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Education et productivité dans les secteurs traditionnels : une analyse empirique

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  • Théopiste Butare

Abstract

[eng] Education and Productivity in Traditional Sectors: an Empirical Analysis, . by Tnéopiste Butare.. . This study is an attempt to determine the effects of formal and non-formal education on the growth of the so-called low-technology production sectors. The findings of our analysis tend to corroborate the hypothesis that education is one of the most important factors affecting the production function of these sectors. Another important finding which confirms similar results obtained for the high-technology sector is that there is overall complementarity between education and capital inputs. This complementarity is very important in developing educational investment policies: when activities in any given sector begin to be modernized, skills acquired from primary and non-formal education are likely to be more beneficial. So that modern techniques are used to their fullest advantage, our labour must be better trained. [ger] Ausbildung und Produktivität in den traditionellen Sektoren: eine empirische Analyse, . von Théopiste Butare.. . In dieser Untersuchung wird versucht, die Auswirkungen der formellen und der nicht formellen Ausbildung auf das Wachstum in den Sektoren mit geringem Technologieeinsatz zu bewerten. Die Ergebnisse tendieren dazu, die Idee zu unterstützen, derzufolge die Ausbildung ein wichtiger Faktor der Produktionsfunktion in diesen Sektoren darstellt. Ein anderes wichtiges Ergebnis, das die ähnlichen Ergebnisse bestätigt, die man für die Hochtechnologiesektoren erhalten hat, ist, daß die Ausbildung zum Kapitaleinsatz komplementär ist. Dieser Komplementarität kommt bei der Investitionspolitik im Bereich der Ausbildung eine große Bedeutung zu: zum Zeitpunkt des Beginns der Modernisierung in einem bestimmten Sektor scheint ein ausreichendes Maß an Kompetenzen, die im Rahmen der nicht formellen Ausbildung und der Hauptschulausbildung erlangt wurden, nützlicher zu sein. Zur Stimulierung einer weiteren Modernisierung der eingesetzten Technologien sind immer besser ausgebildete Arbeitskräfte unabdingbar. [fre] Education et productivité dans les secteurs traditionnels : une analyse empirique, . par Théopiste Butare.. . Cette étude constitue un essai d'évalutation des effets de l'éducation formelle et non formelle sur la croissance des secteurs dits à basse technologie. Ses résultats tendent à appuyer l'idée selon laquelle l'éducation constitue un facteur essentiel de la fonction de production dans ces secteurs. Un autre résultat important, qui confirme des résultats similaires obtenus pour des secteurs à haute technologie, est que l'éducation est globalement complémentaire aux inputs de capital. Cette complémentarité est très importante pour les politiques d'investissement dans l'éducation : au moment où démarre la modernisation des activités dans un secteur donné, il semble plus utile de pouvoir disposer de suffisamment de compétences issues de l'éducation non formelle et de la scolarisation primaire et, pour stimuler l'augmentation du contenu en modernité des technologies utilisées, il faut pouvoir compter sur une main-d'oeuvre de plus en plus formée. [spa] Educación y productividad en los sectores convencionales: un análisis empírico, . por Théopiste Butare.. . El presente estudio constituye una prueba de evaluación de los efectos de la educación formai y no formai sobre el crecimiento de los sectores de baja tecnología. Los resultados tienden a apoyar la idea según la cual la educación constituye un factor esencial de la función de producción en dichos sectores. Otro resultado importante, confirmado por resultados similares obtenidos para sectores de alta tecnología, es que la educación es globalmente complementaria para los inputs de capital. Esta complementaridad es sumamente importante para las políticas de inversión en la educación ya que al iniciarse la modemización de las actividades en un sector dado, parece más útil poder disponer de un núméro suficiente de competencias résultantes de la educación no formai y de la escolarización primaria y, para estimular el aumento del contenido de modernidad de las tecnologías utilizadas, es preciso poder contar con una mano de obra cada vez más cualificada.

Suggested Citation

  • Théopiste Butare, 1991. "Education et productivité dans les secteurs traditionnels : une analyse empirique," Économie et Prévision, Programme National Persée, vol. 97(1), pages 35-48.
  • Handle: RePEc:prs:ecoprv:ecop_0249-4744_1991_num_97_1_5207
    DOI: 10.3406/ecop.1991.5207
    Note: DOI:10.3406/ecop.1991.5207
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    4. Swamy, P A V B, 1970. "Efficient Inference in a Random Coefficient Regression Model," Econometrica, Econometric Society, vol. 38(2), pages 311-323, March.
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    6. Biorn, Erik, 1981. "Estimating economic relations from incomplete cross-section/time-series data," Journal of Econometrics, Elsevier, vol. 16(2), pages 221-236, June.
    7. Fuller, Wayne A. & Battese, George E., 1974. "Estimation of linear models with crossed-error structure," Journal of Econometrics, Elsevier, vol. 2(1), pages 67-78, May.
    8. ZELLNER, Arnold & KMENTA, Jan & DREZE, Jacques H., 1966. "Specification and estimation of Cobb-Douglas production function models," LIDAM Reprints CORE 12, Université catholique de Louvain, Center for Operations Research and Econometrics (CORE).
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    1. Kinvi D.A. Logossah, 1994. "Capital humain et croissance économique : une revue de la littérature," Économie et Prévision, Programme National Persée, vol. 116(5), pages 17-34.

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