Education, growth and income inequality

Estimates of the e¤ect of education on GDP (the social return to education)have been hard to reconcile with micro evidence on the private return. We present a simple explanation that combines two ideas: imperfect substitution between worker types and endogenous skill biased technological progress. When types of workers are imperfect substitutes, the supply of human capital is negatively related to its return, and a higher education level compresses wage di¤erentials. We use cross-country panel data on income inequality to estimate the private return and GDP data to estimate the social return. The results show that the private return falls by 2 percentage points when the average education level increases by a year, which is consistent with Katz and Murphy's [1992] estimate of the elasticity of substitution between worker types. We find no evidence for dynamics in the private return, and certainly not for a reversal of the negative e¤ect as described in Acemoglu [2002]. The short run social return equals the private return.

Evaluation of Remediation Recommendations: Stakeholder Workshop 3 Ribeira Seca - Cape Verde

In Cape Verde, the low soil cover and inadequate practices on rain fed agricultural lands constitute major problems related to desertification. To the fragility of the land associates severe water erosion, causing tons of land to be washed away from the fields every year during the rainy season. Therefore, the aim in the scope of combating desertification is to provide a certain degree of permanent soil cover to serve as shield for the impact of rain. During the selection workshop several technologies, all related to vegetative cover either as strips or surface cover were discussed. Only two technologies were selected: vegetation strip with pigeon pea and afforestation with fruit trees.  Technology 1: Pigeon pea (cajanus cajan) barriers/strips. It consists in planting seeds of pigeon pea, a leguminous perennial shrub that has dual purpose of protecting the soil and feed people. It is planted in association with maize crop. After the maize is harvested, the soil remains with some degree of cover. Though the objective was to plant as strip barriers, six meters apart, most farmers planted it as surface cover.  Technology 2: Afforestation with fruit trees. It consists in the plantation of different fruit tree species in humid areas to provide both soil cover and feed for farmers. Since fruit trees require several years to provide effective cover, and though it was implemented in some areas, it was not evaluated during the project’s period.

Evaluation of Remediation Recommendations: Stakeholder Workshop 3 Ribeira Seca - Cape Verde

In Cape Verde, the low soil cover and inadequate practices on rain fed agricultural lands constitute major problems related to desertification. To the fragility of the land associates severe water erosion, causing tons of land to be washed away from the fields every year during the rainy season. Therefore, the aim in the scope of combating desertification is to provide a certain degree of permanent soil cover to serve as shield for the impact of rain. During the selection workshop several technologies, all related to vegetative cover either as strips or surface cover were discussed. Only two technologies were selected: vegetation strip with pigeon pea and afforestation with fruit trees.  Technology 1: Pigeon pea (cajanus cajan) barriers/strips. It consists in planting seeds of pigeon pea, a leguminous perennial shrub that has dual purpose of protecting the soil and feed people. It is planted in association with maize crop. After the maize is harvested, the soil remains with some degree of cover. Though the objective was to plant as strip barriers, six meters apart, most farmers planted it as surface cover.  Technology 2: Afforestation with fruit trees. It consists in the plantation of different fruit tree species in humid areas to provide both soil cover and feed for farmers. Since fruit trees require several years to provide effective cover, and though it was implemented in some areas, it was not evaluated during the project’s period.

Report on the Iowa Department of Education for the year ended June 30, 2007

Report on the Iowa Department of Education for the year ended June 30, 2007

Workshop: Capacity building for national public health advocacy: case studies from national associations

The first statement of the EUPHA on the Future of Public Health in Europe refers to the need for going 'to policymakers, politicians and practitioners in all sectors of society and advise them on how to promote public health throughout society'. WHO-EURO Director General Marc Danzon, quoted in the second EUPHA statement on the responsibility of policy makers indicates that 'learning is not systematically applied in health policy development in our continent'. Statement 3 calls for the integration of public health into the political agenda in all sectors. The first EUPHA president, Louise Gunning-Schepers, quoted in Statement 10 called on EUPHA to become 'a powerful advocate of the public health community'. In addition to the above, the EU is now actively seeking ways to build capacity to implement its health strategy. Learning and building the capacity to achieve our aims The aims and objectives to promote the public's health as reflected in EUPHA's 10 statements are also mirrored in the national public health associations. However, many of EUPHA's national associations have little or limited experience in promoting public health policy at the national level. To assist in the learning of advocacy for public health policies, case studies presenting experiences of national public health organizations in lobbying for national public health policy will be presented and discussed. In addition to sharing experiences, the presentations will identify successful approaches to public health advocacy as well as lessons learned from unsuccessful attempts.

Iowa Department of Education Performance Plan, FY 2009

Agency Performance Plan, Iowa Department of Education

Department of Education, Iowa Vocational Rehabilitation Services Performance Plan, FY 2009

Agency Performance Plan, Department of Education, Iowa Vocational Rehabilitation Services

How different are returns to education? Evidence from German school choices

This study presents estimates of returns to post-secondary educationand wage differentials among graduates fromdifferent secondary schoolsin Germany. I use an empirical model that captures the basic features ofthe German education system. It controls for selection into post-secondaryeducation and treats latter as endogenous in the wage equation. Myresults show that OLS estimates are severely biased. The direction ofthe bias depends on the secondary school type. Annual returns topost-secondary education differ significantly: they are eight timeshigher for graduates from the highest secondary school than for graduatesfrom the lowest secondary school.

Iowa Department of Education Strategic Plan, 2008

This report outlines the strategic plan for Iowa Department of Education, goals and mission.

Audit report on the Iowa Federal Family Education Loan Program Division, a Division of the Iowa College Student Aid Commission, for the year ended June 30, 2008

Audit report on the Iowa Federal Family Education Loan Program Division, a Division of the Iowa College Student Aid Commission, for the year ended June 30, 2008