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Education and the Convergence Hypothesis: Ad¬ditional Cross-Country Evidence

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  • Ram, Rati

    (Economics Department, Illinois State University)

Abstract

Role of education in the « convergence hypothesis » is explored by specifying a regression function that is quadratic in income, including a measure of average schooling of the labor force, utilizing post-War data through 1985 f or a large cr055-country sample, and entering the income variable in both levies and logarithms. The main conclusion is that conventional, models without the schooling variable provide little support for the hypothesis which predicts that, largely due to transfer and diffusion of technology, income and productivity levels across countries tend to converge over time. If, however, detention variable is included in the specification, income convergence is clearly observed. The parameter estimates also suggest several other substantive and methodological aspects.

Suggested Citation

  • Ram, Rati, 1991. "Education and the Convergence Hypothesis: Ad¬ditional Cross-Country Evidence," Economia Internazionale / International Economics, Camera di Commercio Industria Artigianato Agricoltura di Genova, vol. 44(2-3), pages 244-253.
    • Handle: RePEc:ris:ecoint:0479
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    Cited by:

    1. Emanuele Felice, 2011. "The determinants of Italy’s regional imbalances over the long run: exploring the contributions of human and social capital," Oxford University Economic and Social History Series _088, Economics Group, Nuffield College, University of Oxford.
    2. Cline, William R., 2004. "Modeling the Impact of Trade Liberalization on Global Poverty," Conference papers 331306, Purdue University, Center for Global Trade Analysis, Global Trade Analysis Project.
    3. Emanuele Felice, 2011. "The determinants of Italy's regional imbalances over the long run: exploring the contributions of human and social capital," Oxford Economic and Social History Working Papers _088, University of Oxford, Department of Economics.

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