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Human Capital Formation In Poland. Where Does Educational Quality Come From?

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  • Herbst, Mikolaj

Abstract

Theory and empirical literature relates educational quality to four main explanatory factors: intergenerational transfer of human capital, quality of schools, school composition and economic conditions. Based on these findings a model explaining territorial differentiation of educational quality is proposed. The dependent variable is test score of 6th grade students, averaged at municipality level. As it turns out, educational outcome is highly conditioned on school composition, most likely as a result of high vulnerability to inequalities in school community. Of great importance is also local human capital stock. The role of traditionally meant school quality is minor (although higher in rural areas than in cities), partly because of decreasing returns to scale of school resources. Average school outcome differs significantly along historical divisions of Poland, not only in levels, but also in parameters of determining function. Legacies of the past and related socioeconomic processes have a substantial impact on the sensitivity of educational quality to different explanatory factors.

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Bibliographic Info

Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 6003.

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Date of creation: Apr 2004
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Handle: RePEc:pra:mprapa:6003

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Cited by:
  1. World Bank, 2010. "Poland - Public Expenditure Review : Background Papers," World Bank Other Operational Studies 2856, The World Bank.
  2. Coupe, Tom & Olefir, Anna & Alonso, Juan Diego, 2011. "Is optimization an opportunity ? an assessment of the impact of class size and school size on the performance of Ukrainian secondary schools," Policy Research Working Paper Series 5879, The World Bank.
  3. Herbst, Mikolaj, 2008. "Bottlenecks in the decentralisation of education funding in Poland," MPRA Paper 9291, University Library of Munich, Germany.

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