Veranstaltungen

Bildung, Kultursektor, Non-Profit-Sektor
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22. Januar 2014

SOEP Brown Bag Seminar The Impact of Tuition Fees on Educational Inequality

This paper studies whether university tuition fees affect the intention to acquire a university degree among high school students and, if so, whether individuals from low-income households are affected in particular. We analyze the introduction and abolishment of tuition fees in Germany using data from the Socio-Economic Panel Study (SOEP). We find a negative effect of tuition fees on the intention of 17-years-olds to acquire a university degree. The effect is mainly driven by individuals from low-income households. By analyzing register data from the Federal Statistical Office of Germany, we also show that tuition fees affect the actual number of university graduates more in communities with relatively high unemployment rates.

Referent/-in
  • Michael Bahrs (Universität Hamburg)
  • Zeit
    12:30-13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 587
    9. Januar 2014

    BIEN Lunchtime Seminar Die Rolle institutioneller Rahmenbedingungen für das Risiko einer Rückstellung vom Schulbesuch

    mit Kommentar von Prof. Dr. Katharina Spieß

    Anmeldung bis 02.01.2014 unter

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    Referent
  • Prof. Dr. Birgit Becker
  • Zeit
    11:30 - 12:45
    Ort
    Schumpeter Saal DIW Berlin im Quartier 110 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 516
    11. Dez 2013

    SOEP Brown Bag Seminar Zur Bedeutung von Konfession und Kirchgang für Bildungserfolg in Westdeutschland

    Ausgehend von Weber sowie Becker und Wößmann diskutieren wir zunächst Zusammenhänge zwischen protestantischer und katholischer Konfession mit der Lebensführung und ob diese zu differentiellen Ergebnissen in der Bildungsteilhabe führen. Anschließend gehen wir auf alternative Erklärungen ein, wonach regional variierende Bildungserfolge auf Minderheiteneffekte (Kontrolldichte, Motivation) zurückzuführen sind. Schließlich diskutieren wir Colemans Sozialkapitalansatz, wonach der Kirchgang von Familienmitgliedern geschlossene Netzwerke erzeugt, die den Eltern ein intensives Monitoring ihrer Kinder ermöglichen. Die unterschiedlichen Erklärungsansätze werden mit ausgewählten Daten aus dem Sozio-oekonomischen Bildungspanel (SOEP) überprüft. Indikator für den Bildungserfolg ist der Gymnasialbesuch von Kindern im Alter von 12 bis 15 Jahren. Auf Seiten der Eltern liegen Angaben zur Religionszugehörigkeit und der Kirchgangshäufigkeit vor (sowie Standardinformationen zur Soziodemographie und zum Kulturkapital). Wir konzentrieren uns auf Westdeutschland, weil wir u.a. an die westdeutschen Nachkriegsstudien zum „katholischen Arbeitermädchen vom Lande" anknüpfen und weil dort die konfessionelle Prägung von Kreisen erheblich variiert. Für Westdeutschland insgesamt lassen sich aktuell keine konfessionellen Differenzen beim Besuch des Gymnasiums feststellen. Aber es zeigen sich erhebliche räumliche Variationen. Je stärker die konfessionelle Prägung eines Kreises von der Konfessionszugehörigkeit der untersuchten Familien abweicht, desto höher ist der Bildungserfolg (positiver Minderheiteneffekt). Vor dem Hintergrund der Befunde zum Kirchgang, nach denen Kirchgang zwar mit höherer Bildung einhergeht, die Struktur der Effekte sich aber nicht im Sinne des Sozialkapitalansatzes interpretieren lässt, tendieren wir dazu, die höheren Bildungserfolge in der (regionalen) Minderheitensituation als spezifische (unbeobachtete) Motivationen zu deuten.

    Referent/-in
  • Thorsten Schneider (Universität Leipzig)
  • Zeit
    12:30-13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
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    im DIW Berlin
    Tel.: +49 30 89789 587
    5. Dez 2013

    BIEN Lunchtime Seminar Wie fallen Schullaufbahnentscheidungen – rational oder klug?

    Das Netzwerk für Interdisziplinäre Bildungsforschung Berlin (Berlin Interdisciplinary Education Research Network -  BIEN) bringt Nachwuchswissenschaftlerinnen und Nachwuchswissenschaftler der empirischen Bildungsforschung zusammen, um sich disziplinübergreifend auszutauschen, zu diskutieren und zu vernetzen. Das  Netzwerk richtet sich an Doktoranden, Post-Docs und fortgeschrittene Masterstudierende aus allen für die Bildungsforschung relevanten Disziplinen.

    Anmeldung bis 25.11.2013 unter

    Referent/-in
  • Prof. Dr. Drs. h.c. Jürgen Baumert
  • Zeit
    11:30 - 12:45 Uhr
    Ort
    Schumpeter Saal DIW Berlin im Quartier 110 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 516
    6. Nov 2013

    Cluster-Seminar Öffentliche Finanzen und Lebenslagen Music or Sports - An empirical analysis of their differential effects on child development

    (joint with Charlotte Cabane and Michael Lechner)

    Previous studies on the effects of leisure activities on skill development do not discuss whether such activities are complements or substitutes. Comparing to which extent various extracurricular activities influence skill development brings us closer to understanding the formation of educational inequalities as well as the mechanisms behind skill production. Using data from the German Socio-Economic Panel, our study compares the role of music and sports for the development of cognitive and non-cognitive skills during adolescence. We use parental taste as an instrumental variable to account for the non-random choice between these activities. Our preliminary findings suggest that music is better than sports for increasing adolescents’ ambition and optimism about future success.

    Referent/-in
    Zeit
    12:30 - 13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 610
    21. Juni 2013

    DIW Applied Micro Seminar Offering Intensive Support to At-Risk High School Students
    A Program Evaluation of Pathways to Education

    The Pathways to Education Program is an intervention that was developed to encourage schooling among disadvantaged early high school students. The program adopts a multi-faceted approach, offering extensive tutoring, mentoring, and financial support, as well as easy access to student-parent workers who provide information and advice as needed on a wide range of issues. The program began in the 2001-2002 school year for transitioning Grade 8 students in two schools surrounding Regent Park, a large public housing project in downtown Toronto. Participation required parents and students to commit in writing to the program. This study presents the first evaluation of the pathways program using publicly available data.

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    Referent/-in
  • Philip Oreopoulos, University of Toronto
  • Zeit
    13:15-14:45
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 468
    7. Juni 2013

    DIW Applied Micro Seminar Educational Achievement and the Allocation of School Resources

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    Referent/-in
  • Professor Deborah Cobb-Clark, University of Melbourne
  • Zeit
    13:15-14:45
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 254
    19. April 2013

    DIW Applied Micro Seminar The Effect of High School Curriculum on the Choice of College Major and University Enrollment

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    Referent/-in
  • Katja Görlitz, FU Berlin
  • Zeit
    13:15-14:45
    Ort
    Gustav-Schmoller-Raum DIW Berlin im Quartier 110 Raum 3.3.002A Mohrenstraße 58 10117 Berlin
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    im DIW Berlin
    Tel.: +49 30 89789 468
    22. Februar 2013

    DIW Applied Micro Seminar Student Awareness of Costs and Benefits of Educational Decisions: Effects of an Information Campaign

    Abstract: University fees have recently trebled in England and there are fears that many young people may be put off from participating in further and higher education – especially those from low income backgrounds. This could exacerbate inequalities that are already very stark in the UK. In this paper, we investigate students’ knowledge and their receptiveness to information campaigns about the costs and benefits of staying on in education. We design an ‘information campaign’ that gives some simple facts about economic and financial aspects of educational decisions and test students’ response to this campaign. The fieldwork for our information campaign took place over the period in which the trebling of university fees was announced. This was widely reported in the media, so we also test receptiveness to the surrounding media campaign. The analysis shows evidence of large gaps in students’ knowledge, which are influenced both by the information campaign and media reporting about the increase of tuition fees. However, the latter greatly increased the perception of going to university as ‘too expensive’ – especially among low income groups. Our experiment shows that simple information campaigns can help to mitigate this negative impact on attitudes.

    Mehr Informationen
    Referent/-in
  • Dr Sandra McNally, LSE
  • Zeit
    13:15-14:45
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 490
    9. Januar 2013

    Cluster-Seminar Öffentliche Finanzen und Lebenslagen How learning a musical instrument affects educational achievement

    Learning a musical instrument during childhood may increase educational opportunities by improving cognitive skills, teaching non-cognitive skills or by sending positive signals to teachers. Our study tests these hypotheses with data from the German Socio-Economic Panel, which contains information on musical practice during childhood as well as detailed parental background characteristics. In order to reduce the bias resulting from non-random selection into musical practice, we use propensity score matching. Moreover, we test the robustness of our results with siblings fixed effects. We find that learning a musical instrument improves cognitive skills by 0.3 and school marks by 0.15 standard deviations. Educational ambitions improve whereas non-cognitive skills do not seem to be affected. Positive effects are stronger for children from lower socio-economic status.

    Referent/-in
    Zeit
    12:30-13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 355
    24. Oktober 2012

    Cluster-Seminar Öffentliche Finanzen und Lebenslagen The Economics of Information: How Job Information Centers affect Educational Choices and Labor Market Outcomes

    Referent/-in
  • in Zusammenarbeit mit Thomas Siedler (Universität Hamburg)
  • Zeit
    12:30-13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 355
    27. Sept 2012

    SOEP Brown Bag Seminar SOEP Special Brown Bag Seminar
    Dead Man Walking: The Impact of Over-Education on Life Satisfaction

    The negative effects of unemployment on wellbeing have been clearly documented in the economics literature. However some current employees may move directly into a new job, never experiencing an unemployment spell, yet find themselves in a new job underutilising their skills or education ("downchanges"). We assess empirically, whether downchanges are similar to unemployment spells, in that they both decrease measures of wellbeing, controlling for observables and time-invariant unobservables. Theoretically persons should only make job moves that are pareto optimal. However, we find significant negative impacts of downchanges on wellbeing amounting to about a quarter of the magnitude of being unemployed, and consider this to be a form of as "hidden unemployment". This suggests that labour market participants prefer a poorer match at their new job than remaining at their old job entering into unemployment, suggesting some kind of forcing out of the old job.

    Referent/-in
  • John P. Haisken-DeNew (MIAESR, University of Melbourne)
  • Zeit
    12:30-13:00
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 344
    8. August 2012

    SOEP Brown Bag Seminar SOEP Brown Bag Seminar
    Number of siblings, birth order and maternal investments in preschool children: Resource dilution or resource augmentation?

    This study aims to explore the relationship between sibling number, birth order and maternal time investments in preschool children. Using the GSOEP and "Familien in Deutschland", we investigate maternal time investments in children aged 2-3 and 5-6. The dependent variables consist of two dimensions extracted from the mother's self-reported frequencies in various activities with children activities at home and outside activities. By fitting a random-effects and a fixed-effects model for two measurement points, we give answer to two questions: (a) To what extent do maternal time investments vary between children in families with different sibling compositions? (b) How do these investments change for the same child across time with the birth of a new sibling? The results show that there are quantitative and qualitative differences in time spent by mothers inside and outside the home. (a) There is an advantage for the firstborn with increasing sibship size, even when compared to an only child. Investments in middle and lastborn children get rather diluted with each additional sibling. The child's sex matters only for activities outside the home. (b) Children are more affected by the birth of a new sibling when they already have a younger sibling. The effect of time investments is positive for activities at home, but quite ambiguous for activities outside the home and varies with the child's sex and birth position. Regarding covariates, child care support leads to an increase in maternal time investments, whereas mother's working hours and household income have no impact.

    Referent/-in
  • Magdalena Osmanowski und Andrés Cardona (Universität Bielefeld)
  • Zeit
    12:30-13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 344
    4. Juli 2012

    Cluster-Seminar Öffentliche Finanzen und Lebenslagen The treatment effect of attending a high-quality school and the influence of unobservables

    This paper studies the effect of attending a high-quality middle school on subsequent educational outcomes. The analysis is based on data from the German socio-economic household panel in which we observe children when they make their secondary school decisions (in the age between 10-12) and later when they self-report on their intentions with regard to their further educational pathway (in the age of 16-17). To identify the treatment effect, we use a regression-control framework as well as an instrumental variable approach (based on local supply of schools). In a second step, we carefully examine the influence of unobservable characteristics in both methods using the new technique proposed by Altonji, Elder and Taber (2005). Our findings suggest that unobservable characteristics are indeed crucial to the validity of the research design. While we find large positive and significant effects of attending a high-quality school, we cannot rule out that the estimates are not in fact driven by selection on unobservables.

    Referent/-in
    Zeit
    12:30-13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 308
    13. Juni 2012

    SOEP Brown Bag Seminar SOEP Brown Bag Seminar
    Socioeconomic status, Parenting practices, and Conscientiousness in Early Childhood

    The role of personality traits in the production of social inequality has increasingly been the subject of sociological inquiry. Conscientiousness, in particular, has proven to be an important predictor of educational achievement and occupational attainment. The importance of conscientiousness in predicting unequal outcomes in the life course leads to the question of whether differences in this trait have their origins in social stratification. Parenting practices have been shown to vary across socioeconomic strata and to influence children's outcomes in different ways. Yet there has been little research to date on the extent to which dimensions of parenting mediate or moderate the effects of SES on child outcomes. The main objective of this paper is to identify whether primary caregivers in Germany differ in their parenting practices by socioeconomic characteristics, and whether these affect the development of conscientiousness in early childhood.

    The study analyzes data from the SOEP, in which children are observed at three measurement points: 0-23 months, 2-3 years, and 5-6 years (N=519).

    The results suggest that in Germany,  parenting practices, which, as expected, differ across  SES, partially mediate the relaton between SES and childs conscientiousness.  Results remain unchanged even after the effect of infant/toddler temperament on parenting practices is taken into account.

    Referent/-in
  • Till Kaiser (Universität Bielefeld)
  • Zeit
    12:30 - 13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 344
    16. Mai 2012

    SOEP Brown Bag Seminar SOEP Brown Bag Seminar
    Day care (quality) and differences in child outcomes

    Studies in recent years show that universal child care has a beneficial impact on children‘s outcomes (e.g., Havnes/Mogstad 2009, 2011, Datta‐Gupta/Simonsen 2010, 2011). However evidence remains mixed on whether all types of day care attendance have a positive effect on children's development.  Some papers show that day care attendance can also negatively influence child outcomes: e.g. Seyda (2009) or Landvogit et al. (2007) examine if day care attendance increases children's likelihood to attend higher secondary education by accounting for full-time and part-time day care attendance. Both studies conclude that a longer duration decreases children's likelihood of higher secondary schooling. Yet, these studies investigate attendance vs. non‐attendance, or formal care vs. informal care, but day care "quantity" and day care quality are rarely differentiated.

    By combining data from the German Socio-Economic Panel study (SOEP) and administrative data on day care quality, this paper examines potential effects of duration of day care attendance as well as the underlying structural quality of day care institutions at the "Jugendamtsbezirk" (youth welfare office) level on changes in children's health or personality traits. If parents regard day care as an investment in the human capital of children, they were to prefer day care centers with "better" quality. Day care facilities vary in terms of structural quality, e.g. staff-child-ratio, group size, or education of day care teachers. Hence while it might be beneficial to attend a day care center, a longer stay at a facility with mediocre quality might have negative consequences.  This paper investigates in what way a child's duration of day care attendance and the quality of day care facilities influences differences in children's health or personality traits between age three and six. Preliminary results indicate that day care quality explains some of the variation in children's health and personality traits between age three and six.

    Referent/-in
    Zeit
    12:30 - 13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 344
    9. Mai 2012

    Cluster-Seminar Öffentliche Finanzen und Lebenslagen The Generalized Roy Model and The Cost-Benefit Analysis of Social Programs

    The standard analysis of treatment eff ects only considers the gross benefi t of treatment and does not consider the cost as perceived by the agents or the surplus arising from participation in programs (the private subjective evaluation of the program). This paper extends the analysis of Heckman and Vytlacil (1999, 2005) to identify parameters measuring the costs and net gains of arising from participation in a program within the context of a generalized Roy model. The analysis does not require that the analyst observe the subjective cost of treatment. Instead, we use information derived from agent choices about participating in a program to infer the cost of treatment as perceived by the agent. We apply our methodology to the analysis of college choice and nd that variability in net gains from attending college is mainly due to variability in the cost associated with schooling.

    Referent/-in
  • Philipp Eisenhauer (ZEW Mannheim)
  • Zeit
    16:30-17:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 308
    2. Mai 2012

    SOEP Brown Bag Seminar SOEP Brown Bag Seminar
    It’s the Economy, Stupid: A Context-based Theory of Civic and Political Participation in Germany

    There has been a recent shift in Political Science towards integrating
    aggregate-level contextual factors into the study of individual-level
    political behaviors. while intriguing, findings are inconsistent and
    this research area is bereft of theoretical underpinnings. The
    underlying idea that drives my dissertation is that civic and
    political participation are, at least partially, a response to
    economic, political and social realities.The literature on social
    context is rooted in the idea that the perception of threat influences
    civic and political behaviors. As I argue, perceptions of the threat
    represented by foreigners-and thus the impact of social context-vary
    based on local economic context. Foreigners are more likely to be seen
    as threatening in cities with restricted capacities to fulfill their
    traditional welfare tasks, which has consequences for civic and
    political behaviors.To develop this theory, I merge SOEP data with
    city-level economic, social and demographic data

    Referent/-in
  • Lindsay M. Pettingill (Georgetown University)
  • Zeit
    12:30 - 13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 344
    3. April 2012

    Cluster-Seminar Öffentliche Finanzen und Lebenslagen Effects of changes in student composition on teacher mobility. Evidence from the admission reform

    This paper examines teacher job mobility using matcher employee-employer panel data from Stockholm municipality upper secondary schools. I utilize the exogenous change in upper secondary school admission which led to the sharp reshuffling of students within the municipality. This quasi experimental set up provides a unique opportunity to investigate the relationship between changes in student attributes and changes in teacher quality and turnover, which are not confounded with changes in school or neighborhood characteristics. Comparison of ordinary least squares and difference-in-differences estimates suggest that the former ones are severely biased and could provide a highly misleading, from policy perspective, conclusions. The causal estimates indicate that schools that experience upward shocks in student quality are more successful in retaining teachers, in particular, these that are more experienced and of high cognitive skills. Furthermore, I do find significant heterogeneity in the impact of minorities and principals compensatory behavior towards teachers. Nonetheless, the results suggest that student characteristics are endogenous to teacher turnover decisions.

    Referent/-in
  • Krzysztof Karbownik (Uppsala University)
  • Zeit
    12:30-13:30
    Ort
    Eleanor-Dulles-Raum DIW Berlin im Quartier 110 Raum 5.2.010 Mohrenstraße 58 10117 Berlin
    Ansprechpartner/-in
    im DIW Berlin
    Tel.: +49 30 89789 308
    21. März 2012

    Berlin Lunchtime Meeting Bildungssystem in Deutschland: Die langfristigen Effekte der Schulwahl auf Bildungsabschlüsse und auf Löhne

    Vortrag: Prof. Christian Dustmann, PhD. | University College London
    Kommentar: Martin Spiewak
    | DIE ZEIT
    Moderation: Prof. Dr. C. Katharina Spieß | DIW Berlin 

    In Zeiten zunehmender sozialer Ungleichheit in Deutschland wird der frühen Selektion der Schulkinder im Alter von 10 Jahren durch das dreigliedrige Schulsystem immer mehr der Vorwurf gemacht, sie trage zur Zementierung von Ungleichheit bei. Viele Statistiken verweisen auf den Zusammenhang von elterlicher Bildung und Schulwahl im Alter von 10 Jahren, einem Alter, in dem die Kinder noch keine eigenständigen Lebens- und Bildungsentscheidungen getroffen haben können. Eine neue Studie der Forscher Christian Dustmann und Uta Schoenberg vom University College London sowie Patrick Puhani von der Leibniz Universität Hannover zeigt nun, dass die Schulwahl im Alter von 10 Jahren keine langfristigen Effekte auf Schulabschlüsse und Löhne hat, weil das deutsche Schulsystem flexibel genug ist, um frühe Fehlentscheidungen zu späteren Zeitpunkten zu korrigieren.

    Prof. Christian Dustmann, PhD. | Professor an der Fakultät für Wirtschaftswissenschaften am University College London und Leiter des Centre for Research and Analysis of Migration (CReAM). 1992 Promotion in Wirtschaftswissenschaften am European University Institute mit Habilitation an der Universität Bielefeld 1997. Dustmann ist Mitherausgeber der Zeitschriften Journal of Population Economics und Economic Journal. Research Fellow am Centre for Economic Policy Research (CEPR), London und am Institute for the Study of Labor (IZA). Zudem ist er wissenschaftlicher Mitarbeiter am Institute for Fiscal Studies (IFS) und am Centre for Economic Performance (CEP), London. Zu seinen Hauptforschungsinteressen gehören Zusammenhänge zwischen Demographie und Wirtschaft und Arbeitsmarkttheorien. In diesen Forschungsbereichen hat er bereits zahlreiche Werke veröffentlicht.

    Martin Spiewak | Redakteur Wissen, DIE ZEIT. Nach dem Abitur leistete er seinen Zivildienst im Altersheim, studierte Geschichte und Spanisch in Hamburg und Madrid und Journalismus in München. Bevor er zum "Deutschen Allgemeinen Sonntagsblatt" ging, reiste er ein Jahr durch Mexiko und Kolumbien und arbeitete mit Straßenkindern. 1999 kam er zu der ZEIT ins Wissen. Bildung ist sein großes Thema. 2007 verbrachte er mehrere Monate an der Harvard University, um über Integration zu arbeiten.

    Prof. Dr. C. Katharina Spieß | Leiterin der Abteilung Bildungspolitik am DIW Berlin. Ihr Forschungs- und Publikationsschwerpunkt liegt im Bereich der Frühkindlichen Bildung.

    Die Veranstaltung findet in deutscher Sprache statt.

    Wir freuen uns auf Ihre Teilnahme an dieser Veranstaltung und bitten Sie, Ihre verbindliche Anmeldung via E-Mail an zu senden.

    Zeit
    12:00 - 13:00
    Ort
    Schumpeter Saal DIW Berlin im Quartier 110 Mohrenstraße 58 10117 Berlin
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    im DIW Berlin
    Tel.: +49 30 89789 569
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