Rate of Returns to Education of Persons with Disabilities in Rural China

Abstract

-The aim of this paper is to estimate the returns to education in the disable people in rural China in the past 20 years. The regression of Mincerian wage equation as the method is used, and the data is based on CHNS data in 1991-2009 survey. The results show that the education level has significant positive linear relationship with the rate of returns to education (RRE). The RRE for the rural disable people is lower than the RRE of the disabled in urban, which are 5.3% and 7.6%. The RRE of male disabled is higher than the RRE of female. Difference of RRE of disabled people between different regions are significant and East>West>Central is RRE orders in rural regions in China. The results imply that it is necessary to increase supply of special education to improve the education situation of the disabled in rural China and focus on the educational problem in the female disabled.

United Nations Convention on the Rights of Person with Disabilities (UNCRPD) Implementation: Perspectives of Persons with Disabilities in Namibia

“…The progress of implementing the UNCRPD is slow, evidenced by the delayed country report on its domestication, unavailability of statistical data on the prevalence of persons with a disability, lack of data monitoring tools, and differences in understanding of what needs to be done. This appears to correspond well to the results presented in other studies [2,29,47,49]. Besides, selective implementation of the UNCRPD has resulted in a lack of quantifiable impact on the effectiveness of the interventions employed [39].…”

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Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme

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“…This evidence highlights the importance of starting inclusive initiatives as early as possible, along with strengthening learning and participatory processes. LeRoy and Simpson (1996 [122]) found that primary students without disabilities in inclusive settings in Michigan, United States, were more positive and interactive with their peers with disabilities than secondary-age students. 80% of elementary students indicated that they appreciated students with disabilities in their classrooms, between 90%-100% that they talked and played routinely with them, and between 65% and 70% that they spent free time with them and considered them friends (LeRoy and Simpson, 1996 [122]).…”

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