“…Schooling outcomes are represented by the endpoint category 'human development' (in the individual AoP) or 'human capital' (in the societal AoP), thereby establishing an impact pathway from the incidence of child labour to both AoPs. Child labour's influence on schooling outcomes is something that has been addressed in numerous studies (See Amin and Quayes (2006) for a review). From an overall point of view, the tendency is that work affects schooling outcomes negatively; however, child labour's influence on schooling outcomes varies according to the amount of time used on work.…”
“…Schooling outcomes are represented by the endpoint category 'human development' (in the individual AoP) or 'human capital' (in the societal AoP), thereby establishing an impact pathway from the incidence of child labour to both AoPs. Child labour's influence on schooling outcomes is something that has been addressed in numerous studies (See Amin and Quayes (2006) for a review). From an overall point of view, the tendency is that work affects schooling outcomes negatively; however, child labour's influence on schooling outcomes varies according to the amount of time used on work.…”
“…Further complications are introduced by considerations of household work and gender. Amin et al (2006) found that, among girls, housework but not market work was negatively related to educational performance. This finding was consistent with that of Levison and Moe (1998) but not with that of Binder and Scrogin (1998).…”
Section: Research On Work By Children In Developing Areasmentioning
confidence: 94%
“…The vast majority of studies, undertaken by economists, tend to equate the welfare of individuals with educational attainment and that of societies with rates of human capital formation. Research often reveals negative effects of work in the labor market on school attendance and various indicators of attainment (Amin et al, 2006;Beegle et al, 2005;Psacharopoulos, 1997). However, some studies have found no relationship between such work and educational performance (Binder and Scrogin, 1998;Patrinos and Psacharopoulos, 1997) and some researchers have suggested that paid work may enable some children to attend school (Basu, 1999).…”
Section: Research On Work By Children In Developing Areasmentioning
“…In spite of the cultural, societal and economic significance of children's participation in farm work Beegle, Dehejia and Gatti [19] concluded from national survey data in Vietnam that there are long term negative individual and social effects that result from children's engagement in work. Once families place their children in work instead of attending school, the likelihood of them not acquiring sufficient skills needed to participate in quality future employment increases, which in turn contributes to poor economic growth in families, communities and the nation [20].…”
Section: Children's Work and School Attendancementioning
Child labour is a global phenomenon. Out of the total population of an estimated 4 million children aged five to 17 in Cambodia, there are 429,380 who are child labourers. An estimate of 48 percent of the aforementioned child labourers surveyed had dropped out of school. The majority of literature based on quantitative research regarding influences of child labour on school attendance does not use qualitative methodologies to explore the phenomenon. This paper describes strengths and challenges of implementing creative participatory methodologies during Focus Group Discussions (FGDs) conducted with children in rural Cambodia. The method provided a safe and social space for children to explore the context of their work and how it affects their school attendance. A strength of the participatory method includes trust building with child participants through creative play. Challenges include power differences between the research team and child participants, conducting cross-cultural child-focused research in a developing country and effectively implementing FGDs to generate rigorous data.
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