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Education production functions: updated evidence from developing countries

Author

Listed:
  • Paul Glewwe

    (UMM - University of Minnesota [Morris] - UMN - University of Minnesota System)

  • Sylvie Lambert

    (PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement, PJSE - Paris Jourdan Sciences Economiques - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École des Ponts ParisTech - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Qihui Chen

    (CAU - China Agricultural University)

Abstract

This chapter assesses what economists and other social scientists have learned regarding the effectiveness of various education policies that have been implemented to increase enrollment and promote learning in developing countries. The education production function, which economists often use to portray the education process, is first introduced, along with several other relationships of interest. Estimation issues are also discussed. The chapter then reviews recent research on school enrollment and learning in developing countries; several policies have been shown to raise enrollment, but less is known about how to increase learning. The final section provides recommendations for further research.

Suggested Citation

  • Paul Glewwe & Sylvie Lambert & Qihui Chen, 2020. "Education production functions: updated evidence from developing countries," PSE-Ecole d'économie de Paris (Postprint) halshs-02973916, HAL.
    • Handle: RePEc:hal:pseptp:halshs-02973916
    DOI: 10.1016/B978-0-12-815391-8.00015-X
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    Cited by:

    1. Oketch, Moses & Rolleston, Caine & Rossiter, Jack, 2021. "Diagnosing the learning crisis: What can value-added analysis contribute?," International Journal of Educational Development, Elsevier, vol. 87(C).
    2. Lee Crawfurd & Caine Rolleston, 2020. "Long‐run effects of teachers in developing countries," Review of Development Economics, Wiley Blackwell, vol. 24(4), pages 1279-1299, November.

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