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Epog + Education economics

Material and information about 2021-2022 Education economics lecture of EPOG+ Master 2, given by Hugo Harari-Kermadec

Evaluation: each pair of student produces a written report, mainly a transcription of your oral presentation. The report is a short (6-10 pages), structured document, that can include images, tables or graphs used in the presentation, correctly referenced.

Deadline: January 31. Postponed to February 5

EPOG2+ Heterodox econometrics (advanced)

Here is the paper by Auvray&Rabinovich.

You can also look at Joel’s presentation of sept-19. Additionnal paper on the (false) financialization of non financial firms.

Some reading recommandations

Lecture on quantification and Desrosieres’ paper

Oct-7

How to work on the long run

  • Write a journal, a log (where the data comes from, what you do to it, issues you face and options you take, ideas, paste your plots)
  • save and comment your scripts
  • start writing your report from the first day
  • make a copy of the whole folder on another computer or on the cloud, each time you work on it.

Oct 14

Oct 21

  • My slides on GMM
  • Try GMM on the toy database
  • Import the complete database
  • Calendar :
    • Oct 28 no class
    • Nov 4, class on sequence analysis in the morning (10:50-12:30) and from 14:00 to 16:30, for individual advise on the replication. Register here for an appointment, max 5 students per 30 minutes session.
    • Nov 11 no class
    • Nov 18 last class, at UTC at Boulevard Sebastopol. 14:00 – 17:00. Individual meeting again, register here
    • Dec 5 Report due date

Advice for implementation:

  • the variables are already trimmed, lagged, normalized… in the complete database ready4.
  • do not use the size dummies (du_size_big), they are for another table, and do not correspond to table 6 categorisation. You have to split yourself. You should try not to split differently for different years, otherwise it will produce missing information in the panel.
  • do not use “summary” of your output, it takes a lot of time, use stargazer instead
  • if the computation takes to much time, try with less lags in the instruments, with less companies, with less covariables…

Additionnal advice (Nov 18)

  • You might find a negative coefficient for investment_l. THere is no need to “fix” it. Comment on why it’s strange.
  • If computing is too long, you can use “collapse=T” as an option of pgmm, to reduce the number of instruments and computation time.

Directives for the report:

  • The report is individual. It’s length is approximately 6 pages. It should contain
    • an abstract of Auvray and Rabinovich’s paper
    • a discussion of a variable of the model, with a sociology of quantification perspective. Here is a very very complete example.
    • the replication of table 6, p.24, at least column 5 (model with offshoring variables for large companies). Compare your results to those of the original paper and comment. You might want to use the stargazer package to produce a nice table.
    • Send me your report at harari at univ-orleans.fr with [econometrics] in the object of the email by December 5.

Financement de l’enseignement supérieur

Formation syndicale pour Sud éducation, 28 janvier 2019

  • Le financement du supérieur
    • Une massification…
    • …inégalitaire
    • et un manque de moyen
  • Hausse pour les étudiantes étrangeres
    • Actualité des frais
    • Vers une hausse généralisée
    • Des effets discriminatoires, mais aussi pervers
  • 3 Alternative : éducation par répartition
    • Allocation universelle d’autonomie
    • Financement public accru

Classements, concurrence et marchandisation universitaires

Conférence transversale de l’ENS Paris Saclay (90 min) le 17 janvier 2017.

Le classement de Shanghai émerge au milieu des années 2000, dans un contexte d’explosion des migrations
étudiantes et de hausse des frais d’inscription. Les classements, avec d’autres outils d’évaluation, participent à définir une nouvelle concurrence entre établissements, où les logiques économiques prennent de plus en plus de place.

Le travail des universitaires est transformé par ces évolutions. Quel(s) futur(s) pour les docteur-es dans l’économie de la connaissance : entrepreneurs innovants ou salarié-es précaires ?

Economie de l’éducation (ENS Cachan, L3)

Cours d’économie de l’éducation (10h) du département de Sciences Sociales en première année (Licence 3), par Hugo Harari-Kermadec. Cours alterné avec celui de sociologie de l’éducation de Xavier Pons.