1 option
Development Economics as Taught in Developing Countries / McKenzie, David J.
World Bank Open Knowledge Repository (formerly "World Bank E-Library Publications") Available online
View online- Format:
- Book
- Government document
- Author/Creator:
- McKenzie, David J.
- Series:
- Policy research working papers.
- World Bank e-Library.
- Language:
- English
- Subjects (All):
- Development economics.
- Economic theory & research.
- Education.
- Effective schools & teachers.
- Knowledge transfer.
- Labor policies.
- Macroeconomics and economic growth.
- Poverty reduction.
- Pro-poor growth.
- Social protections and labor.
- Tertiary education.
- Undergraduate education.
- Local Subjects:
- Development economics.
- Economic theory & research.
- Education.
- Effective schools & teachers.
- Knowledge transfer.
- Labor policies.
- Macroeconomics and economic growth.
- Poverty reduction.
- Pro-poor growth.
- Social protections and labor.
- Tertiary education.
- Undergraduate education.
- Physical Description:
- 1 online resource (46 pages)
- Place of Publication:
- Washington, D.C. : The World Bank, 2015.
- System Details:
- data file
- Summary:
- This paper uses a combination of survey questions to instructors and data collected from course syllabi and examinations to examine how the subject of development economics is taught at the undergraduate and masters levels in developing countries, and benchmark this against undergraduate classes in the United States. The study finds that there is considerable heterogeneity in what is considered development economics: there is a narrow core of only a small set of topics such as growth theory, poverty and inequality, human capital, and institutions taught in at least half the classes, with substantial variation in other topics covered. In developing countries, development economics is taught largely as a theoretical subject coupled with case studies, with few courses emphasizing data or empirical methods and findings. This approach contrasts with the approach taken in leading U.S. economics departments and with the evolution of development economics research. The analysis finds that country income per capita, the role of the state in the economy, the education level in the country, and the involvement of the instructor in research are associated with how close a course is to the frontier. The results suggest there are important gaps in how development economics is taught.
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.