The paper presents the GAMEO model. It is a dynamic microsimulation model which aims at analyse educational output. It develops a generational approach and put the stress on the ditribution of educational output differentiated by type an level of degree.

Many OECD countries are aiming to reform their tertiary education (TE) systems. This work explores the determinants of the investment in TE, with a focus on institutional setting of TE systems and private incentives to undertake years of schooling beyond upper-secondary degree level. For this...

Differences between men and women in non-cognitive skills could be the reason why the gender gap closing didn’t improve since the middle of the nineties. To investigate this issue in the case of France we used the "Génération 1998 à 10 ans" database conducted by the Céreq. This survey...

A phenomenon clearly distinguishes men from women as regards work places: absenteeism. The current literature establishes as an unquestionable fact that women are more absent from work then men. To explain the discrepancies between men and women absenteeism rate, some researchers highlight...

Using data covering three successive generations of Malagasy people, we construct a new semi- parametric estimator of the effect of parental income on the decision to send children to school. We propose new tests of simultaneity and hereditary biases affecting the usual estimates of this effect....

L'enseignement supérieur subit une profonde mutation, comment va-t-il subir le choc de l'harmonisation et de la mondialisation des diplômes ? Deux universitaires réputés, un mathématicien et un économiste, s'expriment sur la question et les réformes nécessaires.

The average voting procedure reflects the weighted average of expressed opinions in [0,1]. Participants typically behave strategically. We evaluate the discrepancy between the average taste and the average vote. If the population is sufficiently large, it is possible to construct approximations...

The importance of family solidarity networks is routinely cited in the literature to explain why the relationship between number of children and schooling in sub-Saharan Africa does not follow the predicted theoretical pattern. The dilemma between "quantity" and "quality" of children may be less...