Abstract
This paper analyzes how economic growth in Latin America is affected by the linkages between population in school (net enrollment rate) and population with different educational skills enrolled in the job market; and in particular, this study focuses in whether skilled workers are engaged in production processes through practices of imitation or innovation of technologies and, how this affects economic growth performance. To analyze the challenges that education in Latin American faces to promote economic growth, we take the approach of United Nations’s Millennium Development Goals (United Nations 2006) using coverage indicators designed by CEDLAS and World Bank (2012)and also considering the methodology of Barro and Lee (2010) to adjust workforce schooling at the primary, secondary and tertiary levels.
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The variables for GDP, investment, completed education and average years of schooling used in all the estimates are sourced from two general databases: New Data Set of Educational Attainment in the World, 1950–2010 by Barro and Lee (2010), and the Penn World Table Version 7.0 by Heston, Summers and Aten (2011).
Barro and Lee (2010). This database was used for the indicators of completed education and the years of average schooling at the three education levels (primary, secondary and tertiary). All the indicators are constructed on a 5-yearly basis, and therefore the non-linear interpolation methods was used to cover the intermediary years from 1950 to 2010. CEDLAS and the World Bank (2012) Socio-Economic595 Database for Latin America and the Caribbean (http://cedlas.econo.unlp.edu.ar/eng/index.php).
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Mendoza-González, M.Á., Valdivia-López, M., Isaac-Egurrola, J. (2013). Education, Innovation and Economic Growth in Latin America. In: Cuadrado-Roura, J., Aroca, P. (eds) Regional Problems and Policies in Latin America. Advances in Spatial Science. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39674-8_16
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