On November 10, ISET hosted an EBRD group with a keynote speaker, Alexander Plekhanov, Deputy Director of Research at the European Bank for Reconstruction and Development in London. He presented the EBRD’s Transition Report, entitled “Transition for All: Equal Opportunities in an Unequal World”.

On Thursday June 9th, Professor Bruce Boghosian of Tufts University gave a presentation entitled "The Statics and Dynamics of Wealth Distribution", a fascinating topic which detailed the use of an innovative approach to investigate inequality dynamics. Professor Boghosian first reviewed the history of measuring inequality, and discussed the works of well-known scholars of the field such as Pareto, Gibrat, Lorenz, and Gini, and then shared his own fascinating research with the audience. Though the mathematical rigour of the models was interesting, the results were fascinating; Boghosian showed that under certain conditions (when total wealth is unchanged and transactions between economic agents are conducted with few mistakes), societies are consistently prone to wealth concentration and Gini coefficient trends increase.

Early next month, the eyes of the world will briefly turn to Switzerland. On June 5th, the citizens of this prosperous country will vote in an unprecedented referendum on the idea of guaranteeing each citizen a basic income equivalent to roughly 30,000 USD per year.

Following the collapse of the Soviet Union, the Georgian nation went through a process of rapid disinvestment and de-industrialization. It was forced to shut down industrial plants, sending scrap metal abroad, and workers into subsistence farming. Hunger has never become an issue thanks to the country’s moderate climate and good soil conditions, yet inequality and associated political pressures rapidly reached catastrophic dimensions, unleashing cycles of violence, undermining the political order, and inhibiting prospects of economic growth.

14 years ago, the American educationalists Valerie E. Lee and David Burkham published a highly noticed and controversial study titled “Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School” (Economic Policy Institute 2002). The authors work with a sample of 16,000 children who entered US kindergartens in 1998 and 1999 and who had taken the ECLS-K entry test, measuring children’s basic reading and mathematical skills.