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Essays on education investment, inco...

Lin, Tin-Chun.

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Essays on education investment, income inequality and economic growth.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Essays on education investment, income inequality and economic growth./
Author:	Lin, Tin-Chun.
Description:	116 p.
Notes:	Adviser: Eric Bond.
Contained By:	Dissertation Abstracts International62-07A.
Subject:	Economics, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3020491
ISBN:	0493321713

Essays on education investment, income inequality and economic growth.
Lin, Tin-Chun.

Essays on education investment, income inequality and economic growth. - 116 p.

Adviser: Eric Bond.

Thesis (Ph.D.)--The Pennsylvania State University, 2001.

The main purpose of this thesis is to learn the relationship among education, productivity, income distribution and economic growth, as well as to link the structure of the educational system to the economic and social character of the society. Therefore, two self-contained essays are discussed in this thesis.

ISBN: 0493321713Subjects--Topical Terms:

1017424
Economics, General.

Essays on education investment, income inequality and economic growth.
LDR:04178nam 2200313 a 45 001 933770
005 20110506
008 110506s2001 eng d
020 $a 0493321713
035 $a (UnM)AAI3020491
035 $a AAI3020491
040 $a UnM $c UnM
100 1 $a Lin, Tin-Chun. $3 1257501
245 1 0 $a Essays on education investment, income inequality and economic growth.
300 $a 116 p.
500 $a Adviser: Eric Bond.
500 $a Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2496.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2001.
520 $a The main purpose of this thesis is to learn the relationship among education, productivity, income distribution and economic growth, as well as to link the structure of the educational system to the economic and social character of the society. Therefore, two self-contained essays are discussed in this thesis.
520 $a The first essay, which is presented in chapter two, examines the equilibrium levels of public and private education in a model where public and private education can exist at the same time. Majority voting determines the level of funding for public education, and high income households may choose to purchase private education if the level of public funding is too low. Recently, several studies have applied endogenous growth models to examine the impact of public educational policies on growth, income inequality and welfare. I modify the model of Glomm and Ravikumar (1992) and extend their work. Three differences exist between my model and their model: preferences, technologies and a mixed equilibrium. As an extension, I develop a regime where public and private education coexist, and determine a threshold level of human capital to endogenize the choice of education. Consequently, I show that there is no possibility for collapse of the public education system; however, the private education system will collapse in the long-run if human capital grows faster in the public education sector than in the private education sector. In addition, I find that income inequality declines over time, and a heterogeneous economy becomes a homogeneous society in the long-run. As long as there exists income convergence in an economy, there exists a balanced growth path in the long-run.
520 $a The second essay, which is presented in chapter three, investigates the effects of investment in education and the role of technical progress on economic growth in Taiwan over the period of 1964–2000. A complementarity test is also provided in the study. A number of recent studies have examined the effects of education on economic growth either theoretically or empirically, such as Tallman and Wang (1994). For this reason, I do not only modify their empirical model, but also extend the work. Most importantly, I apply a general form of a structural earnings function to a measure of human capital and use a transcendental production function in the model. Hence, the educational variable is measured as the average number of years of formal education per person of the labor force. Moreover, I decompose the economic growth in Taiwan during the period of 1965–2000 into its proximate sources and obtain the percentage of distribution for technical progress, capital, labor and education. As a result, I find that education provides a positive and significant effect on output growth in Taiwan, but the role of technical progress does not appear to be extraordinarily important. In addition, a further study and explorations are supplied to investigate whether capital and education are complements. Similarly, I investigate whether education and technical progress are also complements. However, I find that there is no significant relationship between physical capital and education as well as between education and technical progress.
590 $a School code: 0176.
650 4 $a Economics, General. $3 1017424
650 4 $a Economics, Theory. $3 1017575
650 4 $a Education, Sociology of. $3 626654
690 $a 0340
690 $a 0501
690 $a 0511
710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 62-07A.
790 $a 0176
790 1 0 $a Bond, Eric, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3020491