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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
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DOI: 10.1080/09645292.2017.1421619

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Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:305-320