Retornos da escolaridade no Brasil e regiões / Return to schooling in Brazil and regions

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

09/06/2011

RESUMO

One of the determinants of economic development of a nation is human capital, being education a crucial factor in the composition of this process. Given the relevance of the issue, a large number of papers in the literature has focused attention on determining the returns to schooling. There is, however, in the national literature, the predominance of studies that address its unit of analysis in Brazil as a whole or a specific state (Parana). However, it is noteworthy that Brazil is made up of five different regions, and that issues related to regional, social, cultural, institutional and economic differences should be considered, especially when you want to achieve greater accuracy of the implemented measures. In this sense, the present study sought to evaluate the returns to schooling in Brazil and its regions in 2009, and to examine how the level of education (primary, secondary or higher) affects the return to schooling for male and female individuals. The theoretical model used to meet the proposed objectives was the Mincer (1958, 1974) wage equation. Additionally, we used the method of Heckman (1974, 1979) because it allows, through a sample selection model (Probit), correction of selection bias of the wage information, and also used as variables men and women education, experience, and dummies to identify whether the individual is white, unionized, married and has children. The results showed that the return to schooling in Brazil is positive, both for men and for women, which indicates that education brings positive returns to the salary. The return to schooling for men was 11.06% and for women 9.89% in the period of analysis. The variable experience showed a pattern similar to that observed for the education variable, that is, it was positive and significant, which shows that greater experience leads to increased wages, but at decreasing rates, since the coefficient of the squared experience variable was negative. The race variable indicated that white workers do not earn more than non-whites, while the variable union indicated that individuals who are associated with a union tend to have a higher wage return in relation to those that are not. In the analysis that were highlighted regional differences, there was the existence of heterogeneity between regions, and that the North region had the lowest return to schooling and the Midwest, the highest return. In addition, the regional results, when it has the effect of gender indicated that females have rates of return to education lower than those found for men. Finally, in the analysis by education level, it appears that the returns to schooling are increasing and that higher education brings greater salary return. While the first four years of elementary school bring a return of 6.35% (6.91%) for men (women), higher education promotes a return of 11.24% for men and 10.14% for women. From these results, it is possible to suggest to public policy makers and to private institutions that special attention should be given to investments in higher education, so that the option to increase the level of education turns into a more attractive choice for population. However, this does not imply that the primary and secondary levels do not require attention, rather, it is prudent to invest at these levels so that more individuals can reach the higher level. With this, there would be a tendency of increase in the productivity of Brazilian workers and consequently of increase in the economy s growth.

ASSUNTO(S)

modelo de heckman retornos da escolaridade crescimento econômico ciencias sociais aplicadas economic growth returns to schooling heckman model

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