Ce document propose une analyse des relations entre l'enseignement superieur de masse et l'economie de la connaissance sous l'angle de la valeur des diplomes, la valeur salariale, la valeur professionnelle mais egalement la valeur plus subjective percue par les individus Il est organise autour de trois chapitres Le premier part du constat de la forte heterogeneite des rendements salariaux l'enseignement superieur dans le monde A partir d'une metaanalyse, il montre que ces taux de rendement sont etroitement dependants des structures economiques et du developpement de l'enseignement superieur dans chaque pays Le deuxieme chapitre se focalise sur l'evolution de l'enseignement superieur de masse en France et ses relations avec le marche du travail Reinterrogeant la theorie de l'eligibilite proposee il y a plus de 35 ans, il met en relation la degradation des conditions d'insertion des diplomes avec les changements dans l'allocation du temps des etudiants dans les premieres annees d'enseignement superieur L'analyse dans le dernier chapitre se deplace vers le niveau le plus eleve du systeme LMD, la formation doctorale, parfois presentee comme l'un des moteurs d'une economie fondee sur la connaissance Elle pose notamment la question de la transferabilite des competences acquises par les doctorants pour se preparer aux carrieres academiques et qui sont souvent peu valorisees en France sur le segment prive du marche du travail scientifique

https://tel.archives-ouvertes.fr/docs/00/64/24/86/PDF/11027.pdf

De l'enseignement supérieur de masse à l'économie de la connaissance : la valeur des diplômes en question

This paper estimates the impact of schooling on the wages of men. It is important to know what the return on educational investments might be since a high return implies that there might be too little of such investments. The major preoccupation in this literature has been attempting to unravel the simultaneous relationship between schooling and wages. That is, wages depend on schooling since schooling enhances human capital, but schooling decisions depend on wages for one or more of a number of reasons - for example, individuals will invest in more schooling the greater is the return to that schooling. Traditional estimates of the return to an additional year of schooling in the UK suggest that this is in of the order of 7%. However, the results here suggest much larger figures - perhaps in the order of 20%. We use a large sample of UK males to address the potential endogeneity of schooling. By exploiting the experimental nature of two changes in the minimum school leaving age to uncover the effect of an exogenous increase in schooling on wages. Our results confirm recent US work. For example, Card (1993) and Butcher and Case (1994) suggest that the estimates of schooling returns using such methods are almost double that of simple least squares methods. However, the results here provide much greater precision than has previously been the case and so substantiate the US evidence of much larger rates of return to education than traditionally thought.

Estimates of the economic return to schooling for the UK

In the present doctoral thesis, we estimated Mincer’s (1974) semi logarithmic wage function for the French and Pakistani labour force data. This model is considered as a standard tool in order to estimate the relationship between earnings/wages and different contributory factors. Despite of its vide and extensive use, simple estimation of the Mincerian model is biased because of different econometric problems. The main sources of bias noted in the literature are endogeneity of schooling, measurement error, and sample selectivity. We have tackled the endogeneity and measurement error biases via instrumental variables two stage least squares approach for which we have proposed two new instrumental variables. The first instrumental variable is defined as "the average years of schooling in the family of the concerned individual" and the second instrumental variable is defined as "the average years of schooling in the country, of particular age group, of particular gender, at the particular time when an individual had joined the labour force". Schooling is found to be endogenous for the both countries. Comparing two said instruments we have selected second instrument to be more appropriate. We have applied the Heckman (1979) two-step procedure to eliminate possible sample selection bias which found to be significantly positive for the both countries which means that in the both countries, people who decided not to participate in labour force as wage worker would have earned less than participants if they had decided to work as wage earner. We have estimated a specification that tackled endogeneity and sample selectivity problems together as we found in respect to present literature relative scarcity of such studies all over the globe in general and absence of such studies for France and Pakistan, in particular. Differences in coefficients proved worth of such specification. We have also estimated model semi-parametrically, but contrary to general norm in the context of the Mincerian model, our semi-parametric estimation contained non-parametric component from first-stage schooling equation instead of non-parametric component from selection equation. For both countries, we have found parametric model to be more appropriate. We found errors to be heteroscedastic for the data from both countries and then applied adaptive estimation to control adverse effects of heteroscedasticity. Comparing simple and adaptive estimations, we prefer adaptive specification of parametric model for both countries. Finally, we have applied quantile regression on the selected model from mean regression. Quantile regression exposed that different explanatory factors influence differently in different parts of the wage distribution of the two countries. For both Pakistan and France, it would be the first study that corrected both sample selectivity and endogeneity in single specification in quantile regression framework

/pdf/estimation-of-the-mincerian-wage-model-addressing-its-3am5f5vg0i.pdf

Estimation of the mincerian wage model addressing its specification and different econometric issues

What Do Twins Studies Tell Us About the Economic Returns? A Comparison of Australian and US Findings

Estimation of the Mincerian Wage Model Addressing its Specication

In this paper, we provide an analytical review of previous estimates of the rate of return on schooling investments in France and measure how these estimates vary over time, with the nature of data and by estimation methods. Improving the Ashenfelter Harmon and Oosterbeek (1999) approach (denoted below AHO), we do not find evidence of reporting bias in the estimates. Furthermore, introducing possible “within study correlations” does not significantly affect the estimations. Nevertheless, we find that differences in returns by estimation methods still exist. Differences of specification in earning functions have also to be taken into account as well as the composition of sample (male/female, public/private sector). We also find that estimated returns have been decreasing in France since the end of the 60’ and suggest a “meta Phillips curve” effect as an explanation for the contrasted evolution of the return between France and the US.

/pdf/meta-analysis-of-the-return-of-schooling-comparing-french-1x4zgpslwy.pdf

Meta-analysis of the return of schooling: comparing French and US results to introduce short term vs long term returns

In this paper, we provide an analytical review of previous estimates of the rate of return on schooling investments in France and measure how these estimates vary over time, with the nature of data and by estimation methods. According to Ashenfelter Harmon and Oosterbeek (1999) approach (denoted below AHO), we do not find evidence of reporting bias in the estimates and, after taking due account of this bias, we find that differences in estimation methods still exist. Differences of specification in earning functions have also to be taken into account as well as the composition of sample (male/female, public/private sector). We also find that estimated returns have been decreasing in France since the end of the 60’ and suggest a “meta Phillips curve” as a challenging explanation for this evolution.

/pdf/the-return-of-schooling-a-review-of-estimates-with-tests-for-3f7wdgjl6j.pdf

Mouloud Tensaout

Papers

Meta-analysis of the return of schooling: comparing French and US results to introduce short term vs long term returns

The return of schooling: a review of estimates with tests for publication bias, trends, data and estimation methods