Education and Training in a Knowledge-Based Economy

CHRISTIAN BELZIL Professor of Economics, Concordia University, Montreal PILAR BENEITO Assistant Professor, Department of Economics, University of Valencia DORIS BLECHINGER Statistical Office, Northrine-Westfalia, Germany JEAN-LUC DEMEILEMEESTER Research Assistant, Solvay Business School and Fellow of SKOPE (O.I.E.S., Oxford) PETER DOLTON David Dale Professor of Economics, Newcastle University PATRICK VAN EIJS Project Leader, Research Centre for Education and the Labour Market, Maastricht University JAVIER FERRI Doctor in Economics and Assistant Professor, University of Valencia JA-RGEN HANSEN Doctor of Economics, Goteborg University, Sweden JOOP HARTOG Professor of Microeconomics, University of Amsterdam LAETITIA HOCQUET Doctor of Economics, University of Paris I Pantheon-Sorbonne HUUB MEIJERS Senior Researcher, Maastricht Economic Research Institute MARIA LUISA MOLTO Senior Lecturer, Department of Economics, University of Valencia FRIEDHELM PFEIFFER Senior Researcher, Centre for European Economic Research, Mannheim DENIS ROCHAT Doctor in Economics and Management Sciences, Universite de Cergy-Pontoise, France LUC SOETE Professor of International Economics, University of Maastricht EZEQUIEL URIEL Professor, University of Valencia ANNA VIGNOLES Research Fellow, Centre for Economic Performance, London School of Economics ADRIAAN VAN ZON Senior Research Fellow, Maastricht Economic Research Institute on Innovation and Technology

The aim of this book is to examine the economic effects of education and training, as determined by a proper match between education and jobs or under- and overeducation, the choices made in education, the quality of schools, the general or the specific nature of the training taken, technology innovation and the obsolescence of knowledge.The aim of this book is to examine the economic effects of education and training, as determined by a proper match between education and jobs or under- and overeducation, the choices made in education, the quality of schools, the general or the specific nature of the training taken, technology innovation and the obsolescence of knowledge.