Borrowing Constraints and Demand for Remedial Education: Evidence from Tanzania
通过现金转移放松家庭借贷约束，发现无法借贷的家庭在获得彩票奖金后对补习教育的支付意愿大幅提升，表明借贷限制阻碍了教育项目参与并可能加剧教育不平等。
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.