Education and Economic Development
Education and Economic Development
111 Payne Hall
Tuesday and Thursday 1 – 2:25 PM
Human and Organizational Development
HOD 2430-1
Spring Semester, 2010
Stephen P. Heyneman
Professor
International Education Policy
Department of Leadership and Organizations
Box 514 Peabody Campus
Payne 205 B
Nashville, Tennessee 37203
Tel: 615 322 – 1169
Cell: 615 406 – 0287
Email: s.heyneman@vanderbilt.edu
Office hours: by appointment
Teaching assistants:
Jonathan Stern, Department of Leadership, Policy and Organizations
Jonathan.m.stern@vanderbilt.edu
Jeongwoo Lee, Department of Leadership, Policy and Organizations
Jeongwoo.lee@vanderbilt.edu
Background
For fifty years the predominant language of development has been that of economics and economic policy. Within that, one important emphasis has been on the degree to which human capital has been able to contribute to individual productivity and national growth, to occupational mobility and the equality of income.
However, the theories on which human capital assumptions are based have evolved over time, and have been the subject of controversy. This course will survey a range of those issues, keeping in mind the tradeoff in understanding between breadth and depth.
The course will cover different methods to answer questions of how much a society should invest in education. It will cover the debates over one versus another method and the views about whether these methods tended to “distort” investment policies and strategies. The economics of basic and higher education will be included, as well as costs, finance, and internal efficiency. Policies and experiments in education reform will be examined throughout the semester. At the end of the course there will be a discussion of the shift from human capital models to models of social capital, and what this implies for the future.
Designed as a survey of issues, students will become familiar with the different views over investing in education, the methods to evaluate the effectiveness of those investments, and the analytic trends within international agencies and national governments when education investments are rationalized.
Class Methodology
Classes will combine lecture, discussion and group presentations. Students are expected to contribute to class discussions by sharing their understanding of the readings, and by responding to questions set for debate. Students will take the lead in many classes by framing the discussion of readings or presenting cases for discussion. Students will learn how to use household survey data to evaluate the benefits and costs of education and to inform the policy debate.
All readings for the course will be posted electronically through Blackboard.
Undergraduate Requirements
Student Assessment % of Final Grade
Midterm examination 30
Final examination 30
Group paper/presentation 30
Classroom participation 10
The midterm will be given on March 4th and will cover the first half of the course.
The final exam will be due on our scheduled final exam date in May and will cover the second half of the course.
Class attendance is required. Recognition will be given for those whose class participation is excellent.
Paper/presentation
On the first day after the class roll is final, the class will be divided into topic groups. Each group will be assigned a topic and a date for presentation of that topic. The group is expected to (i) research the issue, (ii) prepare a one-paragraph abstract of the research, (iii) prepare a bibliography that includes all of the sources used in the research, and (iv) make a presentation to the class on the date specified. The presentation should be no longer than 20 minutes.
Members of the group are expected to contribute equally to this assignment. However, each will be asked to make a contribution in terms of research, editing, graphics and oral presentation. Students who try to free ride on the work of a teammate will receive a lower grade than other team members. Presentations should not be confined to the United States, but should draw on international experience.
Honor Code
We support the Undergraduate and the Graduate Honor Codes. Students are expected to do their own work on all assignments. Any evidence of cheating on exams, the paper, or other assignments will be reported to the Honor Council. Cheating includes but is not limited to copying the exams or assignments of other students, plagiarism, and having others write your paper for you. You may work with persons in your group on your group assignments. You may not receive help from former students or other persons in the class on these assignments.
Syllabus Summary
Tuesday Thursday
Session 1 January 13th
Introduction
Sessions 2/3 January 19th January 21st.
Human Capital Human Capital
Sessions 4/5 January 26th January 28th.
Gender Equity (?) Education Finance
Sessions 6/7 February 2nd. February 4th.
Education Finance Poverty and Learning
Sessions 8/9 February 9th. February 11th.
When Models become Monopolies: Education Policy and the World Bank
Sessions 10/11 February 16th. February 18th.
Ed. and Social Cohesion Ed. and Corruption
Sessions 12/13 February 23rd. February 25th.
Ed. and Foreign Aid International Trade in Ed.
Sessions 14/15 March 2nd. March 4th.
Film Being Damaris Midterm
Sessions 16/17 March 16th. March 17th.
Higher Ed. Competition Ed. Role of Government
Session 18/19 March 23rd. March 25th.
Ed. in the former USSR Obama’s Ed. Policies
Session 20/21 March 30th. April 1st.
Topic 1: Voc vs. academic Ed. Topic 2: Merit or Need-based Aid
Session 22/23 April 6th. April 8th.
Topic: 3: school choice? Topic 4: Mother tongue instruction?
Session 24/25 April 13th. April 15th.
Topic 5: Should schools teach nationalism? Topic 6: International students= brain drain?
Session 26/27 April 20th. April 22nd.
Topic 7: Does Money Matter? Topic 8: Ed. Investments.: 4 year olds or 18 year olds?
Session 28 April 27th.
Course summary
Syllabus
Session 1: Thursday, January 14
Course Introduction
Session 2: Tuesday, January 19th and Session 3 Thursday, January 21st.
Human Capital
Required Reading
Psacharopoulos, George and Woodhall, Maureen.1985. Education for development: An analysis of investment choices. New York: Oxford University Press, pp. 72-104; 166-184.
Solomon, L.C. 1987. The range of educational benefits. In, Economics of education research and studies, ed. George Psacharopoulos, 83-93. London: Pergamon Press.
Schultz, Theodore W. 1971. Investment in human capital. In Education and the economics of human capital, ed. Ronald Wykstra, 23-41. New York: The Free Press.
Recommended Reading
Duflo, Esther. 2006. Poor but rational? In Understanding poverty, ed. Abhijit V. Banerjee, Roland Bénabou, and Dilip Mookherjee, 367-379. New York: Oxford University Press.
Psacharopoulos, George. 2004. Returns to investment in education: A further update. Education Economics 12: 111-124.
Rosenzweig, Mark R. 1996. When investing in education matters and when it does not. Challenge March/April: 22-29.
Becker, Gary S. 1993. Human capital: A theoretical and empirical analysis, Third Edition. Chicago,IL: University of Chicago Press. [Parts I and II]
Schultz, Theodore W. 1979. Autobiography.
.
Schultz, Theodore W. 1979. Nobel Prize Acceptance Speech.
.
Alkire, Sabina. 2002. Valuing freedoms: Sen’s capabilities approach and poverty reduction Oxford, UK: Oxford University Press.
Sen, Amartya. 1999. Development as freedom. New York: Anchor Books.
Vollman, William T. 2007. Poor people. New York: Harper-Collins Publishers. [selected case studies]
Hanushek, Eric and Ludger Woessmann. 2007. The role of education quality for economic growth. World Bank Policy Research Working Paper #4122. Washington, DC: The World Bank.
World Bank. 1993. The East Asian miracle. Washington, DC: The World Bank. (pp.43-69)
Krugman, Paul. 1994. The myth of Asia’s miracle. Foreign Affairs 73: 62-77.
Oketch, Moses O. 2006. Determinants of human capital formation and economic growth of African countries. Economics of Education Review 25(5): 554-564.
Pritchett, Lant. 2006. Does learning to add up add up? The returns to schooling in aggregate data. In, The handbook of the economics of education, ed. Erik Hanushek and Finis Welch, 635-692. Amsterdam: Elsevier.
Wang, Yan and Yudong Yao. 2001. Sources of China’s economic growth, 1952-1999: Incorporating human capital accumulation. Washington, DC: The World Bank.
Session 4: Tuesday January 26th. Gender Equity
(Kathryn Anderson)
Required Reading:
Alderman, Harold and Elizabeth M. King. 1998. Gender differences in parental investment in education. Structural Change and Economic Dynamics 9(4): 453-468.
Schultz, T. Paul. 1998. Returns to women’s education. In Women’s education in developing countries: Barriers, benefits, and policies, ed. Elizabeth M. King and M. Anne Hill, 51-93. Washington, DC: The World Bank. [You may find the chapters on education by region interesting.]
Schultz, T. Paul. 2002. Why governments should invest more to educate girls. World Development 30(2): 207-225.
World Bank. 2001. Engendering development. A World Bank policy research report. New York, N.Y.: Oxford University Press. (pp.73-107 and 147-180)
Recommended Reading
Bowen, Donna Lee. 2004. Islamic law and the position of women. In Islam and Social Policy, ed. Stephen P. Heyneman, 44-117. Nashville, TN: Vanderbilt University Press.
Dougherty, Christopher. 2005. Why are the returns to schooling higher for women than for men? Journal of Human Resources 40(4): 969-988. [Excellent summary of the literature on returns in the US.]
Jacob, Brian A. 2002. Where the boys aren’t: Non-cognitive skills, returns to school, and the gender gap in higher education. National Bureau of Economic Research (NBER) Working Paper #8964. Cambridge, MA: NBER.
Wils, Annababette and Anne Goujon. 1998. Diffusion of education in six world regions 1960-1990. Population and Development Review 24: 357-368.
Session 5: Thursday, January 28 and Session 6: Tuesday, February 2nd.
Education Finance
Required reading
Benson, Charles S. 1978. The economics of education. Boston: Houghton Mifflin Company, pp. 261-291 and 331-373.
Psacharopoulos, George and Woodhall, Maureen.1985. Education for development: An analysis of investment choices. New York: Oxford University Press, (Chapter on education finance pp.128-165).
Recommended reading
Glewwe, Paul and Michael Kremer. 2005. Schools, teachers and education outcomes in developing countries. Center for International Development (Harvard University) Working Paper #122. Cambridge, MA: Harvard University. [Included in the Handbook on the Economics of Education; sections on finance in developing countries, pp. 6-11]
Reschovsky, Andrew. 2006. Financing schools in the new South Africa. Comparative Education Review 50(1): 21-45.
Hovey, Harold A. 1999. State spending for higher education in the next decade: The battle to sustain current support. National Center Report 99/3, prepared by State Policy Research, Inc. for The National Center for Public Policy and Higher Education.
Ladd, Helen F. and Janet S. Hansen, eds. 1999. Making money matter: Financing America’s schools. Washington, DC: National Academy Press. [electronic book; skim through sections on “Raising revenues fairly and efficiently” in Part I and all of Part II, “Fairness and productivity in school finance”]
Clotfelter, Charles and Philip Cook. 1990. On the economics of state lotteries. Journal of Economic Perspectives 4:105-119.
MacPherson, Michael S. and Morton O. Schapiro. US higher education finance. In Handbook on the economics of education, vol. 2, ed. Eric A. Hanushek and Finis Welch, 1403-1498. Amsterdam: North-Holland.
Session 7: Thursday, February 4th. Do Children of the Poor Learn Less in School?
Required Reading
Heyneman, Stephen P. 1980. Differences between developed and developing countries: A comment on Simmons and Alexander’s determinants of school achievement. Economic Development and Cultural Change 28: 403-406.
Heyneman, Stephen P. and Loxley, William. 1983. The effect of primary school quality on academic achievement across 29 high- and low-income countries. American Journal of Sociology 88: 1162-1194.
Background Material
Coleman, James S. et al. 1968. The equality of educational opportunity report. Washington D.C.: U.S. Printing Office.
Baker, D.P., B. Goesling, and G. Letendre. 2002. Socio-economic status, school quality and national economic development: A cross-national analysis of the Heyneman-Loxley effect. Comparative Education Review 46: 291-313.
Gameron, A and D.A. Long. 2008. Equality of educational opportunity: A 40 year perspective. In Education and equity: international perspectives on theory and policy, ed. R. Teese, S. Lamb, and M. Duru-Bellats, . New York: Springer Press.
Chudgar, Amita and Luschei, Thomas F. 2009. National income, income inequality and the importance of schools: A hierarchical cross-national comparison. American Education Research Journal 46(3): 626-658.
Heyneman, S.P. 2005. Student social background and student achievement: What is the right question?. American Journal of Education 112(1) (November): 1-9.
Session 8 and Session 9 Tuesday, February 9th and Thursday, February 11th
When Models become Monopolies: Education and the World Bank
Required Reading
Psacharopoulos, G., J.P. Tan, and E. Jiminez. 1986. Financing education in developing countries: An exploration of policy options. Washington D.C.: The World Bank.
Bennell, Paul. 1996. Using and abusing the rates of return: A critique of the World Bank. International Journal of Education Development 16: 235-248.
Heyneman, Stephen P. 1995. The economics of education: Disappointments and potential. UNESCO Prospects XXV: 559-583.
Heyneman, Stephen P. 2003. The history and problems of making education policy at the World Bank. International Journal of Education Development 23: 315-337.
Task force on Higher Education and Society. 2004. Moderated discussion: The task force on higher education and society. Comparative Education Review 48(1): 70-88
Background Material
World Bank. 1994. Higher education: Lessons of experience. Washington D.C.: The World Bank.
World Bank. 1995. Priorities and strategies for education. Washington D.C.: The World Bank.
World Bank. 2000. Higher education in developing countries: Peril and promise. Washington D.C.: The World Bank.
World Bank 2002. Constructing Knowledge Societies: New Challenges for Tertiary Education. Washington D.C.: The World Bank
Session 10: Tuesday, February 16th Education and Social Cohesion
Required Reading
Heyneman, Stephen P. 2000. From the party/state to multi-ethnic democracy: Education and social cohesion in the Europe and Central Asian region. Educational Evaluation and Policy Analysis 21: 345-361.
Heyneman, Stephen P. 2002/3. Defining the influence of education on social cohesion. International Journal of Educational Policy, Research and Practice 3: 73-97.
Heyneman, Stephen P. 2007. Three Universities in Georgia, Kazakhstan and Kyrgyzstan: The Struggle Against Corruption and For Social Cohesion. UNESCO Prospects 3 (September): 305-318.
Background Material
Dreeben, R. 1967. The contribution of schooling to the learning of social norms. Harvard Education Review 37: 211-237.
Session 11: Thursday, February 18th Education and Corruption
Required Reading
Heyneman, Stephen P., Kathryn H. Anderson, and Nazym Nuraliyeva. 2008. The cost of corruption in higher education. Comparative Education Review. 51(2): 1-25.
Heyneman, Stephen P. 2008. Buying your way into Heaven: The corruption of education systems in global perspective. Perspectives on global issues 2(1) (Autumn): 1-8.
Heyneman, Stephen P. 2004. Education and corruption. International Journal of Education Development 24: 638-648.
Background Material
Noah, Harold J. and Max Eckstein. 2001. Fraud and education: The worm in the apple. Lanham, MD: Rowman and Littlefield Publishers.
Hallak, Jacques and Muriel Poisson. 2007. Corrupt schools, corrupt universities: What can be done? Paris: International Institute of Educational Planning.
Dawson, Walter. 2009. The tricks of the teacher, shadow education and corruption in Cambodia. In Buying your way into heaven: education and corruption in international perspective, ed. Heyneman Stephen. P. 51-75. Rotterdam: Sense Publishers.
Collins, John. 2009. When schools fail to protect girls: school-related gender based sexual violence in Sub-Saharan Africa. In Buying your way into heaven: education and corruption in international perspective, ed. Heyneman Stephen. P. 23-51. Rotterdam: Sense Publishers.
Session 12: Tuesday, February 23rd. Education and Foreign Aid
Required Reading
Corralles, Javier. 2006. Political obstacles to expanding and improving schools in developing countries. In Educating all children: A global agenda, ed. Joel E. Cohen, David E. Bloom, and Martin B. Malin, 231-303. Cambridge, MA: American Academy of Arts and Sciences and MIT Press.
Heyneman, Stephen P. 2005. Philanthropy: The international dimension. In With the best of intentions: Lessons learned from K – 12 philanthropy, ed. R. Hess, 253-275. Cambridge: Harvard University Press.
Heyneman, Stephen P. 2005. On the international dimension of education and social justice. Journal of Education 185: 83-103.
Background Material
Easterly, William. 2006. The white man’s burden: Why the West’s efforts to aid the rest have done so ill and so little good. Oxford, UK: Oxford University Press.
Heyneman, Stephen P. 2006. The effectiveness of development assistance in education. Journal of International Cooperation in Education 9: 7-25.
Dollar, David and Pritchett, Lant. 1998. Assessing foreign aid: What works and what doesn’t and why. New York: Oxford University Press.
Session 13: Thursday, February 25th. International Trade in Education
Required Reading
Heyneman, Stephen P. 2001. The growing international commercial market for educational goods and services. International Journal of Education Development 21: 135-153.
Heyneman, Stephen P. 2008. International trade in education: What should India do?. The India Economic Review (forthcoming).
Tilak, Jandhyala.B.G. 2008. Higher education: A public good or a commodity for trade?. Prospects 38: 449-466.
Background Material
Currie, Janet and L. Vidocichy. 2000. Privatization and competition policies for Australian universities. International Journal of Education Development: 345-359
Lenn, M., M. E. Johnson, and B. D. Miller. 2001. Quality assurance of higher education and professional practice in global context. Washington D.C.: Center for Quality Assurance in Higher Education.
Payne, Brandyn. 2005. Influences and implications of international trade in education services. PhD diss., Vanderbilt University.
Session 14: Tuesday, March 2nd. Film: Being Damaris A 17 year-old girl in SW Kenya describes school and what it offers by comparison to marriage and livelihood. The producer, James Nardella, will answer questions.
Session 15: Thursday, March 4th Midterm
Tuesday March 9th Spring Break
Thursday, March 11th Spring Break
Session 16: Tuesday, March 16th Competition in Higher Education
Slide presentation
Session 17: Thursday, March 18th. Appropriate Role of Government in Education
Tooley, James 2000 Rethinking Education London: Cassell Publishers section on ‘Education’ pp. 24 – 62.
Heyneman, S. P. 2009. The Appropriate Role of Government in Education. Journal of Higher Education Policy 3(2): 135-157.
Session 18: Tuesday, March 23rd. Education in former Party/States
Required Reading
Heyneman, S. P. 2010. Changes in Higher Education in the Post-Soviet Union, In The Challenges of Post-Soviet Education Reform: Central Asia in a Global Context Silova, ed. Greenwich (Conn.): Information Age Publishing. (Forthcoming).
Background Material
Heyneman, S. P. 1997. Education and social stabilization in Russia, Compare 27(1): 5-18.
Heyneman, S. P. 1998. Transition from party/state to open democracy: The role of education. International Journal of Educational Development 18(1): 21-40.
Heyneman, S. P. 2000. From the party/state to multi-ethnic democracy: education and social cohesion in the Europe and Central Asia region. Educational Evaluation and Policy Analysis, 21(4) (Summer): 173-191.
Session 19: Thursday, March 25th The Education Policies of the Obama Administration
slide presentation.
Session 20: Tuesday, March 30th. Topic One Vocational vs. Academic Education: Which is the ‘More Practical’?
Required Reading
Foster, Philip. 1965. The vocational school fallacy in development planning. In Education and economic development, ed. C. Arnold Anderson and Mary Jean Bowman, Chicago: Aldine Press.
Psacharopoulos, George. 1987. To vocationalize or not to vocationalize: That is the curriculum question. International Review of Education 33: 187-211.
Heyneman, S. P. 2008. The influence of Philip Foster on the thinking of the World Bank. UNESCO Prospects 38(4) (December): 569-572.
Background Material
World Bank. 1991. Vocational and technical education and training: A World Bank policy paper. Washington D.C.: The World Bank
Psacharopoulos, G.P. and Loxley, W. 1985. Diversified secondary education and development: Evidence from Columbia and Tanzania. Baltimore: Johns Hopkins University Press.
Foster, Philip. 1992. Vocational education and training: A major shift in World Bank policy. UNESCO Prospects XXII: 149-155.
Heyneman, S. P. 1985. Diversifying secondary school curricula in developing countries: An implementation history and some policy options. International Journal of Educational Development 5: 283-288.
Heyneman, S. P. 1986. The nature of a ‘practical’ curriculum. Education with Production (East Africa) 4: 91-104
Heyneman, S. P. 1987. Curriculum economics in secondary education: An emerging crisis in developing countries. UNESCO Prospects 18: 63-74.
Heyneman, S. P. (2010). Should vocational education be taught in secondary school?. 2009 Journal of Educational Change 10(3/4) (Forthcoming)
Franzt, Je. N. R. 1997. The contribution of Booker T. Washington and WEB Dubois in the development of vocational education. Journal of Industrial Teacher Education 34: 87-91.
Lauglo, J. and McLean, R., ed. 2005. Vocationalization of secondary education revisited. New York: Springer.
Oketch, M. O. 2007. To vocationalize or not to vocationalize? Perspective on the current trends and issues in technical and vocational education and training (TVET) in Africa. International Journal of Educational Development 27: 220-234.
Middleton, J. and Ziderman, A., and Adams, A.V. 1993. Skills for productivity: Vocational education and training in developing countries. New York: Oxford University Press.
Session 21: Thursday, April 1st. Topic Two: Financial Aid: Should it be Merit-Based or Need-Based?
Required Reading
Cornwall, Christopher, David Mustard and Deepa Shridhar. 2006. The enrollment effects of merit-based financial aid: Evidence from Georgia’s HOPE scholarship. Journal of Labor Economics 24: 761-786.
Background Material.
Cornwell, Christopher M. and David B. Mustard. 2006. Evaluating HOPE-style merit scholarships. In Innovation in education. Federal Reserve Bank of Cleveland Conference Proceedings.
Dynarski, Susan. 2004. The new merit aid. In College choices: The economics of where to go, when to go, and how to pay for it, ed. Caroline Hoxby. . Chicago, IL: University of Chicago Press.
Heller, Donald E. and Patricia Marin, ed. 2002. Who should we help? The negative social consequences of merit scholarships. Cambridge, MA: The Civil Rights Project, Harvard University.
Session: 22: Tuesday, April 6th Topic Three: School Choice: Should Public Finance students in private schools?
Required Reading
Friedman, M. 1955. The role of government in education. In Economics and the public interest, ed. R. A. Q. Solo, 123-144. New Brunswick (New Jersey): Rutgers University Press
Heyneman, S. P. 2008. International perspectives on school choice. In Handbook of research on school choice, ed. Mark Berends, Matthew G. Springer, Dale Ballou and Herbert J. Walberg. Mahwah (New Jersey): Lawrence Erlbaum Publishers (forthcoming)
Background Material
Hoxby, Caroline M., ed. 2003. The economics of school choice. Chicago, IL: University of Chicago Press. [Many of these chapters are useful.]
Fiske, E.B. and Ladd, H.F. 2000. When schools compete: A cautionary tale. Washington D.C. The Brookings Institution.
Plank, D.N. and Sykes, G., ed. 2003. Choosing choice: School choice in international perspective. New York: Teachers College Press.
Salisbury, D. and Tooley, J., ed. 2005. What America can learn from school choice in other countries? Washington D.C.: The CATO Institute.
Angrist, Joshua et. al. 2002. Vouchers for private schooling in Colombia: evidence from a randomized natural experiment. The American Economic Review 92: 1535-1558.
[skip the technical parts]
Figlio, David N. and Cecilia E. Rouse. 2006. Do accountability and voucher threats improve low-performing schools? Journal of Public Economics 90: 239-255.
Friedman, Milton and Friedman, Rose D. 1982. The role of government in education. In, Capitalism and freedom. Chicago, IL: University of Chicago Press. [electronic book].
Heyneman, S. P. 1997. Educational choice in Eastern Europe and the former Soviet Union: A review essay. Education Economics, 5: 333-339.
Rouse, Cecilia E.1998a. Private school vouchers and student achievement: an evaluation of the Milwaukee parental choice program. Quarterly Journal of Economics 113: 553-602.
Rouse, Cecilia E. 1998b. Schools and student achievement: more evidence from the Milwaukee parental choice program. Economic Policy Review (Federal Reserve Bank of New York) 4: 61-77.
Session 23: Thursday, April 8th. Topic Four: Instruction in the mother tongue?
Required Reading
Banda, F. (2000). The Dilemma of the Mother Tongue: Prospects for Bilingual Education in South Africa. Language, Culture and Curriculum, 13(1), 51-66.
Chiswick, B. R., Patrinos, H. A., & Hurst, M. E. (2000). Indigenous language skills and the labor market in a developing economy: Bolivia. Economic Development and Cultural Change, 48(2), 349–367.
Gupta, A. F. (1997). When mother-tongue education is not preferred. Journal of Multilingual and Multicultural Development, 18(6), 496–506.
UNESCO (2003) Education in a Multi lingual World: A UNESCO Position Paper. Paris: UNESCO
Heyneman, S.P. (1980)"Instruction in the Mother Tongue: The Question of Logistics," Journal of Canadian and International Education, vol. 9, no. 2, Dec 1980, pp. 88-94.
Background Materials
Buhmann, Dorthe and Trudell.,(2008) “Mother Tongue Matters: Local Language as a Key to
Effective Learning. Paris: UNESCO.
Garcıa, M. E. (2003). The politics of community: Education, indigenous rights, and ethnic mobilization in Peru. Latin American Perspectives, 70–95.
Gill, S.K. (2005). Language policy in Malaysia: Reversing direction. Language Policy, 4(3), 241-260.
Hornberger, N. H. (1998). Language policy, language education, language rights: Indigenous, immigrant, and international perspectives. Language in society, 27(04), 439–458.
Imam, S.R. (2005). English as a global language and the question of nation-building education in Bangladesh. Comparative Education, 41(4), 471-486.
Patrinos, H. A., & Psacharopoulos, G. (1993). The Cost of Being Indigenous in Bolivia: An Empirical Analysis of Educational Attainments and Outcomes. Bulletin of Latin American Research, 12(3), 293–309.
Patrinos, H. A., & Velez, E. (2009). Costs and benefits of bilingual education in Guatemala: A partial analysis. International Journal of Educational Development, 29(6), 594–598.
Phillipson, R. (2001). English for globalization or for the world’s people?. International Review of Education, 47(3), 185-200.
Punchi, L. (2001). Resistance towards the language of globalization – The case of Sri Lanka. International Review of Education, 47(3), 361-378.
Reinke, L. (2004). Globalisation and local indigenous education in Mexico. International Review of Education, 50(5), 483-496.
Romaine, S. (2007). The impact of language policy on endangered languages. Democracy and human rights in multicultural societies, 217–236.
Skutnabb-Kangas, T. (2001). The globalisation of (educational) language rights. International Review of Education/Internationale Zeitschrift f\ür Erziehungswissenschaft/Revue internationale l'éducation, 47(3), 201–219.
UNESCO (2003) “The Mother Tongue Dilemma,” Education Today July/September No. 6
pp. 1 – 12
………… (2008) International Year of Languages “Introduction: Languages with their complex
implications for identity, communication, social integration, education and development,” pp. 1 – 7.
Yaqub Vawda, A., & Anthony Patrinos, H. (1999). Producing educational materials in local
languages: costs from Guatemala and Senegal. International Journal of Educational Development, 19(4-5), 287–299.
Session 24: Tuesday, April 13th. Topic Five: Should schools teach nationalism?
Required Reading
Heyneman, S. P. 1997. Educational choice in Eastern Europe and the former
Soviet Union Education Economics 5: 333-339.
Heyneman, S. P. 2006. The role of textbooks in a modern system of education. In Textbooks and quality learning for all: Some lessons from international experience, ed. Cecelia Braslvasky, 31-93. Geneva: UNESCO/International Bureau of Education.
[Read the section on ‘Textbooks and Social Consensus’ pages 69-75.]
Background material
Coulson, A. 2004. Education and indoctrination in the Muslim world: Is there a problem?
What can we do about it? Policy Analysis 511: 1-35
Heyneman, S. P. 2008. Education, social cohesion and ideology. In Right to Education: Policies and Perspectives,ed. Emin Karip, 89-104. Turkish Education Association: Ankara.
Apple, M. 2004. Ideology and curriculum. New York: Routledge.
Apple, M. 2006. Educating the ‘right’ way: Markets, standards, God and inequality. New York: Routledge.
Session 25 Thursday, April 15th. Topic Six: International Students: Brain Drain or Brain Gain?
Required Reading
Commander, Simon, Mari Mangasniemi, and L. Alan Winters. 2003. The brain drain: curse or boon? A review of the literature. In Challenges to globalization: Analyzing the economics, ed. Robert E. Baldwin and L. Alan Winters, 235-278. Chicago, IL: University of Chicago Press.
Saxenian, AnnaLee. 2006. The new Argonauts: Regional advantage in a global economy. Cambridge, MA: Harvard University Press. pp. 12-48 and 325-341. (to be handed out in class)
Background material
Adams, Jr., Richard H. 2003. International migration, remittances, and the brain drain: A study of 24 labor-exporting countries. National Bureau of Economic Research (NBER) Working paper #3069. Cambridge, MA: NBER.
Özden, Ç. and M. Schiff, ed. 2006. International migration, remittances and the brain drain. Washington, DC: The World Bank. [electronic book]
Stark, Oded. 2003. Rethinking the brain drain. World Development 32: 15-22.
Session 26: Tuesday, April 20th. Topic Seven: Does Money Matter to Education?
Required Reading
Hanushek, E.A. 1994. The impact of differential expenditures on performance. Educational Researcher 18: 45-51
Hedges, L. V. Laine, R.D. and Greenwald, R. 1994a. Does money matter? A meta-analysis of studies of the effects of differential school inputs on student outcomes. Educational Researcher 23: 5-14.
Background material
Ballou, Dale. 2001. Pay for performance in public and private schools. Economics of Education Review 20: 51-61.
Hanushek, Eric A. 2006. School resources. In Handbook on the economics of education, vol. 2, ed. Eric A. Hanushek and Finis Welch, chapter 14. Amsterdam: North-Holland.
Hanushek, Eric A. and Margaret E. Raymond. 2006. School accountability and student performance. Regional Economic Development (Federal Reserve Bank of St. Louis) 2: 51-61.
Hedges, L. V., Laine, R.D. and Greenwald, R. 1994b. Money does matter somewhere? A reply to Hanuskek. Educational Researcher 23: 9-10.
Session 27 April 22nd. Topic Eight: Ed. Investment: 4 year olds or 18 year olds?
Required reading
Guttmann, A.1987. Democratic Education. Princeton: Princeton University Press, pp. 222-232.
Barnett, W.S. & Hustedt. J. T. (2005) Head Start’s lasting benefits. Infants and Young Children, 18, 16-24.
Background Reading
Barnett, W.S. & Masse, L. N. (2007) Comparative benefit-cost analysis of the Abecedarian program and its policy implications. Economics of Education Review, 26, 113-25.
Belfield, C.R., Nores, M., Barnett, S., and Schweinhart, L. (2006) The High/Scope Perry Preschool Program: Cost-benefit analysis using data from the age-40 followup. Journal of Human Resources, 41, 162-90.
World Bank. 1994. Higher education: Lessons of experience. Washington D.C.: The World Bank.
World Bank. 2000. Higher education in developing countries: Peril and promise. Washington D.C.: The World Bank.
World Bank 2002. Constructing Knowledge Societies: New Challenges for Tertiary Education. Washington D.C.: The World Bank
Session 28 April 27th Course Summary
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