CoURSE in EconomiCS of
EDUCATION – academic year
2008-2009
Facoltà di Scienze
Politiche - Università degli Studi di Milano
proff.Daniele
CHECCHI e Massimiliano BRATTI
office hours:
Daniele Checchi – Monday
14.30-16.30 – room 3, 2° floor, Dipartimento di Scienze Economiche
email
daniele.checchi@unimi.it tel.02-5032-1519 fax 02-5032-1505 web page http: checchi.economia.unimi.it
Massimiliano Bratti –
Tuesday 17.00-19.30 - 2° floor, Dipartimento di Scienze Economiche
email
massimiliano.bratti@unimi.it
tel.02-5032-1545 fax 02-5032-1505
|
mod |
hrs |
date |
time |
room
|
arguments
|
|
1 |
2 |
Monday 12/1/09 |
14.30-16.30 |
25 |
Bratti |
|
1 |
4 |
Tuesday 13/1/09 |
14.30-16.30 |
25 |
Checchi |
|
1 |
6 |
Monday 19/1/09 |
14.30-16.30 |
25 |
Bratti |
|
1 |
8 |
Tuesday 20/1/09 |
14.30-16.30 |
25 |
Bratti |
|
1 |
10 |
Monday 26/1/09 |
14.30-16.30 |
25 |
Checchi |
|
1 |
12 |
Tuesday 27/1/09 |
14.30-16.30 |
25 |
Checchi |
|
2 |
14 |
Monday 2/2/09 |
14.30-16.30 |
25 |
Bratti |
|
2 |
16 |
Tuesday 3/2/09 |
14.30-16.30 |
25 |
Bratti |
|
1 |
18 |
Monday 9/2/09 |
14.30-16.30 |
25 |
Checchi |
|
1 |
20 |
Tuesday 10/2/09 |
14.30-16.30 |
25 |
Bratti |
|
1 |
22 |
Monday 16/2/09 |
14.30-16.30 |
25 |
Checchi |
|
1 |
24 |
Tuesday 17/2/09 |
14.30-16.30 |
25 |
Checchi |
|
2 |
26 |
Monday 23/2/09 |
14.30-16.30 |
25 |
Bratti |
|
2 |
28 |
Tuesday 24/2/09 |
14.30-16.30 |
25 |
Bratti |
|
2 |
30 |
Tuesday 3/3/09 |
14.30-16.30 |
25 |
Checchi |
|
2 |
32 |
Monday 9/3/09 |
14.30-16.30 |
25 |
Bratti |
|
2 |
34 |
Tuesday 10/3/09 |
14.30-16.30 |
25 |
Checchi |
|
2 |
36 |
wednesday 11/3/09 |
14.30-16.30 |
25 |
Checchi |
|
2 |
38 |
Tuesday 17/3/09 |
14.30-16.30 |
25 |
Bratti |
|
2 |
40 |
wednesday 18/3/09 |
14.30-16.30 |
25 |
Checchi |
|
PROVISIONAL
DATES for tests
(students should check with the official website) |
|||||
|
|
|
tuesday
13/1/2009 |
16.30-18.30 |
check |
written exam
|
|
|
|
tuesday
24/3/2009 |
16.30-18.30 |
check |
written exam |
|
|
|
tuesday
5/5/2009 |
16.30-18.30 |
check |
written exam |
|
|
|
tuesday
23/6/2009 |
16.30-18.30 |
check |
written exam |
|
|
|
friday
10/7/2009 |
16.30-18.30 |
check |
written exam |
|
|
|
tuesday
15/9/2009 |
16.30-18.30 |
check |
written exam |
|
|
|
tuesday
12/1/2010 |
16.30-18.30 |
check |
written exam |
___________________________________________________________________________________________________________
|
Previous tests |
___________________________________________________________________________________________________________
Reading list for Economics
of Education, Module I, 2008-2009 (Checchi)
The aim of the course is to investigate the
determinants of educational choices. On the demand side the course explores the
basic models of human capital accumulation and signalling, both under the
hypotheses of perfect and imperfect financial markets. On the supply side
alternative models of education financing (like private-public,
integration-segregation) are discussed, investigating their implications in
terms of intergenerational persistence. Additional readings are proposed in the
second part of the course, in order to render each students capable of
understanding the frontier of economic research.
empirical evidence on educational choices (OECD 2008)
– slides
human capital investment (Checchi chpt.2)
signalling e screening (Checchi chpt.2)
liquidity constraints (Checchi chpt.2)
public or private (Checchi chpt.5)
References:
OECD, Education
at a glance, Paris 2008
D.Checchi. The economics of education. Human
capital, family background and inequality. Cambridge University Press 2005
(Chapter 2
and chapter 5)
___________________________________________________________________________________________________________
Reading list for Economics
of Education, Module II, 2008-2009 (Bratti)
During
the course we will go through some recent education economics literature,
mainly empirical, concerning the returns to education, both pecuniary (incomes)
and non-pecuniary (health, crime), both private and social. Some lectures will
be devoted to an international survey of students’ performance (OECD, PISA)
that has attracted considerable attention by the media, given the extremely
poor performance of Italian students. In order to understand this literature,
it is necessary a basic knowledge of statistical methods (e.g., mean, standard
deviation, multivariate regression analysis). For this reason students are
strongly advised to review these concepts before starting the course.
I. Statistical Methods for Education Economics (please
ask Bratti the updated version) PDF
II. Private pecuniary returns to Education in
ü
Ciccone,
A., Cingano, F., Cipollone, P. (2006). “The private and
social return to schooling in Italy”, Temi di discussione Number 569, Bank
of Italy. Published
in Giornale degli Economisti, vol. 63, p.p. 413-444
ü
Naticchioni,
P., Ricci, A., Rustichelli, E. (2007). "Far Away From A Skill-Biased
Change:Falling Educational Wage Premia In Italy," Departmental Working
Papers 260, Tor Vergata University, CEIS, forthcoming in Applied Economics.
III. Social and Non-pecuniary Returns to Education:
ü
Ciccone,
A., Cingano, F., Cipollone, P. (2006). “The private and
social return to schooling in Italy”, Temi di discussione Number 569, Bank
of Italy.
ü
Dalmazzo,
A., de Blasio, G (2007). “Production and consumption
externalities of human capital: an empirical study for Italy”, Journal of Population Economics, vol.
20, pp. 359–382 (please contact Bratti
to obtain a copy)
ü
Grossman, M. (2005). “Education and Nonmarket Outcomes”, NBER Working Papers 11582, National Bureau of Economic Research, Inc.
ü
Brunello G and Checchi D
(2007) “Does School Tracking Affect Equality of
Opportunity? New International Evidence”, Economic Policy 2007, 52: 781-861
ü
Buonanno, P., Leonida, L.
(2005). “Non Market
Effects of Education on Crime: Evidence from Italian Regions”, forthcoming
in Economics of Education review.
IV. Performance of students and of educational
systems:
ü
OECD (2006). PISA 2006 Science
Competencies for Tomorrow's World, Vol. 1 chapters 1, 4, 5. Paris: OECD.
ü
Bratti,
M., Checchi, D., Filippin, A. (2007). Geographical
Differences in Italian Students' Mathematical Competencies: Evidence from Pisa
2003, Giornale degli Economisti, vol.
66, pp. 299-333 (please contact Bratti
to obtain a copy)
___________________________________________________________________________________________________________
A student is expected to possess the basic notions of
utility maximisation and rational choice, as obtained by any course of
microeconomics or labour economics.
The exam consistes of a written examination, where
students are required to answer open questions.
Students are strongly
encouraged to attend classes on the use of statistical packages for the
analysis of empirical data. A crush course of 10 lectures on the use of GRETEL
will be offered in association to the ocurse of labour economics 1 (first
term).