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摘要翻译：
关于教育回报和决定发展中国家就学需求的因素的证据极其缺乏。在以往研究表明个人低估了学校教育的回报的基础上，我们使用坦桑尼亚的两项调查来估计实际和感知的学校教育回报，并随后考察是什么因素导致了个人对实际回报的误解。使用普通的最小二乘和工具变量方法，我们发现坦桑尼亚每增加一年的教育，平均增加9%至11%的收入。我们发现，平均而言，个人低估了74%至79%的教育回报，三个因素与这些误解有关：收入、资产贫困和教育程度。阐明哪些因素与个人对教育回报的信念有关，可以为如何组织有效干预以纠正个人误解的政策提供信息。
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英文标题：
《What Factors Drive Individual Misperceptions of the Returns to Schooling
in Tanzania? Some Lessons for Education Policy》
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作者：
Plamen Nikolov, Nusrat Jimi
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最新提交年份：
2020
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分类信息：
一级分类：Economics 经济学
二级分类：General Economics 一般经济学
分类描述：General methodological, applied, and empirical contributions to economics.
对经济学的一般方法、应用和经验贡献。
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一级分类：Quantitative Finance 数量金融学
二级分类：Economics 经济学
分类描述：q-fin.EC is an alias for econ.GN. Economics, including micro and macro economics, international economics, theory of the firm, labor economics, and other economic topics outside finance
q-fin.ec是econ.gn的别名。经济学，包括微观和宏观经济学、国际经济学、企业理论、劳动经济学和其他金融以外的经济专题
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英文摘要：
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.
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PDF链接：
https://arxiv.org/pdf/2006.03723
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