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Abstract(s)
A Teoria do Capital Humano tem contribuído para progressos no conhecimento econômico em
múltiplos domínios, destacando-se a economia do trabalho e a economia da educação. Contudo,
não existe consenso entre os economistas sobre a melhor forma de medir o capital humano, sendo
diversas as medidas até agora construídas. Dentre essas medidas destaca-se o Human Capital Index
(HCI) [Índice de Capital Humano HCI] construído e divulgado para dezenas de países desde 2018
pelo Banco Mundial. Apesar do interesse em conhecer o HCI a nível agregado, por país, é também
reconhecida a necessidade de conhecer melhor o capital humano, por meio da desagregação da
medida por exemplo por género, níveis de rendimento ou regiões subnacionais. É nesta última
perspetiva que se insere o valor acrescentado desta investigação.
Para o caso da desagregação das medidas de capital humano por regiões, onde as análises empíricas
são pouco frequentes, as investigações confrontam-se com dificuldades na aplicação das medidas
de capital humano quer a nível de disponibilidade de fontes de informação quer a nível
metodológico. Aplicando e adaptando o Human Capital Index (HCI) este estudo pretende
contribuir para um melhor conhecimento do capital humano nas regiões em Portugal (23 regiões
de Portugal Continental) analisando três anos (2015, 2018 e 2020) e usando informação de diversas
fontes: DGEEC (2023), INE (2023 c, d & e) e OCDE (2015b, 2016, 2018, 2019).
A construção do Índice de Capital Humano Regional (HCI_R), seguindo a metodologia do Banco
Mundial apresentada por Kraay (2018) baseia-se na medida do capital humano que uma criança
nascida no presente pode esperar atingir quando entrar no mercado de trabalho (18 anos por
hipótese) levando em consideração aspetos relacionados com a saúde e a educação que existem na
região em que vive. Consequentemente, o índice é composto por três componentes: educação
(quantidade e qualidade), saúde e sobrevivência.
Os resultados obtidos que são influenciados em particular por um dos componentes, a educação,
mostraram uma heterogeneidade entre as regiões portuguesas e poderão contribuir para detetar as
regiões com mais necessidade de investimento em educação e saúde, otimizando assim os esforços
das autoridades locais e nacionais. São ainda apresentadas e justificadas empiricamente
alternativas à construção de alguns componentes do índice relativamente à taxa de rentabilidade
da educação e feita a discussão da importância de incorporar a mobilidade do capital humano entre
regiões nas diferentes fases de construção do capital humano, nomeadamente quando da entrada
no mercado de trabalho.
O índice calculado possui várias limitações. A influência desproporcionada da componente
educação no valor final do índice, pode originar um viés na interpretação, uma vez que o capital
humano não está apenas ligado com a educação formal, mas deve incluir outros fatores tais como
educação informal, saúde física e mental e valores do indivíduo. Também os resultados mostram
que regiões com baixos níveis socioeconômicos, apresentaram bons resultados no quesito
qualidade da educação, o que chama a atenção para a existência de fatores não inclusos no índice
que influenciam a criação de capital humano (e.g. os determinantes do sucesso escolar).
The Human Capital Theory has contributed to progress in economic knowledge in multiple areas, primarily in work economics and education economics. However, there is not a consensus among economics on the best method to measure human capital, with diverse methods already developed. Among these methods, the one that stands out is the Human Capital Index (HCI) developed and released to dozens of countries since 2018 by the World Bank. Although there is interest in knowing the HCI at an aggregate level, per country, there is also a need to better know the human capital at a disaggregated level for example by gender, income levels or sub-national regions. It is in this last perspective that the added value of this research lies. In the case of disaggregating the measures of human capital by regions, where the empirical analysis is less frequent, the investigations are troubled with difficulties in applying the human capital measures be it the level of information sources availability or at the level of methodology. Applying and adapting the Human Capital Index (HCI) this study aims to contribute to a better understanding of the human capital in the regions of Portugal (23 regions of Continental Portugal) analyzing three years (2015, 2018 and 2020) and using information from diverse sources: DGEEC (2023), INE (2023 c, d & e) and OCDE (2015b, 2016, 2018, 2019). The development of the Regional Human Capital Index (HCI_R), following the methodology from the World Bank presented by Kraay (2018), is based on the human capital a child born in the present time can hope to achieve once it enters the job market (18 year by hypothesis) taking in consideration aspects related to health and education from the region in which the child lives. Consequently, the index is made up of three components: education (quantity and quality), health and survival. The results obtained are influenced by one of the components, the education, showed a heterogeneity between the Portuguese regions and could contribute to detecting the regions that require the most investment in education and health, thus optimizing the efforts of local and national authorities. Alternatives to the construction of some components of the index relative to the rate of profitability of education are presented and justified empirically and a discussion is made of the importance of incorporating mobility to human capital between regions in different phases of the human capital, most importantly once one enters the job market. The calculated index has many limitations. The disproportionate difference of the education component in the final value of the index, can originate from an interpretative bias, once the human capital is not only tied to formal education, but must include other factors such as informal education, physical and mental health and values held by the individual. The results also report that the regions with low socioeconomic levels, display better results in the aspect of quality of education and it calls attention to the existence of factors not included in the index that influence the creation of human capital (e.g. the determinant of school success).
The Human Capital Theory has contributed to progress in economic knowledge in multiple areas, primarily in work economics and education economics. However, there is not a consensus among economics on the best method to measure human capital, with diverse methods already developed. Among these methods, the one that stands out is the Human Capital Index (HCI) developed and released to dozens of countries since 2018 by the World Bank. Although there is interest in knowing the HCI at an aggregate level, per country, there is also a need to better know the human capital at a disaggregated level for example by gender, income levels or sub-national regions. It is in this last perspective that the added value of this research lies. In the case of disaggregating the measures of human capital by regions, where the empirical analysis is less frequent, the investigations are troubled with difficulties in applying the human capital measures be it the level of information sources availability or at the level of methodology. Applying and adapting the Human Capital Index (HCI) this study aims to contribute to a better understanding of the human capital in the regions of Portugal (23 regions of Continental Portugal) analyzing three years (2015, 2018 and 2020) and using information from diverse sources: DGEEC (2023), INE (2023 c, d & e) and OCDE (2015b, 2016, 2018, 2019). The development of the Regional Human Capital Index (HCI_R), following the methodology from the World Bank presented by Kraay (2018), is based on the human capital a child born in the present time can hope to achieve once it enters the job market (18 year by hypothesis) taking in consideration aspects related to health and education from the region in which the child lives. Consequently, the index is made up of three components: education (quantity and quality), health and survival. The results obtained are influenced by one of the components, the education, showed a heterogeneity between the Portuguese regions and could contribute to detecting the regions that require the most investment in education and health, thus optimizing the efforts of local and national authorities. Alternatives to the construction of some components of the index relative to the rate of profitability of education are presented and justified empirically and a discussion is made of the importance of incorporating mobility to human capital between regions in different phases of the human capital, most importantly once one enters the job market. The calculated index has many limitations. The disproportionate difference of the education component in the final value of the index, can originate from an interpretative bias, once the human capital is not only tied to formal education, but must include other factors such as informal education, physical and mental health and values held by the individual. The results also report that the regions with low socioeconomic levels, display better results in the aspect of quality of education and it calls attention to the existence of factors not included in the index that influence the creation of human capital (e.g. the determinant of school success).
Description
Mestrado Bolonha em Economia e Políticas Públicas
Keywords
Capital Humano Human Capital Index análise regional educação Portugal Human Capital Human Capital Index regional analysis education Portugal
Pedagogical Context
Citation
Dallalana, Maria Tereza Alberton (2023). “Medidas de capital humano : uma análise regional para Portugal”. Dissertação de Mestrado. Universidade de Lisboa. Instituto Superior de Economia e Gestão
Publisher
Instituto Superior de Economia e Gestão