世界経済・社会統計 = World development indicators

A detailed review of the education sector in Australia as in the data provided by the 2006 edition of the OECD's annual publication, 'Education at a Glance' is presented. While the data has shown that in almost all OECD countries educational attainment levels are on the rise, with countries showing impressive gains in university qualifications, it also reveals that a large of share of young people still do not complete secondary school, which remains a baseline for successful entry into the labour market.

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Education at a Glance

Introduction: Institutional Change, Capitalist Development PART I: GRADUAL CHANGE: FIVE SECTORAL TRAJECTORIES 1. Five Sectors 2. Industry-wide Collective Bargaining: Shrinking Core, Expanding Fringes 3. Intermediary Organization: Declining Membership, Rising Tensions 4. Social Policy: The Rise and Fall of Welfare Corporatism 5. Public Finance: The Fiscal Crisis of the Postwar State 6. Corporate Governance: The Decline of Germany Inc. PART II: SYSTEMIC CHANGE: PATTERNS AND CAUSES 7. Systemic Change: Five Parallel Trajectories 8. From System to Process 9. Endogenous Change: Time, Age, and the Self-Undermining of Institutions 10. Time's Up: Positive Externalities Turning Negative PART III: DISORGANIZATION: BRINGING CAPITALISM BACK IN 11. Disorganization as Liberalization 12. Convergence, Non-convergence, Divergence 13. 'Economizing' and the Evolution of Political-Economic Institutions 14. Internationalization 15. German Unification 16. History 17. Bringing Capitalism Back In

(Reseña) Re-Forming Capitalism: Institutional Change in the German Political Economy.

EE1290 Positive Behaviour Guidance This course provides a foundation for understanding and guiding children's behaviour. Students will learn the principles of guidance and strategies needed to guide behaviour in positive ways. The focus will be on understanding behaviour and implementing techniques that foster positive relationships and self-esteem, and create opportunities for learning. Major Topics: Introduction to child guidance Influence of adult variables Developmentally appropriate practice for guidance Characteristics of children Self-development Communication as the basis for positive guidance Observation Indirect guidance of behaviour Direct guidance of behaviour

幼兒教育（Early Childhood Education）

Milagros Nores, Assistant Research Professor, National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: mnores@nieer.org Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.W. Steven Barnett, Board of Governors Professor and Director of the National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: wbarnet@rci.rutgers.edu Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.This paper uses a meta-analysis to review the evidence on the benefits of early childhood interventions. The authors also analyze how the revealed effects are correlated with characteristics of the corrective measures and with the target audience.A total of 38 contrasts of 30 interventions in 23 countries were analyzed. The paper focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen’s D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling.A moderate progress has been revealed in each of the outcomes. The benefits are sustained over time. Interventions that have an educational or mixed (educational and stimulation, or care) component evidenced the largest cognitive effects, as compared to cash infusions or nutrition-specific interventions. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions, unlike children whose development is not supported or promoted. Direct care and education appear to be the most efficient interventions, especially for development of cognitive skills in early childhood.DOI: 10.17323/1814-9545-2012-1-200-228

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Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young

Summary
An important, yet unsettled, question in public health policy is the extent to which unemployment causally impacts mental health. The recent literature yields varying findings, which are likely due to differences in data, methods, samples, and institutional settings. Taking a more general approach, we provide comparable evidence for four countries with different institutional settings—Australia, Germany, the UK, and the United States—using a nonparametric bounds analysis. Relying on fairly weak and partially testable assumptions, our paper shows that unemployment has a significant negative effect on mental health in all countries. Our results rule out effects larger than a quarter of a standard deviation for Germany and half a standard deviation for the Anglo-Saxon countries. The effect is significant for both men and women and materialises already for short periods of unemployment. Public policy should hence focus on early prevention of mental health problems among the unemployed.

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Bounding the causal effect of unemployment on mental health: Nonparametric evidence from four countries

Mit Daten des reprasentativen IAB-Betriebspanels zeichnet der Beitrag Veranderungen in den zwei Hauptpfeilern des deutschen Modells der indu-striellen Beziehungen im Lauf der letzten 20 Jahre nach. Er zeigt, dass die Abdek-kung durch Kollektivverhandlungen und die Arbeitnehmervertretung durch Betriebs-rate auserhalb des offentlichen Sektors stark zuruckgegangen sind. Weniger forma-lisierte und schwachere Institutionen wie eine freiwillige Orientierung an Branchen-tarifvertragen und alternative Formen der betrieblichen Mitarbeitervertretung haben die allgemeine Erosion etwas abgemildert. Multivariate Analysen zeigen, dass das traditionelle deutsche Modell der Arbeitsbeziehungen (mit Tarifvertragen und Betriebsraten zugleich) wahrscheinlicher in groseren und alteren Betrieben zu finden ist, wahrend seine Existenz in eigentumergefuhrten und in Einzelbetrieben, in Ex-portbetrieben und in Betrieben im auslandischen Eigentum weniger wahrscheinlich ist. Allerdings gab es 2015 in mehr als 60% der deutschen Betriebe weder eine Tarifbindung oder -orientierung noch irgendeine Form der Mitarbeitervertretung. Ein solches Fehlen der Hauptinstitutionen des deutschen Modells der Arbeitsbeziehun-gen zeigt sich vor allem in kleinen und mittleren Betrieben, im Dienstleistungssektor und in Ostdeutschland, und das Ausmas dieser Lucken steigt dramatisch an.

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The German Model of Industrial Relations: (Where) Does It Still Exist?

Using linked employer–employee panel data for West Germany that include direct information on the competition faced by plants, we investigate the effect of product market competition on the gender pay gap. Controlling for match fixed effects, we find that intensified competition significantly lowers the unexplained gap in plants with neither collective agreements nor a works council. Conversely, there is no effect in plants with these types of worker codetermination, which are unlikely to have enough discretion to adjust wages in the short run. We also document a larger competition effect in plants with few females in their workforces. Our findings are in line with Beckerian taste-based employer wage discrimination that is limited by competitive forces. JEL codes: J16, J31, J71

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The levelling effect of product market competition on gender wage discrimination

While most previous studies focus on the monopoly aspect of works council introductions, this article explores the collective voice face of introductions and investigates workers’ decision as an ex...

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Works council introductions in Germany: Do they reflect workers’ voice?

While recent studies mostly find that attending child care earlier improves the skills of children from low socio-economic and non-native backgrounds in the short-run, it remains unclear whether such positive effects persist. We identify the short- and medium-run effects of early child care attendance in Germany using a fuzzy discontinuity in child care starting age between December and January. This discontinuity arises as children typically start formal child care in the summer of the calendar year in which they turn three. Combining rich survey and administrative data, we follow one cohort from age five to 15 and examine standardised cognitive test scores, non-cognitive skill measures, and school track choice. We find no evidence that starting child care earlier affects children's outcomes in the short- or medium-run. Our precise estimates rule out large effects for children whose parents have a strong preference for sending them to early child care.

Michael Oberfichtner

Papers

Bounding the causal effect of unemployment on mental health: Nonparametric evidence from four countries

The German Model of Industrial Relations: (Where) Does It Still Exist?

The levelling effect of product market competition on gender wage discrimination

Works council introductions in Germany: Do they reflect workers’ voice?

Does Early Child Care Attendance Influence Children's Cognitive and Non-Cognitive Skill Development?