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Human Capital Accumulation of Children in Cameroon: Does Disability Really Matter?

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Bibliographic Details
Title: Human Capital Accumulation of Children in Cameroon: Does Disability Really Matter?
Language: English
Authors: Simo Fotso, Arlette, Solaz, Anne, Diene, Mbaye, Tsafack Nanfosso, Roger
Source: Education Economics. 2018 26(3):305-320.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Human Capital, Children, Disabilities, Developing Nations, Severity (of Disability), Accessibility (for Disabled), Demography, Community Surveys, Sampling, Correlation, Access to Education, Causal Models, Elementary Secondary Education, Statistical Analysis
Geographic Terms: Cameroon
DOI: 10.1080/09645292.2017.1421619
ISSN: 0964-5292
Abstract: Although most of the world's disabled people live in developing countries, little is known about the consequences of disability in this part of the world. Using the DHS-MICS 2011 data of Cameroon, this paper contributes to the literature by providing new robust estimates of the effect of child disability on education in a developing country context. It controls for unobserved heterogeneity within the households by using a 'true' sibling fixed effect model and also accounts for the severity of disability. The results show that moderate and severe disabilities reduce the probability that a child attends school and diminish school progress.
Abstractor: As Provided
Number of References: 36
Entry Date: 2018
Accession Number: EJ1173032
Database: ERIC
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Abstract:Although most of the world's disabled people live in developing countries, little is known about the consequences of disability in this part of the world. Using the DHS-MICS 2011 data of Cameroon, this paper contributes to the literature by providing new robust estimates of the effect of child disability on education in a developing country context. It controls for unobserved heterogeneity within the households by using a 'true' sibling fixed effect model and also accounts for the severity of disability. The results show that moderate and severe disabilities reduce the probability that a child attends school and diminish school progress.
ISSN:0964-5292
DOI:10.1080/09645292.2017.1421619