Empirical analysis of school attainment/progression in Cameroon

Michel Tenikue ()

No 2010-45, LISER Working Paper Series from Luxembourg Institute of Socio-Economic Research (LISER)

Abstract: In Cameroon, only 1/3 of children progress to secondary education. This paper estimates a sequential model of school attainment to investigate the role played by family background and individual characteristics in keeping children at school up to the end of secondary school. Using data of the 2001 Cameroon Household survey, we find that while parental wealth has no effect on the probability to enter primary school. It is however a good predictor of completing primary and secondary education. The lack of schools supply reduces school progression, particularly the lack of secondary schools hinders primary school entry. Finally, we find that male children are more likely to stay at school up to the end of secondary education.

Keywords: Schooling; Sequential (search for similar items in EconPapers)
Pages: 24 pages
Date: 2010-12
New Economics Papers: this item is included in nep-afr, nep-dev, nep-lab and nep-ure
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Related works:
Journal Article: Empirical Analysis of School Attainment/Progression in Cameroon (2017)
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Persistent link: https://EconPapers.repec.org/RePEc:irs:cepswp:2010-45

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