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21. Economic Theories of the Household: A Critical Review

Author:
Päivi Mattila-Wiro
Publication Date:
04-1999
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
The aim of this paper is to review the principal assumptions and aspects of the unitary household model and collective models of household behaviour. Empirical studies are presented to assess whether the theories can offer adequate descriptions of household behaviour and to examine the types of policy implications that can be drawn from these. The paper concludes that the models reviewed lack the analytical tools to provide an understanding of the reality of households. Theories are unrealistic and therefore are of little use in the design of policies or projects which endeavour to help people
Topic:
Economics, Education, and Emerging Markets

22. Inequality in Income and Access to Education: A Cross-Country Analysis

Author:
Daniele Checchi
Publication Date:
04-1999
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
In the current debate on the relationship between inequality in income distribution and growth one of the possible link works through the access to education. After reviewing this debate, a formal model shows how the imperfection of financial markets makes educational choices dependent on the distribution of family incomes. This leads to two testable predictions in the analysis of aggregate data on school enrolments: a negative (linear) relation with the Gini coefficient on incomes distribution; and a positive dependence on public resources invested in education and/or on skill premium in the labour market. These predictions are then tested on a (unbalanced) panel of 102 countries for the period 1960-90. The main findings of this analysis are that, once we control for the degree of development with the (log of) per capita output, financial constraints seem mainly relevant in limiting the access to secondary education. However, when considering gender differences, there is evidence that female participation in education is more strongly conditioned by family wealth, starting from primary education. On the contrary there is no clear evidence of a relevant impact of invested resources, but at the tertiary level.
Topic:
Economics, Education, and Emerging Markets