The vast literature of cross-country growth regressions tends to find a significant positive association between quantitative measures of schooling and economic growth (see Topel, 1999, Temple, 2001, Krueger and Lindahl, 2001, Sianesi and Van Reenen, 2003 for extensive reviews of the literature). To give an idea of the robustness of this association, an extensive empirical analysis by Sala-i-Martin et al. ( It implicitly assumes that a year of schooling delivers the same increase in knowledge and skills regardless of the education system.