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Les effets de la démocratisation de l'enseignement en France : Une étude empirique

Abstract : This thesis focuses on the impact of the schooling democratisation on the rate of return to schooling in France from 1983 to 2002. Moreover, it allows us to make a statement on the advancement of econometric methods that have been developed during these past fifty years. We explain why it is essential for us to introduce, in several models, implicit costs and explicit expenses caused by the choice of studies or the probability of unemployment, which differs according to schooling achievement.
Repeating a year or the specificity of the French schooling system are elements that lead up to think that “years of schooling don't show the level of students. What matters is the “diploma”.
Taking into account these several factors, the rate of return of the “baccalauréat” has decreased a lot over this period, to be now negative around less than one percent contrary to the rate of return after the “baccalauréat” who converge to 10%, the “licence” being still more profitable than the “master”. In addition, we note that the general baccalauréat's value is diminishing more and more on the market world.
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Submitted on : Tuesday, November 13, 2007 - 2:26:35 PM
Last modification on : Tuesday, January 19, 2021 - 11:08:28 AM
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  • HAL Id : tel-00187032, version 1



Estelle Viger. Les effets de la démocratisation de l'enseignement en France : Une étude empirique. Economies et finances. Université Panthéon-Sorbonne - Paris I, 2007. Français. ⟨tel-00187032⟩



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