Institutional Reforms and Educational Attainment in Europe: A Long Run Perspective
AbstractIn this paper we analyse the effects of changes in the institutional design of the educational system on school attainment. In particular, we test whether alternative reforms have increased the average educational attainment of the population and whether various deciles of the education distribution have been differentially affected. We constructed a dataset of relevant reforms occurred at the national level over the last century, and match individual information to the most likely set-up faced when individual educational choices were undertaken. Thus our identification strategy relies on temporal and geographical variations in the institutional arrangements, controlling for time/country fixed effects, as well as for confounding factors. We also explore who are the individual most likely affected by the reforms. We also group different reforms in order to ascertain the prevailing attitudes of policy makers, showing that reforms can belong to either "inclusive" or "selective" in their nature. Finally we correlate these attitudes to political coalitions prevailing in parliament, finding support to the idea that left wing parties support reforms that are inclusive in nature, while right wing parties prefer selective ones.
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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 6190.
Length: 68 pages
Date of creation: Dec 2011
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Find related papers by JEL classification:
- I2 - Health, Education, and Welfare - - Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-01-03 (All new papers)
- NEP-EDU-2012-01-03 (Education)
- NEP-LAB-2012-01-03 (Labour Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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