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could be included in the analysis. The economic instability has consequences on the
results in education (Table II.1.3.5).
Lower " is equivalent to lower productivity of medical education while higher " is
equivalent to higher productivity of medical schooling. By using these parameter
estimates, country specific effects are discussed in the next subchapters.
Table II.1.3.5: Regression results for and estimations:
Country
Years of
observation
Number of
observations R 2 Intercept
Coefficient
(gamma) a
Bulgaria 2000-2008 9 0.18 3.31 0.49 27.40
Czech Republic 2000-2008 9 0.72 -0.90 0.92 0.41
Estonia 2000-2008 9 0.17 1.53 0.63 4.62
Hungary 2000-2008 9 0.62 4.38 0.38 80.13
Latvia 1998-2008 11 0.85 -0.78 0.89 0.46
Lithuania 1998-2008 11 0.79 0.19 0.84 1.21
Poland 1998-2004 7 0.92 -0.29 0.86 0.75
Romania 2004-2008 5 0.22 2.26 0.71 9.59
Slovakia 1998-2004 7 0.68 0.40 0.80 1.49
Slovenia 1998-2008 11 0.24 3.18 0.43 24.13
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B.1.b. MENA Countries
The parameters and are estimated from a regression model where the dependent
variable is the yearly number of graduates from medical schools (GMS) in the studied
MENA countries (Morocco, Algeria, Tunisia, Egypt, Oman, Jordan, Turkey, Bahrain,
KSA, UAE and Syria), published in different country sources. The independent variable
is the number of registered students per year in medical schools (RSPYMS) for the same
countries. The regression provides the results in Table II.1.3.6. The model is used with
only 11 countries of the MENA as one or both estimates are missing.
Table II.1.3.6: Regression results for and estimations:
K'.%'GG/#B!%'G$-*! KL! MDG1! ! )!
! 01@3! 99! 016:! 41