ABSTRACT
The improvements in the conceptualization of relationships between schooling and economic factors achieved in economics and related disciplines in recent years have been impressive. Studies of the schooling-income relationship have clearly contributed to the quality of public discourse and decision-making with respect to public investment. It is perhaps unfortunate, but not surprising, that the great bulk of theoretical and empirical work on the role of schooling has been concentrated on developed, growing economies. The studies which have investigated schooling in less developed countries have by and large identified schoolingincome relationships that exhibit patterns similar to those revealed by data from the United States. 1 For example, measured rates of return to schooling are highest for primary schooling.
