Evidence on the marginal impact of a compulsory secondary education reform in Senegal on years of education and changes in high school decisions

Momo, Michelle S.M.; Cabus, Sofie; Groot, Wim

doi:10.1016/j.ijedro.2021.100058

Cited by 1 publication

(6 citation statements)

References 19 publications

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“…We present the baseline intergenerational correlation of education for the entire sample without controlling for the deprivation index (1), and with the controls for deprivation index (2). This is to show that the intergenerational correlation after controlling for the deprivation index is lower than the one without the deprivation index control.…”

Section: Baseline Estimatesmentioning

confidence: 97%

“…below presents the OLS regression results of equations ( 1), ( 2), and ( 3) for the pooled data, and by gender. The standardized results are presented in Table 5.4.. (1), deprivation index (2), and interaction of deprivation index and parent's education ( 3) Our coefficient of interest, the interaction term in the third row of the results of ( 3) on Table 5.3., indicates the relationship of home environments with the intergenerational transmission of education. The interaction terms of parent's education and the deprivation index on the overall, the female and the male outcomes show a significantly positive correlation coefficient.…”

Section: Figure 52: Ols Intergenerational Correlation Coefficients With Confidence Intervals For the Baseline Equation Without Deprivatiomentioning

confidence: 99%

“…This decrease in years of educational attainment after controlling for deprivation is slightly higher for women (-0.72) than for men (-0.61). Table 5 (1), deprivation index (2), and interaction of deprivation index and parent's education ( 3)…”

Section: Figure 52: Ols Intergenerational Correlation Coefficients With Confidence Intervals For the Baseline Equation Without Deprivatiomentioning

confidence: 99%

“…These circumstances are considered the responsibility of all stakeholders in society ranging from the state to the direct household members on which children rely on for their early childhood development and educational attainment. xvi Table 2.1 (1), deprivation index (2), and interaction of deprivation index and parent's education (3) ....... Table 5.4. : Standardized OLS regression coefficients of children's education on parents' education (1), deprivation index (2), and interaction of deprivation index and parent's education (3)…”

mentioning

confidence: 99%

“…xvi Table 2.1 (1), deprivation index (2), and interaction of deprivation index and parent's education (3) ....... Table 5.4. : Standardized OLS regression coefficients of children's education on parents' education (1), deprivation index (2), and interaction of deprivation index and parent's education (3)…”

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confidence: 99%

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A Multidimensional Perspective on Education in Developing Countries

Momo

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The aim of this thesis is to increase our knowledge on educational outcomes in low income and lower-middle-income countries by examining the intergenerational correlation of education in multiple dimensions, given the complexity inherent in the concept and the global persistence in the number of early school leavers. We posit that in order to combat the high rate of school dropout among the poor and to increase the intergenerational mobility of education, it is necessary to explore the role played by the reduction in the intergenerational mobility on inequalities that occur early in the lives of children. In other words, gaps that emerge early in life among families that need to be addressed and offset. These are gaps that exist due to inherited limited opportunities from parents and a lack of basic necessities for a comfortable standard of living.The exploration of the reduction of educational inequalities across generations is on two fronts.First, by increasing opportunities educationally, economically, and socially in society so that the independence of children's education to that of their parents will be enhanced. This may be done through public policies or actions that favour the socioeconomically disadvantaged in the society. Second, by increasing the absolute intergenerational mobility through the easing of deprivations in the households and their consequences, which make that school-aged individuals are more likely to leave school early. More knowledge and insight in these issues may contribute to achieving this goal. We therefore examine whether educational attainment vulnerability in developing countries can be explained by looking at their institutional or contextual characteristics and household deprivation status.We therefore advance the following hypothesis in Chapter 1: Hypothesis A: Push, pull, and falling out factors are prominent determinants of early schoolleaving in both Africa and Asia and context-specific Hypothesis B: Favourable institutional characteristics are able to reduce the intergenerational correlation of education Hypothesis C: Intergenerational correlation of education significantly increases with household deprivation Chapter 2 presents the evidence on early school leaving in the literature using findings from low income and lower-middle-income countries. This is done by a systematic literature review on the causes of early school leaving in Africa and Asia. It comprises of studies published from 2001 to 2018, which are either quantitative, mixed, or qualitative. We review a total of 43 vi studies. The studies included applied different analyses including logistic regression, linear regression, descriptive statistics, analysis of variance, probit regression, discrete-time logit model, Cox regression model, and narrative studies.Based on the findings, pull factors, push factors and falling out factors determine early school leaving. However, the pull factors show a very high prominence across Africa and Asia. These pull factors include gender, religion, ethnicity, house work, wag...

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Section: Baseline Estimatesmentioning

confidence: 97%

Section: Figure 52: Ols Intergenerational Correlation Coefficients With Confidence Intervals For the Baseline Equation Without Deprivatiomentioning

confidence: 99%

Section: Figure 52: Ols Intergenerational Correlation Coefficients With Confidence Intervals For the Baseline Equation Without Deprivatiomentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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