1. does democracy need education?
Anja Srzic
Hazal Başarık
Yaprak Tanrıkulu

2. REFERENCES
GLAESER, Edward L., PONZETTO, Giacomo, SHLEIFER, Andrei, Why Does Democracy Need Education?, NBER Working Paper Series, 2006.

3. “The uneducated man or the man with limited education is a different political actor from the man who has achieved a higher level of education (Almond and Verba, 1989, 1st ed. 1963, p. 315)

4. The Main Idea of the Article “Why Does Democracy Need Education?”
It is claimed that a country which has a high level of education inclines to have democracy.
Moreover, higher level of education leads more stable democrac regimes.

5. Empirical Relationship between Education and Democracy

6. We can say from here that high-education democracies are more persistent than low-education ones, and high-education dictatorships are more likely to democratize than low-education ones.

7. Schooling and the Growth of Democracy 1960-2000

8. Education and civic participation
Education increases civic participation in a society pursuant to the empirical experiments and the collected data.
Hypothesis:
First hypothesis explaining the link between education and civic participation is that indoctrination about political participation is a major component of education. In democracies, schools teach their students that political participation is good.
In Second hypothesis he is trying to prove that schooling lowers the costs of social interactions more generally. According to this view, a primary aim of education is socialization
A third hypothesis holds that schooling raises political participation because it increases its personal material benefits

9. Education and Civic Participation (Proof of “Correlation” and Empirical Evidences)
Membership and Education by Country in 1990

10. * Indicated significance at 5%; ** Indicates significance at 1%.

11. These regressions show a pervasive pattern, in which years of schooling are associated not only with political participation in a democracy, but also with many other forms of social engagement .

12. MODELING AND INFERENCES
PROPOSION I:
i. The ability of a minority to resist or displace a large popular movement declines with education of the population.
ii. The value of incumbency declines as education rises.
Higher human capital level increases political participation in both regimes regardless of their size. Then, it is immediate that the larger group derives a higher increase in its total.
As education rises, both regimes receive more support, but because the democratic regime has by definition a broader base, the increase in raw numbers is higher for that regime.

13. Conclusions of Prop. 1.
In case of low education level, a challenge by a rival oligarchy is much more likely to be succesful. As education increases, democratic movements gain support by uprising and eventually becomes more dominant.
High level of education always helps the group of people who have weaker initial incentives to participate. Therefore, education makes the incumbency regime (status quo) less valuable.

14. PROPOSION II:
For a sufficiently high level of human capital, the most successful revolution includes all but the members of the previous regime.
Initial supporters of dictatorships jump toward democratic regime due to decreasing utility of the dictatorship and relatively high utility from the democratic regimes.

15. PROPOSION III:
The jump described under Prop. II is also applicable towards the democracy. However, the maximum probability a of a successful coup against democracy is lower than the former due to strong incetives devoted to very small portion of the society.

16. Conclusions of Prop. 2 & 3
The size of the success-maximizing challenger regimes increases with the level of education.
At low levels of education, status quo dictatorships are most effectively challenged by small coups.
At higher levels of education, the sizes of optimal uprising against both dictatorship and democracy rise
Due to the fact that democracy supplies less incentives for a larger group of people, democratic regimes are more stable to the oppositions rather than the dictatorships.

17. CONCLUSION
Democracy is a regimes whose benefits are distributed among large number of citizens.
Dictatorships are regime whose beneficiaries are few in number.
Democracies offer weaker incentives because the political rents are share among many people.
Dictatorships offer sharp incentives to their supporters because regime insiders earn large political rents.

18. Across countries, education and democracy are highly correlated.
Education is socialization.
Primary aim of education is teaching people how to interact easily with others.
Easy interaction includes understanding each other and looking other’s point of view.
Education increases cognitive capabilities and effectiveness.

20. Education teaches skills, like reading and writing, that enable people to work collaboratively.
The ability to work together enables the defense the democracy.
For example: In the U.S education is strongly linked to civic engagement and membership in social groups.
Educated nations are more succesful to preserve democracy and to protect it from Coups.
For example: When Iraq has better education, the chance of democracy surviving will be higher.

21. In addition to this, there is a strong connection between education and political participation.
The most dramatic place to see the effect of education on political participation is student activisim.
Students play key roles in liberal movements and revolutions from middle age to until now.
For example: Gezi Park protests

23. The important things we can draw a conclusion are for stronger democracy countries invest in democracies,
More educated democracies are more stable than the less educated ones.

24. Thank you for listening