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P. 1
10.1.1.152.2558

10.1.1.152.2558

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Published by Dr-Gaurav Pant

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Published by: Dr-Gaurav Pant on Apr 16, 2012
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Education and Economic Growth
Philip Stevens and Martin Weale
National Institute of Economic and Social Research,2, Dean Trench Street,London SW1P 3HEAugust 2003
Contents
1 Introduction 12 History 13 Returns to Education 54 Growth Accounting: the Basic Framework 75 Educated Labour as a Factor of Production 96 Education and Endogenous Growth 127 The Level and the Growth Rate 148 What sort of Education? 189 Data Concerns 1910 Panel Modelling 2011 Education and Ine
ciency 2212 Conclusions 25
Support from the Economic and Social Research Council is gratefully acknowledged.
 
Abstract
This paper provides a survey of work on the link between education and economic growth.It shows that data from the early 20th century are coherent with conclusions about educationand economic growth derived from the much more recent past. It also presents an analysis of the role of education in facilitating the use of best-practice technology.It is to be published in the
International Handbook on the Economics of Education 
editedby G and J. Johnes and published by Edward Elgar.
1 Introduction
There are two very basic reasons for expecting to
nd some link between education andeconomic growth. First of all at the most general level it is intuitively plausible thatliving standards have risen so much over the last millennium and in particular since 1800because of education. Progress of the sort enjoyed in Europe was not observed in theilliterate societies that have gradually merged into the world economy over the last twohundred years. To the most casual observer it must seem that there is a link betweenscienti
c advance and the way in which education has facilitated the development of knowledge. Of course the Curies and the Newtons of this world are few and far between.But people with only very limited education often
nd it di
cult to function at all inadvanced societies. Education is needed for people to bene
t from scienti
c advance aswell as to contribute to it.Secondly, at a more speci
c level, a wide range of econometric studies indicates thatthe incomes individuals can command depend on their level of education. If people witheducation earn more than those without, shouldn’t the same be true of countries? If not the rate of change of output per hour worked, at least the level of output per hourworked in a country, ought to depend on the educational attainment of the population.If spending on education delivers returns of some sort, in much the same way as spend-ing on
xed capital, then it is sensible to talk of investing in human capital, as thecounterpart to investing in
xed capital. The process of education can be analysed asan investment decision.
2 History
Some education has been available since ancient times. In England there is a fairly largenumber of schools which can trace their origins back to the days of Queen Elizabeth1
 
(although rather few much older than the reign of King Edward VI). Nevertheless, theexpansion of education is largely something which has happened in the last 200 years. Inthe United Kingdom elementary education did not become compulsory until 1870. Verylimited free secondary education was introduced in 1907 and it was not until 1944 thatuniversal free secondary education was introduced. Only a small minority bene
ted fromtertiary education until almost the end of the twentieth century. Unlike with primaryand secondary education there is, however, a lively debate about what level of access isdesirable.Easterlin (1981) points out that in 1850 very few people outside North-WesternEurope and North America had any formal education. Even in 1940 that was still truein Africa and in much of Asia and Latin America. The spread of formal school seems tohave preceded the beginning of modern economic growth. It is also true that, in somecountries, there have been sudden increases in schooling which are not followed by surgesin economic development. Furthermore Easterlin suggests some evidence that the typeof schooling is very important. Education in Spain was tightly controlled by the Churchand focused on oral instruction in religion and a few manual skills. Illiteracy remainedrife despite the level of school attendance. He argues that it was the combination of education and protestant Christianity which was responsible for the economic successof countries in North-Western Europe and their o
ff 
shoots, at a time when there waslittle economic development elsewhere. The link between secular education and theReformation can be deduced from the observation above that few schools in the UnitedKingdom predate this.Figure 1 shows the expansion of primary education measured as the enrolment rateper 10000 population drawn from data provided by Easterlin. As an indicator of ed-ucational attainment this measure is obviously unsatisfactory, but historical data arelimited. The lead of the North European countries is obvious, and they held this leadthroughout the 19th century.As to a link between education and economic performance, again over this historicperiod there are severe data limitations. However in
gure 2 we plot GDP
per capita 
in1913 from
gures provided by Maddison (1991) against the primary school enrolmentrates of 1882
1
. Whatever concerns one might have about drawing inferences from aplot of seven points, the picture is very clear, that high levels of GDP
per capita 
areassociated with high levels of primary school enrolment some thirty years earlier. The2

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