Studies on how education shapes adult health have largely conceptualized education as the quantity of schooling attained, coined the "vertical dimension" of education.
Until now, research has been inconclusive about the cognitive impacts of higher education and whether the quantity of schooling can influence the acquisition and maintenance of cognitive skills over time.
In Uttar Pradesh, a state in India, 41% of children could not read a single paragraph, but only 21% of parents think their offspring cannot read.Uganda's explosive increases in the quantity of schooling came at the expense of an implosion in quality.
"Quantity of schooling alone is misleading", it is important to account for quality too (Behrman and Birdsall, 1983).
This approach assumes that having more years of education is better and uses the "quantity" of schooling rather than the "type" of education to identify the mismatch.
The authors, Professor Eric Hanushek of Stanford University and Professor Ludger Woessmann of the University of Munich, showed that a country's economic growth has more to do with the quality than quantity of schooling.
Schoellman (2012) demonstrated that cross-country differences in education quality are as important as cross-country differences in the quantity of schooling in accounting for differences in output per worker across countries.
Also referred to as horizontal mismatch, it is distinct from qualification (vertical) mismatch in that a worker may be matched to the job in terms of the quantity of schooling received (qualification match) but not by the type of schooling received (Sloane 2003; Robst 2008; Quintini 2011a).
Conceptually and empirically, field-of-study mismatch is distinct from qualifications mismatch in that a worker may be matched to the job in terms of the quantity of schooling received (qualification match) but not by the type of schooling received (Sloane 2003; Robst 2008; Quintini 2011a).
Education is a principal determinant of economic growth and quality of life, so it is wise to worry about both the quality and quantity of schooling -- in the STEM fields and generally.
Though the mechanism for these findings is not certain, our results suggest that efforts to increase the quantity of school latrines may pose a risk to children in absence of actual hygiene behavior change, daily provision of soap and water prior to children's arrival at school, and provision of anal cleansing materials to prevent hand contamination.
