Returns on investment in education: evidence from Turkey by education level and by higher education program

• Merve Kurt ^[1] ; Erdal Gumus ^[1]
  1. [1] Eskişehir Osmangazi University

     Eskişehir Osmangazi University

     Turquía

     
• Localización: Hacienda Pública Española / Review of Public Economics, ISSN 0210-1173, Nº 238, 2021, págs. 3-28
• Idioma: inglés
• Títulos paralelos:
  • Rentabilidad de la inversión en educación: evidencia de Turquía por nivel educativo y por programa de educación superior
• Enlaces
  • Texto Completo Ejemplar
• Resumen
  • español

    Este documento estima los rendimientos privados y sociales de la inversión en educación en Turquía, por nivel de educación y por programa de educación superior, utilizando la Encuesta de población activa de hogares de 2008-2016 y los ingresos y conjuntos de datos del panel de la Encuesta de Condiciones de Vida. El artículo utiliza econometría de panel con Hausman-Taylor y métodos de variables instrumentales que se ocupan de la endogeneidad y la heterogeneidad no observada.

    problemas. Los rendimientos privados de la inversión en educación superior tienden a ser más altos en comparación con los rentabilidad privada de la inversión en educación no terciaria. Los resultados indican que los rendimientos privados de la inversión de varios programas de educación superior son significativamente diferentes entre los distintos programas de educación superior. Sobre la base de los hallazgos empíricos, se desarrollan una serie de recomendaciones de política.

  • English

    This paper estimates private and social returns on investment in education in Turkey, by level of education and by higher education program, using the 2008-2016 Household Labor Force Survey and Income and Living Conditions Survey panel datasets. The paper uses panel econometrics with the Hausman-Taylor and instrumental variable methods dealing with the endogeneity and unobserved heterogeneity problems. The private returns on investment in higher education tend to be higher as compared to the private returns on investment in non-tertiary education. The results indicate that the private returns on investment from various higher education programs are significantly different across various higher education programs. Based on the empirical findings, a number of policy recommendations are developed.

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