Disability, Poverty, and Schooling in Post-civil War in Sierra Leone

Parul Bakhshi (), Ganesh M. Babulal () and Jean-Francois Trani ()
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Parul Bakhshi: Washington University School of Medicine
Ganesh M. Babulal: Washington University School of Medicine
Jean-Francois Trani: Washington University in St Louis

The European Journal of Development Research, 2021, vol. 33, issue 3, No 4, 482-501

Abstract: Abstract Sierra Leone has invested in education after the civil war but it is unclear if persons with disabilities have benefited from this effort. In 2009, we conducted a household field survey in 17 randomly selected localities of Sierra Leone. Findings show that persons disabled before school-going age, those with multiple disabilities, girls, elderly children, the poorest, and those residing in rural areas were less likely to participate in primary and secondary education. The same predictors were associated with lower odds of being literate except the age of disability onset. Our findings indicate that quality and equity in learning require policy that prioritize vulnerable groups especially in post-conflict context.

Keywords: Conflict/post conflict; Inclusive education; Disability; Sierra Leone (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (1)

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DOI: 10.1057/s41287-020-00288-7

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