The Economics of Education : 2026 Crafts Lecture and Workshop

The Economics of Education : 2026 Crafts Lecture and Workshop

Over 50 national and international delegates attended the Crafts lecture and workshop on the economics of education and the role of institutions organised by Sascha Becker, James Fenske and Bishnupriya Gupta.

Sebastian Ottinger (CERGE-EI) opened the event presenting his joint work on why a fragmented Europe overtook the stability of the Chinese empire to generate so much scientific knowledge between the years 1000-1800. Analysing the productivity and life trajectory of 66,000 European scholars the researchers found that repeated shocks (such as plague, battles, ruler change) led to forced mobility and enabled a divergence and growth in knowledge.

The fall of Constantinople to the Ottomans in 1453 and the rise of the west was the focus of Andreas Link’s (University of Erianen-Nuremberg) presentation. One of the most consequential events in world history, his research provides the first quantitative analysis of the effects of the considerable number of Greek migrants to western Europe and their role and knowledge in the development of early modern Europe.

Xizi Luo from the University of Manchester focussed on the reform movements in China and the long run legacy of 15^th century philosopher Wang Yangming’s ideas of moral autonomy and unity of knowledge and action.

Early adoption of compulsory schooling and the role of education in the Italian Industrial Revolution was the focus of Francesco Cinnirella’s (University of Bergamo) presentation which opened day two of the conference. His research highlights the role it played in strengthening the transition to modern economic growth.

This was then followed by a presentation by Davide Coluccia (University of Bristol) on innovation and growth ushing his work analysing the Great British migration to the United States between 1870 and 1940.

Anne Sofia Beck Knudsen (University of Copenhagen) discussed her work on networks, identities and norms during the rapid structural changes of the second industrial revolution.

Felix Meier zu Seilhausen’s (Utrecht Univeristy) highlighted his research into colonial origins and evolution of gender inequality in mission schooling and formal labour participation. Analysis of 30,000 Anglican marriage registers on African bride-groom pairs between 1880-1960 showed that mission schooling created a rise in gender inequality over the colonial period. [link to previous cage article)

Access to education by black children in the US South during and after the civil war was the focus of Sebanti Mukherjee’s (University of Warwick) presentation. Her research finds that despite more racial violence, the presence of union army troops made an increasing number of schools and teachers in southern areas more accessible to black communities.

Finally, Casper Worm Hasen (University of Copenhagen) showcased his research with colleagues on the short and long run outcomes of school children impacted by pandemics and school closures.

By analysing data on school closure timings for more than 2000 districts in Sweden during the 1918 pandemic the researchers found that early school closures saved lives with the effects of closures making little difference to long term education, employment, income, retirement and longevity outcomes.