Page 14 - Education for Development:George Psacharopoulos University of Illinois at Urbana-Champaign, USA

12 ᐿ࿲ၾආӉj઺ԃٙɢඎ

standard deviation advantage in test scores is associated with a 2.6 percentage

points higher per capita income growth rate. Hanushek et al. (2015) report that
differences in human capital account for 20-35 percent of variation in per-capita
income among states, with roughly even contributions by school attainment and

cognitive skills.

Equity

There are four main equity dimensions related to the role of education for
inclusive growth and development:

• Access to schools
• Learning in school
• Distributive incidence, i.e., who pays and who benefits from public

education financing
• Income distribution
Based on data from 114 countries in the 1985 to 2005 period, one extra

year of schooling is associated with a reduction of the Gini income inequality
coefficient by 1.4 points (on the Word Bank scale the Gini ranges from 0-100).
Gylfason and Zoega (2003) report a significantly negative relationship between

secondary school enrollment and income inequality, the latter measured by the
Gini coefficient. The reduction of inequality can greatly reduce the number of
households in poverty (van der Hoeven, 2000).

Another equity dimension is the distributive incidence of education
subsidies, or who really pays and who really benefits from public education
expenditure. Hansen and Weisbrod (1969) were the first to find that public

financing of education is regressive, i.e. the poor through their taxes pay for the
education of the rich. This finding has been replicated in many countries (Yang,