Human capital accumulation of children in Cameroon: does disability really matter?

Arlette Simo Fotso, Anne Solaz (), Mbaye Diene and Roger Tsafack Nanfosso

Education Economics, 2018, vol. 26, issue 3, 305-320

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.

Date: 2018
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2017.1421619 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:26:y:2018:i:3:p:305-320

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2017.1421619

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().