Throughout the developed and developing worlds, education spending is seen as a key tool for government policy makers in the quest for economic growth. Promoting 'human capital' development is a prime objective for economic and education ministries. The seminal articles in this essential volume include early classics which explain why education became central to productivity debates and more recent papers which elucidate the enormous controversies in this important field. This collection, with an original introduction by the editors, will be of great interest to academics and students interested in growth, productivity, innovation and economic performance.

What is working in education in the UK - and what isn't? This book offers a highly readable guide to what the latest research says about improving young people's outcomes in pre-school, primary and secondary education. Never has this issue been more topical as the UK attempts to compete in the global economy against countries with increasingly educated and skilled work-forces. The book discusses whether education policy has really been guided by the evidence, and explores why the failings of Britain's educational system have been so resistant to change, as well as the success stories that have emerged. Making a Difference in Education looks at schooling from early years to age 16 and entry into Further Education, with a special focus on literacy, numeracy and IT. Reviewing a large body of research, and paying particular attention to findings which are strong enough to guide policy, the authors examine teacher performance, school quality and accountability, and the problematically large social gap that still exists in state school education today. Each chapter concludes with a summary of key findings and key policy requirements. As a comprehensive research review, Making a Difference in Education should be essential reading for faculty and students in education and social policy, and of great interest to teachers and indeed to anyone who wants to know about the effectiveness of UK education policy and practice, and where they should be going.

Economists are concerned by a wide range of environmental impacts from pollutants, as they affect human welfare and not just human health. This insightful book demonstrates how economic analysis can contribute to decision making in environmental policy and discusses the theoretical limitations of economic valuation.Through detailed case studies including land contamination and ecosystem damage, the expert contributors illustrate the range of methods economists currently employ to address and manage the impacts of pollutants, such as multiple criteria analysis, hedonic pricing and contingent valuation. They explore applications of the cost-benefit approach to the environment but also raise questions as to its continued role compared to alternative methods. By presenting the ongoing work of economists involved with environmental management the authors hope that understanding of typical economic practice can be enhanced and perhaps complemented by natural scientists working in the fields of ecotoxicology, epidemiology and ecology. The book also discusses how the sometimes difficult interaction between natural science and economic analysis can be managed. By adopting an international perspective and providing a critical overview of contemporary economic research into environmental pollution, this book will become essential reading for environmental economists, scientists and policymakers.

What is working in education in the UK - and what isn't? This book offers a highly readable guide to what the latest research says about improving young people's outcomes in pre-school, primary and secondary education. Never has this issue been more topical as the UK attempts to compete in the global economy against countries with increasingly educated and skilled work-forces. The book discusses whether education policy has really been guided by the evidence, and explores why the failings of Britain's educational system have been so resistant to change, as well as the success stories that have emerged. Making a Difference in Education looks at schooling from early years to age 16 and entry into Further Education, with a special focus on literacy, numeracy and IT. Reviewing a large body of research, and paying particular attention to findings which are strong enough to guide policy, the authors examine teacher performance, school quality and accountability, and the problematically large social gap that still exists in state school education today. Each chapter concludes with a summary of key findings and key policy requirements. As a comprehensive research review, Making a Difference in Education should be essential reading for faculty and students in education and social policy, and of great interest to teachers and indeed to anyone who wants to know about the effectiveness of UK education policy and practice, and where they should be going.