The Economic Journal · 2024 · Konrad Burchardi、Jonathan de Quidt、Selim Gulesci、Munshi Sulaiman
中文摘要
我们使用现金转移支付来放松家庭的借贷约束，随后引出他们对提供辅导和生活技能培训的补习教育项目的支付意愿。抽奖未中奖者对该项目的支付意愿为3,300坦桑尼亚先令，占人均月支出的7%。对于在基线时被识别为有能力借款的人，赢得3,200坦桑尼亚先令的抽奖奖金会使支付意愿增加3%。对于无能力借款的人，赢得抽奖会使支付意愿增加27%。我们得出结论：借贷约束限制了教育项目的获取，并可能加剧教育成就的不平等。
Abstract
Abstract We use a cash transfer to relax households’ borrowing constraints, then elicit their willingness to pay for a remedial education programme offering tutoring and life skills training. Lottery losers were willing to pay 3,300 Tanzanian Shillings for the programme, which is 7% of per capita monthly expenditures. For those identified at baseline as able to borrow, willingness to pay increases by 3% upon winning a lottery prize of 3,200 Tanzanian Shillings. For those unable to borrow, willingness to pay increases by 27% upon winning the lottery. We conclude that borrowing constraints limit access to educational programmes, and may increase inequality of educational attainment.