This paper attempts to bridge the gap between previous cross-national work estimating rates of return to education and the current trend toward examining rates over time. Changes in the returns to education in the 1980s over five countries were driven by different forces across the countries.

This paper investigates the relationship between educational attainment and earnings inequality in eight nations using the Luxembourg Income Study (LIS) database. Although the results should be considered exploratory rather than definitive until verified and qualified by more detailed...

Long-term public sector sponsored training programs often show little or negative short-run employment effects and often it is not possible to assess whether positive long-run effects exist. Based on unique administrative data, this paper estimates the longrun differential employment effects of...

This study evaluates and compares the effectiveness of two alternative training schemes for the unemployed: short, job-search oriented training and long, human capital oriented training. We investigate the impact dynamics of these programs considering both unemployment and employment duration....

This paper investigates how precisely short-term, job-search oriented training programs as opposed to long-term, human capital intensive training programs work. We evaluate and compare their effects on time until job entry, stability of employment, and earnings. Further, we examine the...

This paper investigates how precisely short-term, job-search oriented training programs as opposed to long-term, human capital intensive training programs work. We evaluate and compare their effects on time until job entry, stability of employment, and earnings. Further, we examine the...

Institutional Frameworks and Labor Market Performance produces an in-depth analysis of the functioning of various labor market institutions in both the USA and Germany. Particular emphasis is given to the substantial differences between the US and Germany in the ways important areas are...