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Revisiting the relationship between longevity and lifetime education: global evidence from 919 surveys

Authors
  • Hoque, Mohammad Mainul1
  • King, Elizabeth M.2
  • Montenegro, Claudio E.3, 4, 5
  • Orazem, Peter F.6, 7
  • 1 Bangladesh Institute of Development Studies, Dhaka, Bangladesh , Dhaka (Bangladesh)
  • 2 The Brookings Institution, Washington D.C., USA , Washington D.C. (United States)
  • 3 University of Chile, Department of Economics, Santiago, Chile , Santiago (Chile)
  • 4 World Bank, Washington D.C., USA , Washington D.C. (United States)
  • 5 German Development Institute, Bonn, Germany , Bonn (Germany)
  • 6 Iowa State University, Department of Economics, Ames, IA, 50011-1070, USA , Ames (United States)
  • 7 IZA, Bonn, Germany , Bonn (Germany)
Type
Published Article
Journal
Journal of Population Economics
Publisher
Springer Berlin Heidelberg
Publication Date
Jul 24, 2018
Volume
32
Issue
2
Pages
551–589
Identifiers
DOI: 10.1007/s00148-018-0717-9
Source
Springer Nature
Keywords
License
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Abstract

The contrasting results from previous research motivate this reexamination of the longevity-schooling relationship. The study uses a different identification strategy applied to cohort-specific data from 919 household surveys conducted between 1960 and 2012 spanning 147 countries. We find a significant positive relationship between increased life expectancy at birth and lifetime completed years of schooling in 95% of the surveys and significant negative effects only in 0.3%. In addition, parents’ own longer life expectancy at birth has intergenerational benefits for their children’s schooling. The 31-year increase in life expectancy at birth worldwide for birth cohorts 1922–1987 is associated with 60–100% of the 4.8 additional years of completed schooling for those birth cohorts. These results are robust for different specifications across surveys, population groups, and world regions.

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