Return to Education and the Changing Role of Credentials in the Croatian Labor Market

Wage structure, Earning regression, Return to education, J31, P23, P52,

The Distribution of Wages in Belarus

This paper uncovers evidence on the distribution of wages in Belarus in the second half of the 1990s. The returns to education and work experience are high and stable. While the former is a typical finding of transition studies, the latter is not. This might be due to the pervasive role of the state in fixing wages in the dominant budget sector, rather than to market forces coming into play. Women experience a small, though largely unexplained wage gap coupled with higher than average returns to education. A wage curve effect is found, which is similar in size to that of other transition countries, but much higher than in market economies. Comparative Economic Studies (2006) 48, 351–376. doi:10.1057/palgrave.ces.8100071

The dimensions of occupational gender segregation in industrial countries

It is well known that women and men tend to work in different occupations, and generally held that this disadvantages women. In order to understand how far this occupational segregation entails gender inequality it is necessary to examine the vertical and horizontal dimensions of the segregation. The horizontal dimension measures difference without inequality while the vertical dimension measures the extent of the occupational inequality. Two measures of vertical inequality are used: pay and social stratification (CAMSIS). Measurements over a number of industrially developed countries show the expected male advantage with regard to pay. However, contrary to popular beliefs, women are consistently advantaged in terms of stratification. Also, it is found that the position of women is more favourable where the overall segregation is higher – the lower the male advantage on pay and the greater the female advantage on stratification

Duration Analysis Applied to the Adoption of Knowledge

In the present work, we analyze the adoption of knowledge taking time as the base. We form an endogenous temporal variable by defining it as the time required for certain knowledge to be acquired. Psychopedagogical, pedagogical and social variables are introduced into a hazard rate model applied to the adoption of the reading process. We found empirical evidence rejecting the traditionally accepted significance of certain variables, while auditory discrimination stood out as the most relevant factor in learning to read.