Abstract
Besides enrichment at personal level entailed by the increase in the cognitive and intellectual levels of the person associated with education, a large number of studies have verified the greater the human capital of a person, the greater is his employability, his participation in the labour market, his functional and geographical mobility and, thereby, his productivity. This results in higher wages and less likelihood of unemployment for individuals with more schooling. From the social point of view, the accumulation of resources associated to higher educational attainment levels permits societies to make sustained progress towards higher levels of welfare. It makes possible to adapt to globalised environments, which are progressively changing and specialise more rapidly and less traumatically in the more productive sectors. The industries which grow faster and create more added value are precisely the most intensive as regards human capital. In recent decades, Spanish society has undergone substantial transformations. Attention is usually drawn to the important political and economic transformations. However, we must not forget other areas where Spanish society has made important progress, such as the improvements in education. It is true that this progress is the direct consequence of the economic and social progress of the country, but it is also true that the improvements in education has been one of the factors which has promoted this social and economic progress. Naturally, to a large extent, these improvements are the combined result of the decisions of the families and the efforts made by them in this area. However, the education policies laid down throughout recent decades by the national and regional governments in this area have also been decisive.
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Notes
- 1.
See Pastor et al. (2007).
- 2.
Usually defined as hourly wage.
- 3.
When the number of years a person has dedicated to education is not available, the variable s is an imputation of the years legally required to obtain the level of education declared by the person.
- 4.
Unless sufficiently detailed data on the periods of employment and unemployment of the persons is available, the variable used is the potential experience, which is usually defined as Exp= Age–s-6.
- 5.
The sample corresponding to 1995 does not include education, health care and community and personal services.
- 6.
See Pastor et al. (2007) for more detailed information.
- 7.
A question which is repeatedly asked in the literature on returns to education is that concerning the potential endogenous nature of education. As a first approximation, it may be thought that the more capable persons are those who study longer so that the estimated “β” coefficient expressing the return to education shows an upward bias due to the correlation between the non-observable innate ability and years of education. Other authors as well as most of the empirical literature, nevertheless, justify a negative bias. By using data from the 2005 Survey of Living Conditions, the estimation by OLS of a Mincerian equation offers an average return of the equation amounting to 7.2%. When this same equation is estimated by Instrumental Variables using the number of years of education of parents as an instrument of years of education, the estimated return to education increases to 9.8% (See Raymond, Roig and Gómez (2009)). These results are in line with the literature on the subject which suggests a potential underestiamtion of the return to education when estimated by OLS.
References
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Harmon, C., Walker, I., & Westergaard-Nielsen, N. (2001). Education and Earnings in Europe: A Cross-country Analysis of the Returns to Education. Cheltenham, U.K: Edward Elgar.
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Pastor, J. M., Raymond J. L., Roig J. L., & Serrano J. L. (2007). El rendimiento del capital humano en España. Valencia: Fundación Bancaja.
Raymond, J.L., Roig, J.L. and Gomez, L. (2009). “Rendimientos de la educación en España y movilidad intergeneracional” in: Papeles de Economía Española, 119, pp. 188–205.
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Pastor, J.M., Raymond, J.L., Roig, J.L., Serrano, L. (2009). Supply and Use of Human Capital in the Spanish Regions. In: Cuadrado-Roura, J. (eds) Regional Policy, Economic Growth and Convergence. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-02178-7_10
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