Check nearby libraries
Buy this book
![Loading indicator](/images/ajax-loader-bar.gif)
"This paper argues that skill formation is a life-cycle process and develops the implications of this insight for Scottish social policy. Families are major producers of skills, and a successful policy needs to promote effective families and to supplement failing ones. We present evidence that early disadvantages produce severe later disadvantages that are hard to remedy. We also show that cognitive ability is not the only determinant of education, labor market outcomes and pathological behavior like crime. Abilities differ in their malleability over the life-cycle, with noncognitive skills being more malleable at later ages. This has important implications for the design of policy. The gaps in skills and abilities open up early, and schooling merely widens them. Additional university tuition subsidies or improvements in school quality are not warranted by Scottish evidence. Company-sponsored job training yields a higher return for the most able and so this form of investment will exacerbate the gaps it is intended to close. For the same reason, public job training is not likely to help adult workers whose skills are rendered obsolete by skill-biased technological change. Targeted early interventions, however, have proven to be very effective in compensating for the effect of neglect"--National Bureau of Economic Research web site.
Check nearby libraries
Buy this book
![Loading indicator](/images/ajax-loader-bar.gif)
Subjects
Early childhood education, Economic aspects of Early childhood education, Economic aspects of Education, Education, Effect of education on, Government policy, Human capital, Income, Influence of age on Ability, Skilled labor, Social aspects of Income, Social aspects of Wages, WagesPlaces
ScotlandShowing 2 featured editions. View all 2 editions?
Edition | Availability |
---|---|
1 |
aaaa
Libraries near you:
WorldCat
|
2
Allander series: skill policies for scotland
2005, National Bureau of Economic Research
Electronic resource
in English
|
zzzz
|
Book Details
Edition Notes
"January 2005."
Includes bibliographical references (p. 35-44).
Also available in PDF from the NBER world wide web site (www.nber.org).
The Physical Object
ID Numbers
Work Description
"This paper argues that skill formation is a life-cycle process and develops the implications of this insight for Scottish social policy. Families are major producers of skills, and a successful policy needs to promote effective families and to supplement failing ones. We present evidence that early disadvantages produce severe later disadvantages that are hard to remedy. We also show that cognitive ability is not the only determinant of education, labor market outcomes and pathological behavior like crime. Abilities differ in their malleability over the life-cycle, with noncognitive skills being more malleable at later ages. This has important implications for the design of policy. The gaps in skills and abilities open up early, and schooling merely widens them. Additional university tuition subsidies or improvements in school quality are not warranted by Scottish evidence. Company-sponsored job training yields a higher return for the most able and so this form of investment will exacerbate the gaps it is intended to close. For the same reason, public job training is not likely to help adult workers whose skills are rendered obsolete by skill-biased technological change. Targeted early interventions, however, have proven to be very effective in compensating for the effect of neglect"--National Bureau of Economic Research web site.
Community Reviews (0)
Feedback?History
- Created September 29, 2008
- 3 revisions
Wikipedia citation
×CloseCopy and paste this code into your Wikipedia page. Need help?
December 15, 2009 | Edited by WorkBot | link works |
April 25, 2009 | Edited by ImportBot | add OCLC number |
September 29, 2008 | Created by ImportBot | Imported from Oregon Libraries MARC record |