We address the impact of education upon wage inequality by drawing on evidence from fifteen European countries, during a period ranging between 1980 and 1995. We focus on within-educational-levels wage inequality by estimating quantile regressions of Mincer equations and analysing the...

Is there a reward for basic skills in the German labor market? To answer this question, we examine the relationship between literacy, numeracy and monthly gross earnings of full-time employed workers. We use data from the ALWA survey, augmented by test scores on basic cognitive skills as well as...

Despite the lower quality of education provided Africans compared with whites in South Africa, the percentage wage gains associated with additional years of primary, secondary, and higher education are substantially larger for Africans than for whites in 1993, and they increase for both race...

Studying twelve countries over 30 years, we examine whether women's educational expansion has translated into a closing gender earnings gap. As educational attainment is cohortdependent, an Age-Period-Cohort analysis is most appropriate in our view. Using the Luxembourg Income Study (LIS) data,...

The research on educational inequality plays an essential role in characterizing the fairness and effectiveness of educational systems, and monitoring and evaluating processes of educational development. This paper introduces a new quinquennial data set of educational inequality of 146...

This paper provides evidence on the nature of returns to education in Ghana and confirms the emerging empirical literature on the convexity of returns to education in Ghana. Using a basic Mincerian, model we find that returns to education more than triples from primary to secondary level or...

This chapter analyzes the international evidence on the relationship between educational wage premia and the distribution of personal labor earnings. The aim is to review what is known about the contribution of differences in relative wages across schooling levels to the degree of variability,...

In 1966 the minimum school-leaving age was increased from 14 to 15 years in Poland. This was a result of extending the primary school education from 7 to 8 years. At the same time, the reform did not affect the education system at post-primary levels, that is the system of secondary and higher...

Using information on family background, we estimate returns to education, allowing for the heterogeneity of returns. In order to control for the unobserved heterogeneity shared by family members, we construct a siblings sample and employ family fixed-effects and family correlated random-effects...

The economic returns to education in transition countries have been extensively evaluated in the literature. The present study contributes to this literature by estimating the returns to education in Georgia during the last transition period 2000-04. We find very low returns to education in...