Working Paper Series: Special Edition of 2016 to 2018 Interns

Table 1: Education Level of Labour Force, St Vincent and the Grenadines 1991-2012 YEAR 1991 2001 2012 No School Model 0.81% 0.46% 0.29% Census 0.15% 0.48% 0.02% Difference (# of Workers) 0.66% (275) 0.02% (88) 0.27% (140) Some Primary Model 71.20% 57.57% 45.60% Census 70.24% 57.96% 42.52% Difference (# of Workers) 0.96% (400) 3.2% (1401) 3.08% (1602) Some Secondary Model 22.12% 32.04% 35.66% Census 23.81% 27.37% 35.29% Difference (# of Workers) 1.69% (704) 4.67% (2429) 0.37% (192) Some Tertiary Model 5.87% 9.93% 18.45% Census 5.04% 12.55% 18.42% Difference (# of Workers) 0.83% (346) 2.62% (1147) 0.03% (16) Source: Author’s calculations and Censuses (1991, 2001, 2012). Discrepancies are due to rounding and/or exclusion of the ‘not-stated’ category. Ideally, net enrolment ratios are preferred but are seldom available for developing countries like St Vincent and the Grenadines. Accordingly, gross enrolment ratios taken from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), census reports and statistics from the MoE were used, but were adjusted for accuracy using methodology from Barro and Lee (1993). Table 1 compares the education level of the labour force as estimated by the results of the human capital model to the actual levels as recorded in the respective censuses. In all cases, differences between model output and census data were within 5.0 per cent. After the calculation of human capital stock for the various levels of education, the average years of schooling of the labour force variable was then constructed using the following formula: (6) ℎ " = ∑ D % ℎ H," ∙ H,"

206