Primary Schooling, Cognitive Skills and Wages in South Africa
Datos Bibliográficos
| ID | 9726121 |
|---|---|
| Autores | Peter Moll (autor de correspondencia), Peter G Moll |
| Año | 1998 |
| Volumen | 65 |
| Número | 258 |
| Páginas | 263-284 |
| Fecha de publicación | 1998-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Economica (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-0427 • E-ISSN: 1468-0335 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1468-0335.00127 |
| OpenAlex | W2004562509 |
| Idioma | EN |
| Citas recibidas | 18 |
| Referencias citadas | 10 |
Using a fairly rich data set from South Africa, the paper finds that, despite the sobriquet ‘gutter education’, the African schooling systems help to create cognitive skills, and these skills are a determinant of wage levels. Various robust estimators are used but the influential outlier problem does not turn out to be serious. Computational skills appear to be more important than comprehension skills in influencing wages. The African primary schooling system was an extremely poor generator of computational skill, the seven‐year course raising the computational test score by 13%, if that. A policy implication is that productivity could be raised by certain near‐costless reallocations of resources in favour of mathematical learning
Cognition · Cognitive skill · Comprehension · Economic growth · Economics · Labour economics · Mathematics education · Outlier · Productivity · Set (abstract data type) · Wage · Artificial Intelligence · Computer Science · Labor market dynamics and wage inequality · Poverty, Education, and Child Welfare · Psychology · School Choice and Performance
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| Obras citantes distintas | 18 |
|---|---|
| Citas por año | 0,64 |
| Intervalo de citas | 1998 - 2025 (28) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 12 |