Nutrition, Health and Education: The Economic Significance of Complementarities at Early Ages

Marcelo Selowsky
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Marcelo Selowsky: The World Bank

Chapter 8 in Human Resources, Employment and Development Volume 2: Concepts, Measurement and Long-Run Perspective, 1983, pp 181-197 from Palgrave Macmillan

Abstract: Abstract This paper attempts to evaluate the economic significance of the following pieces of empirical evidence: (1) An increasing number of studies show that pre-school-age children of the lower socio-economic groups in developing countries perform substantially worse in tests of cognitive development than children from higher income groups.1 (2) These studies also show that a large part of this difference can be attributed to factors able to be influenced by public policy. Malnutrition, lack of sanitation, low levels of psychological stimulation and other environmental deficits surrounding children in poverty are some of these factors.2 (3) Earnings functions, relating earnings to levels of schooling and early ability scores, if available, show that early ability not only has an independent effect on future earnings. More important, the functional forms that seem to fit the data best imply a complementarity between schooling and ability, the marginal product of additional schooling depending on the level of pre-school abilities of the child.

Keywords: Capita Income; Ability Score; Poor Quintile; Yearly Wage; Demand Price (search for similar items in EconPapers)
Date: 1983
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DOI: 10.1007/978-1-349-17203-0_8

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