scholarly journals Child Ability and Household Human Capital Investment Decisions in Burkina Faso

2012 ◽  
Vol 61 (1) ◽  
pp. 157-186 ◽  
Author(s):  
Richard Akresh ◽  
Emilie Bagby ◽  
Damien de Walque ◽  
Harounan Kazianga
2010 ◽  
Author(s):  
Harounan Kazianga ◽  
Emilie Bagby ◽  
Richard Akresh ◽  
Damien de Walque

2020 ◽  
Vol 12 (1) ◽  
pp. 125-155 ◽  
Author(s):  
Michael Waldman ◽  
Ori Zax

In a world characterized by asymmetric learning, promotions can serve as signals of worker ability, and this, in turn, can result in inefficient promotion decisions. If the labor market is competitive, the result will be practices that reduce this distortion. We explore how this logic affects human capital investment decisions. We show that, if commitment is possible, investments will be biased toward the accumulation of firm-specific human capital. We also consider what happens when commitment is not possible and show a number of results including that, if investment choices are not publicly observable, choices are frequently efficient. (JEL D82, J24, J31, M12, M51)


1993 ◽  
Vol 25 (2) ◽  
pp. 82-94 ◽  
Author(s):  
Judith I. Stallmann ◽  
Thomas G. Johnson ◽  
Ari Mwachofi ◽  
Jan L. Flora

AbstractHuman capital theory suggests that job opportunities will create incentives for human capital investment. If job information does not flow freely, or if they prefer not to move, students will make investment decisions based upon local job markets. Communities with a high percentage of low-skill jobs which do not reward high school and higher education do not create incentives for students to finish high school or continue beyond high school. Data from Virginia support this hypothesis. Targeted job creation, and improved labor market information may create incentives for increased human capital investment in many rural communities.


2021 ◽  
pp. JFCP-19-00088
Author(s):  
A. Michelle Wright ◽  
Matthew M. Ross

The decision to attend college is a question of human capital investment, yet resources to help practitioners frame human capital investment decisions remain elusive and few include the “gold standard” of finance: net present value (NPV). Can one discuss human capital investment with an average adolescent using a traditional NPV approach? Motivated by this question, we presented 10 barriers to maximizing education–career NPV (e.g., clarity of costs, immature adolescent brains, individual discount rates). We outline an iterative, research-based approach to education–career investment, including framing the conversation, calculating paired NPVs, and structuring the decision. This multistep framework leverages practitioner expertise to help adolescents consider important lifelong financial wellness implications of human capital investment.


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