- Title Pages
- Introduction and Overview
- 1 Measuring Poverty
- 2 Understanding Prosperity and Poverty: Geography, Institutions, and the Reversal of Fortune
- 3 Colonialism, Inequality, and Long-Run Paths of Development
- 4 The Kuznets Curve: Yesterday and Tomorrow
- 5 New Growth Approach to Poverty Alleviation
- 6 Globalization and All That
- 7 The Global Economy and the Poor
- 8 The Role of Agriculture in Development
- 9 Fertility and Income
- 10 Fertility in Developing Countries
- 11 Corruption and Development
- 12 Ethnic Diversity and Poverty Reduction
- 13 Redistribution toward Low Incomes in Richer Countries
- 14 Transfers and Safety Nets in Poor Countries: Revisiting the Trade-Offs and Policy Options
- 15 Poverty Persistence and Design of Antipoverty Policies
- 16 Child Labor
- 17 Policy Dilemmas for Controlling Child Labor
- 18 The Primacy of Education
- 19 Public Goods and Economic Development
- 20 Intellectual Property and Health in Developing Countries
- 21 Public Policies to Stimulate Development of Vaccines for Neglected Diseases
- 22 Microinsurance: The Next Revolution?
- 23 Credit, Intermediation, and Poverty Reduction
- 24 Poor but Rational?
- 25 Better Choices to Reduce Poverty
- 26 Nonmarket Institutions
- 27 Racial Stigma: Toward a New Paradigm for Discrimination Theory
- 28 Aspirations, Poverty, and Economic Change
The Primacy of Education
The Primacy of Education
- (p.269) 18 The Primacy of Education
- Understanding Poverty
- Oxford University Press
Many economists believe that education is key to economic development. The first section of this essay highlights what is known about the role of education in three interrelated areas: income generation, health status, and fertility. It discusses reasons why measuring the impact of education is difficult, and presents the best current estimates for the effects of education in these important areas. In bringing education to people in the developing world, an understanding of which school inputs are most effective and at what levels of education is paramount. The second half of the essay discusses why little is known about which inputs are most effective, and contrasts different approaches to assessing the impact of school inputs. The essay concludes with a discussion of programs that promise to be more successful in helping governments and policy makers decide how best to invest in human capital.
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