by metadata.

  • Publication
    Born with a Silver Spoon : Inequality in Educational Achievement across the World
    (World Bank Group, Washington, DC, 2015-01) Balcazar, Carlos Felipe; Narayan, Ambar; Tiwari, Sailesh
    This paper assesses inequality of opportunity in educational achievement using the Human Opportunity Index methodology on data from the Programme for International Student Assessment. The findings suggest that there are large inequalities in learning outcomes as measured by demonstrated proficiency in Programme for International Student Assessment test scores in math, reading, and science. Differences in wealth, parental education, and area of residence explain a bulk of this inequality in most of the countries in the sample. Consistent with what has been documented previously in the literature, the paper also finds a strong and stable correlation between inequality of opportunity and public spending on school education. An exploration of the changes in inequality of opportunity between the 2009 and 2012 rounds of the Programme for International Student Assessment, using parametric and nonparametric techniques, suggests that there has been little progress.
  • Publication
    Economic Mobility in Europe and Central Asia : Exploring Patterns and Uncovering Puzzles
    (World Bank Group, Washington, DC, 2015-01) Cancho, Cesar; Davalos, Maria E.; Demarchi, Giorgia; Meyer, Moritz; Sanchez Paramo, Carolina
    Substantial upward economic mobility in the majority of countries in Europe and Central Asia in the 2000s translated into achievements in reducing poverty and boosting shared prosperity. Although factors associated with upward mobility vary significantly by country, education and jobs undoubtedly play an important role in lifting households out of poverty and helping them to improve their living standards. This study finds there is a puzzling mismatch between the objective economic mobility patterns observed in survey data and people's subjective perception of their mobility. A majority of people in the region perceives they are worse off economically than in the past and voice frustration over limited opportunities to improve their lives. This disconnect is partly explained by increased inequality in the region, an increasing sense of unfairness in the processes to move up, and a more marked sense of insecurity and vulnerability. Although the region has been making headway in lifting households out of poverty, ensuring sustainable progress toward poverty reduction and shared prosperity requires policies that promote human capital accumulation, foster job creation, and offer adequate protection to improve households' resilience to shocks.
  • Publication
    Intergenerational Mobility around the World
    (World Bank, Washington, DC, 2021-06) Ramasubbaiah, Rakesh; van der Weide, Roy; Lakner, Christoph; Mahler, Daniel Gerszon; Narayan, Ambar
    Using individual data from over 400 surveys, this paper compiles a global database of intergenerational mobility in education for 153 countries covering 97 percent of the world’s population. For 87 percent of the world’s population, it provides trends in intergenerational mobility for individuals born between 1950 to 1989. The findings show that absolute mobility in education—the share of respondents that obtains higher levels of education than their parents—is higher in the developed world despite the higher levels of parental educational attainment. Relative mobility—measuring the degree of independence between parent and child years of schooling—is also found to be greater in the developed world. Together, these findings point to severe challenges in intergenerational mobility in the poorest parts of the world. Beyond national income levels, the paper explores the correlation between intergenerational mobility and a variety of country characteristics. Countries with higher rates of mobility have (i) higher tax revenues and rates of government expenditures, especially on education; (ii) better child health indicators (less stunting and lower infant mortality); (iii) higher school quality (more teachers per pupil and fewer school dropouts); and (iv) less residential segregation.
  • Publication
    Innovation for Development and the Role of Government : A Perspective from the East Asia and Pacific Region
    (Washington, DC : World Bank, 2009) Fan, Qimiao; Li, Kouqing; Zeng, Douglas Zhihua; Dong, Yang; Peng, Runzhong
    This book is the result of a joint forum on 'innovation for development' held by the World Bank and the China-based Asia-Pacific Finance and Development Center (AFDC) in Shanghai in September 2006. The book examines the relationship between innovation, competitiveness, and economic growth; the role of innovation in financial sector development; and specific government policies for innovation in China. Development is one of the major themes of today's world. In the context of global economic development practices, the development patterns of various countries fall primarily into three categories. The first is the resources-based pattern, which is supported by natural resource endowments. The second category is the dependency pattern, which is determined by a country's adjacency to economically developed countries with which it has close economic ties. The third is the innovation-based pattern, which is driven by innovation. Measured by levels of economic development, the current top 20 most developed countries in the world have opted primarily for an innovation-driven pattern. In addition, from three perspectives, namely, the creation of an innovation regime, innovation-oriented fiscal and financial policies, and regional cooperation on innovation, and in two dimensions, namely, theory and practice, the book discusses and explores problems facing us all now and challenges in the future. The viewpoints in this book both reflect the research on the issues of innovation by its authors and, to a certain extent, mirror the views expressed by nonspeaker experts in the course of discussions at the 2006 forum. Economic globalization is an inevitable trend. It is extremely necessary and valuable to conduct research on, and exchange views about, innovation and development against the backdrop of constantly deepening economic globalization. First and foremost, this helps us to see through the vast and complex economic surface to examine and discover the laws that drive sustainable economic development. Second, through sharing experiences of innovation among different countries, it can help us to establish a cooperative mechanism for innovation that can transcend social systems and cultural differences and promote the harmonious economic development for the region.
  • Publication
    Shared Prosperity : Links to Growth, Inequality and Inequality of Ppportunity
    (World Bank, Washington, DC, 2013-10) Narayan, Ambar; Saavedra-Chanduvi, Jaime; Tiwari, Sailesh
    Focusing on the welfare of the less well off as a measure of real societal progress is the fundamental principle underlying the WBG indicator of "shared prosperity", namely income growth of the bottom 40 percent in every country. This paper uses a database assembled by the World Bank Group to investigate some basic characteristics of shared prosperity, particularly its relationship with overall economic growth and inequality. Initial estimates using this dataset of 79 countries show that median income growth of the bottom 40 percent (circa 2005-2010) was 4.2 percent, a high number in comparison to the 3.1 percent per capita income growth of the overall population. In addition, the low and lower-middle income countries appear to be trailing the upper middle and high income countries in boosting shared prosperity. Establishing conceptual links between income growth of the bottom 40 percent, the overall growth rate and reviewing existing evidence on how these relate to inequality, the paper discusses two main ideas. First, shared prosperity is strongly correlated with overall prosperity implying that the whole host of policies that are important to generate and sustain growth remain relevant. Second, boosting shared prosperity will also require a concerted effort to strengthen the social contract, particularly in the area of promoting equality of opportunity. Growing evidence suggests that improving access for all and reducing inequality of opportunities -- particularly those related to human capital development of children -- are not only about "fairness" and building a "just society", but also about realizing a society's aspirations of economic prosperity.

Users also downloaded

Showing related downloaded files

  • Publication
    Digital Africa
    (Washington, DC: World Bank, 2023-03-13) Begazo, Tania; Dutz, Mark Andrew; Blimpo, Moussa
    All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.
  • Publication
    World Development Report 2011
    (World Bank, 2011) World Bank
    The 2011 World development report looks across disciplines and experiences drawn from around the world to offer some ideas and practical recommendations on how to move beyond conflict and fragility and secure development. The key messages are important for all countries-low, middle, and high income-as well as for regional and global institutions: first, institutional legitimacy is the key to stability. When state institutions do not adequately protect citizens, guard against corruption, or provide access to justice; when markets do not provide job opportunities; or when communities have lost social cohesion-the likelihood of violent conflict increases. Second, investing in citizen security, justice, and jobs is essential to reducing violence. But there are major structural gaps in our collective capabilities to support these areas. Third, confronting this challenge effectively means that institutions need to change. International agencies and partners from other countries must adapt procedures so they can respond with agility and speed, a longer-term perspective, and greater staying power. Fourth, need to adopt a layered approach. Some problems can be addressed at the country level, but others need to be addressed at a regional level, such as developing markets that integrate insecure areas and pooling resources for building capacity Fifth, in adopting these approaches, need to be aware that the global landscape is changing. Regional institutions and middle income countries are playing a larger role. This means should pay more attention to south-south and south-north exchanges, and to the recent transition experiences of middle income countries.
  • Publication
    Doing Business 2014 : Understanding Regulations for Small and Medium-Size Enterprises
    (Washington, DC: World Bank Group, 2013-10-28) World Bank; International Finance Corporation
    Eleventh in a series of annual reports comparing business regulation in 185 economies, Doing Business 2014 measures regulations affecting 11 areas of everyday business activity: Starting a business, Dealing with construction permits, Getting electricity, Registering property, Getting credit, Protecting investors, Paying taxes, Trading across borders, Enforcing contracts, Closing a business, Employing workers. The report updates all indicators as of June 1, 2013, ranks economies on their overall “ease of doing business”, and analyzes reforms to business regulation – identifying which economies are strengthening their business environment the most. The Doing Business reports illustrate how reforms in business regulations are being used to analyze economic outcomes for domestic entrepreneurs and for the wider economy. Doing Business is a flagship product by the World Bank and IFC that garners worldwide attention on regulatory barriers to entrepreneurship. More than 60 economies use the Doing Business indicators to shape reform agendas and monitor improvements on the ground. In addition, the Doing Business data has generated over 870 articles in peer-reviewed academic journals since its inception.
  • Publication
    World Development Report 2006
    (Washington, DC, 2005) World Bank
    This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.
  • Publication
    Classroom Assessment to Support Foundational Literacy
    (Washington, DC: World Bank, 2025-03-21) Luna-Bazaldua, Diego; Levin, Victoria; Liberman, Julia; Gala, Priyal Mukesh
    This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.