I am an Affiliated Professor at The Harvard University Institute for Quantitative Social Science, The University of Chicago's Human Capital and Economic Opportunity Global Working Group, a Research Fellow of the Global Labor Organization, and a Research Fellow of the IZA Institute of Labor Economics. My expertise is in the design and execution of randomized control trials (RCTs) and cohort studies in resource-limited settings and low- and middle-income countries (LMICs). I am a development & labor economist whose research broadly focuses on human capital in LMICs. Using mainly experimental methods, I research in three major areas: (1) causes and consequences of better educational attainment and better health in developing countries, (2) the role of credit constraints in financial markets in low-income settings, and (3) causes and consequences of higher productivity and better labor market outcomes, with particular emphasis on insights from the behavioral sciences, in developing countries. In several ongoing (distinct) collaborations with The World Bank and BRAC, I am involved several experimental or quasi-experimental interventions in South Asia and East Africa. I received my doctorate from Harvard University under the direction of Lawrence Katz, David Cutler, and Raj Chetty. I also hold a master's degree in International Economics and Arabic/Middle East Studies from Johns Hopkins University (SAIS). I have very extensive field experience in Afghanistan, Kyrgyzstan, Tanzania, Kenya, Egypt, and South Africa. Follow pnikolov on Twitter
Plamen Nikolov
EdWorkingPapers
Reaping the Rewards Later: How Education Improves Old-Age Cognition in South Africa
Cognition, a component of human capital, is fundamental for decision-making, and understanding the causes of human capital depreciation in old age is especially important in aging societies. Using various proxy measures of cognitive performance from a longitudinal survey in South Africa,… more →
What Factors Drive Individual Misperceptions of the Returns to Schooling in Tanzania? Some Lessons for Education Policy
Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. We use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions… more →
The Importance of Cognitive Domains and the Returns to Schooling in South Africa: Evidence from Two Labor Surveys
Numerous studies have considered the important role of cognition in estimating the returns to schooling. How cognitive abilities affect schooling may have important policy implications, especially in developing countries during periods of increasing educational attainment. Using two longitudinal… more →