The University of Southampton
University of Southampton Institutional Repository

Schooling and distortions in a vintage capital model

Schooling and distortions in a vintage capital model
Schooling and distortions in a vintage capital model
This paper integrates the analysis of choices on education and on technology adoption to study international economic disparities. Two candidate explanations are considered: differences in distortions that affect the cost of technology adoption and differences in the effectiveness of schools. The implications of these two factors for differences in output per capita, educational attainment, and the age of technologies across-countries are assessed in a vintage capital model with technology-specific learning-by-doing. Predictions are obtained for a parameterized economy that matches US aggregate observations and evidence on learning. Differences in investment distortions produce plausible correlations only if the major role of education is to improve the ability to learn technologies. On the other hand, differences in school effectiveness produce plausible results only if the role of education is to provide a productive ability that is independent of learning.
30
University of Southampton
Mateos-Planas, Xavier
444f69bb-2ab3-4f56-be17-3f286f7700da
Mateos-Planas, Xavier
444f69bb-2ab3-4f56-be17-3f286f7700da

Mateos-Planas, Xavier (2000) Schooling and distortions in a vintage capital model Southampton, UK. University of Southampton 41pp. (Discussion Papers in Economics and Econometrics, 30)

Record type: Monograph (Working Paper)

Abstract

This paper integrates the analysis of choices on education and on technology adoption to study international economic disparities. Two candidate explanations are considered: differences in distortions that affect the cost of technology adoption and differences in the effectiveness of schools. The implications of these two factors for differences in output per capita, educational attainment, and the age of technologies across-countries are assessed in a vintage capital model with technology-specific learning-by-doing. Predictions are obtained for a parameterized economy that matches US aggregate observations and evidence on learning. Differences in investment distortions produce plausible correlations only if the major role of education is to improve the ability to learn technologies. On the other hand, differences in school effectiveness produce plausible results only if the role of education is to provide a productive ability that is independent of learning.

Text
0030.pdf - Other
Download (219kB)

More information

Published date: 2000

Identifiers

Local EPrints ID: 33128
URI: https://eprints.soton.ac.uk/id/eprint/33128
PURE UUID: 0c249706-9018-4e0a-b8ad-f231328d9ca4

Catalogue record

Date deposited: 18 Jul 2006
Last modified: 13 Jun 2018 16:31

Export record

Contributors

Author: Xavier Mateos-Planas

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×