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"The role of cognitive and socioemotional skills alongside education in determining people's success in the labour market has been the topic of a growing body of research-but previous studies have mostly missed middle-income countries and the developing world because measures of those skills and data on employment and earnings on large enough samples of adults have typically not been available. Using comparable survey data on these schooling, skills, and labour market outcomes from 13 developing and emerging economies worldwide, this book revisits human capital and gender inequality models. It presents new estimates of the returns to different levels of schooling as well as the cognitive and socioemotional skills for women and men. It examines whether those returns are due to levels of human capital or to structural bias in labour markets, and how these two factors work across the earnings spectrum. The book examines the existence of "glass ceilings" and "sticky floors" for women using this expanded measure of human capital. Further, by analyzing a group of countries of wide-ranging levels of economic development and sociopolitical contexts, the book reveals patterns and insights into how context mediates the relationship between skills and gender gaps in labour market outcomes. This book will be of interest to scholars of human capital, gender inequality in the labour market and development economics, as well as, gender and development policy makers"--

Women --- Employment

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Sociology of the family. Sociology of sexuality --- Sociology of education --- Developing countries --- Educational equalization --- Women --- 800 Collectie Vlaams Vredesinstituut --- 810 Theorie en Methode --- 813 Methodologie --- 825 Ontwikkelingssamenwerking --- 834 Arbeid --- 844 Sociale Structuur --- 846 Identiteit --- 847 Onderwijs --- 848 Demografie --- 849 Gender --- 860 (Vredes)cultuur --- Human females --- Wimmin --- Woman --- Womon --- Womyn --- Females --- Human beings --- Femininity --- Education --- Economic aspects --- Historische en vergelijkende pedagogiek.

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Women --- Educational equalization --- Education --- Economic aspects

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Few would contest that teachers are a very important determinant of whether students learn in school. Yet, in the face of compelling evidence that many students are not learning what they are expected to learn, how to improve teacher performance has been the focus of much policy debate in rich and poor countries. This paper examines how incentives, both pecuniary and non-pecuniary, influence teacher effort. Using school survey data from Lao PDR, it estimates new measures of teacher effort, including the number of hours that teachers spend preparing for classes and teacher provision of private tutoring classes outside class hours. The estimation results indicate that teachers increase effort in response to non-pecuniary incentives, such as greater teacher autonomy over teaching materials, and monitoring mechanism, such as the existence of an active parent-teacher association and the ability of school principals to dismiss teachers. Methodologically, the paper provides a detailed derivation of a simultaneous ordinary least squares-probit model with school random effects that can jointly estimate teacher work hours and tutoring provision.

Education --- Education For All --- Joint Probit-Ols --- Poverty Reduction --- Primary Education --- Private Tutoring --- Random Effects --- Secondary Education --- Teacher Effort --- Teacher Incentives --- Teaching and Learning --- Tertiary Education