Returns to Education Revisited: Evidence from Rural Vietnam

Autor/in	Tran, Dai Binh
Titel	Returns to Education Revisited: Evidence from Rural Vietnam
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2184019 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Dai Binh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2184019
Schlagwörter	Foreign Countries; Rural Areas; Outcomes of Education; Educational Attainment; Wages; Minority Groups; Ethnic Groups; Females; Secondary Education; Gender Differences; Income; Late Adolescents; Adults; Academic Degrees; Elementary Education; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Wage; Löhne; Ethnische Minderheit; Ethnie; Weibliches Geschlecht; Sekundarbereich; Geschlechterkonflikt; Einkommen; Halbstarker; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Elementarunterricht
Abstract	This study revisits returns to education in three Vietnamese rural provinces, using data on seven waves between 2007 and 2017, taken from the Thailand Vietnam SocioEconomic Panel (TVSEP). We deploy various approaches to address the endogeneity problem, and the findings show that individuals with a lower secondary school diploma are likely to earn a higher wage income. The present research also provides evidence of heterogeneity in the rate of return in terms of sex and ethnicity. In particular, men need a lower secondary school diploma, while women require an upper secondary school diploma to improve their wage income. Similarly, the relationship between a lower secondary school diploma and wage income is found among the majority of the Kinh people, but ethnic minorities do not enjoy this benefit. Overall, the benefits of education are crucial among the labor force, especially for vulnerable groups, such as women and ethnic minorities, who would benefit from the support of policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01