论文标题
哪些因素促使个人对坦桑尼亚上学的回报的误解？一些教育政策的教训
What Factors Drive Individual Misperceptions of the Returns to Schooling in Tanzania? Some Lessons for Education Policy
论文作者
论文摘要
关于教育回报的证据以及决定发展中国家学校教育需求的因素极为稀缺。基于先前的研究，该研究表明个人低估了上学的回报，我们使用坦桑尼亚的两项调查来估计实际和感知到的教育收益，并随后检查哪些因素会导致个人误解对实际收益。使用普通的最小二乘和仪器变量方法，我们发现坦桑尼亚的每年上学一年的收入平均增加了9％至11％。我们发现，平均而言，个人平均低估了对教育的回报74％至79％，三个因素与这些误解有关：收入，资产贫困和教育程度。阐明了哪些因素与有关教育回报的个人信念有关的哪些因素可以为如何构建有效的干预措施以纠正个人误解。
Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. Building on previous studies that show individuals underestimating the returns to schooling, we use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions regarding actual returns. Using ordinary least squares and instrumental variable methods, we find that each additional year of schooling in Tanzania increases earnings, on average, by 9 to 11 percent. We find that on average individuals underestimate returns to schooling by 74 to 79 percent and three factors are associated with these misperceptions: income, asset poverty and educational attainment. Shedding light on what factors relate to individual beliefs about educational returns can inform policy on how to structure effective interventions in order to correct individual misperceptions.
