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CESifo Munich; Program on Education Policy and Governance (PEPG) of Harvard University

May 16-17, 2008
Joint Conference on Economic Incentives: Do They Work in Education? Insights and Findings from Behavioral Research
Munich, Germany
Jacques Rousseau once claimed that the best education was one that the child discerned for himself. The tutor was to ???do nothing and let nothing be done?? so that the child would be free to learn whatever he needed to know without external pressure. When it comes to learning, incentives ??? whether cash or compli??ments ??? had perverse consequences. Was Rousseau correct? Do incentives operate differently in education than in other sectors of society? What kinds of incentives prompt learning? Which ones deter it? Do students respond to economic rewards? Do teachers respond to material rewards for meritorious accomplishments? Or do they regard them as demeaning? Are extrinsic incentives preferable to intrinsic ones, monetary incentives to non-monetary ones? If schools face competition for students, do they become more efficient? Answers to many education policy issues ??? merit pay, graduation requirements, social promotion policies, school choice options, school accountability provisions, and many others ??? depend on how incentives work in education. Currently, scholars are exploring these questions in greater depth and with more sophistication than ever before. Major breakthroughs in theoretical understanding, computational capacity, and data availability are rapidly altering the knowledge landscape. Help in advancing the knowledge may also come from recent advances in behavioral economics. [gem?_?? den Informationen des Anbieters - according to site editor's information]
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