Income and bargaining effects on education and health

In this paper, we examine the impacts of the reform in the rural pension system in Brazil in 1991 on schooling and health indicators. In addition, we use the reform to investigate the validity of the unitary model of household allocation by testing if there were uneven impacts on those indicators depending on the gender of the recipient. The main conclusion of the paper is that the reform had significantly positive effects on the outcomes of interest, especially on those co-residing with a male pensioner, indicating that the unitary model is not a well-specified framework to understand family allocation decisions. The highest impacts were on school attendance for boys, literacy for girls and illness for middle-age people. We explore a collective model as defined by Chiappori (1992) as one possible alternative representation for the decision-making process of the poor rural Brazilian families. In the cooperative Nash equilibrium, the reform effects can be divided into two pieces: a direct income effect and bargaining power effect. The data support the existence of these two different effects

Defining student participation and empowerment in higher education

Customer participation has been studied for decades; however, it gained a postmodern perspective around the year 2000. Customers have become co-creators of personalized experiences, moving from the audience to the stage. In the educational context, students must take responsibility for their learning process and participate in the production of the service. This changing is providing opportunities and challenges for higher education institutions (HEIs) to redefine their relationship with stakeholders, especially with students. This study is based on the service dominant logic (SDL) perspective because students are assumed to take the role of co-creators of knowledge in the educational setting. The research uses adapted frameworks and concepts applied in organizational, knowledge-intensive business services (KIBS) and also medical studies to advance the understanding of value co-creation in the HEI context. The current study addresses a lack of research in the higher education context focusing on defining students’ participation and students’ empowerment in higher education context. An empirical investigation was developed with traditional schools in Brazil. This investigation allowed the description of the constructs in the specific context. The description of student participation in HEIs context reflects the relevance of three dimensions – information sharing, personal interaction and responsible behavior. In the Brazilian context, responsible behavior is the weakest dimension in the construct, because the responsibilities are unbalanced between students and professors. The main reasons identified for this unbalanced relation were cultural issues and local regulation. Student empowerment was described as composed by four dimensions – meaningfulness, competence, impact and choice; however, one of them – choice – was identified as the weakest dimension, facing cultural and bureaucratic barriers for implementation in the Brazilian educational context. Moreover, interviewees spontaneously cited the idea of trust in the faculty as an important antecedent of student participation that must be considered when analyzing student participation and empowerment mechanisms. An additional contribution was the proposal of a theory-based framework for understanding the service dominant logic perspective in the HEI context, in which student participation and student empowerment were explored as mechanisms leading to positive student behavior toward institution.

The effects of longevity and distortions on education and retirement

This article studies the impact of longevity and taxation on life-cycle decisions and long-run income. Individuals allocate optimally their total lifetime between education, working and retirement. They also decide at each moment how much to save or consume out of their income, and after entering the labor market how to divide their time between labor and leisure. The model incorporates experience-earnings profiles and the return-to-education function that follows evidence from the labor literature. In this setup, increases in longevity raises the investment in education - time in school - and retirement. The model is calibrated to the U.S. and is able to reproduce observed schooling levels and the increase in retirement, as the evidence shows. Simulations show that a country equal to the U.S. but with 20% smaller longevity will be 25% poorer. In this economy, labor taxes have a strong impact on the per capita income, as it decreases labor effort, time at school and retirement age, in addition to the general equilibrium impact on physical capital. We conclude that life-cycle effects are relevant in analyzing the aggregate outcome of taxation.

Equity and Efficiency in Education: motivations and targets

The recently released "Educational PAC" attempts to place basic education at the center of the social debate. We have subsidized this debate, offering a diagnosis of how different education levels can impact individuals' lives through broad and easily interpreted indicators. Initially, we analyze how much each educational level reaches the poorest population. For example, how are those in the bottom strata of income distribution benefited by childcare centers, private secondary education, public university or adult education. The next step is to quantify the return of educational actions, such as their effects on employability and an individual's wages, and even health as perceived by the individual, be that individual poor, middle class or elite. The next part of the research presents evidence of how the main characters in education, aka mothers, fathers and children, regard education. The site available with the research presents a broad, user-friendly database, which will allow interested parties to answer their own questions relative to why people do not attend school, the time spent in the educational system and returns to education, which can all be cross-sectioned with a wide array of socio-demographic attributes (gender, income, etc.) and school characteristics (is it public, are school meals offered, etc.) to find answers to: why do young adults of a certain age not attend school? Why do they miss classes? How long is the school day? Aside from the whys and hows of teaching, the research calculates the amount of time spent in school, resulting from a combination between absence rates, evasion raters and length of the school day. The study presents ranks of indicators referring to objective and subjective aspects of education, such as the discussion of the advantages and care in establishing performance based incentives that aim at guiding the states in the race for better educational indicators.