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Human capital accumulation of children in Cameroon: does disability really matter?

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  • Arlette Simo Fotso
  • Anne Solaz
  • Mbaye Diene
  • Roger Tsafack Nanfosso

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.

Suggested Citation

  • Arlette Simo Fotso & Anne Solaz & Mbaye Diene & Roger Tsafack Nanfosso, 2018. "Human capital accumulation of children in Cameroon: does disability really matter?," Education Economics, Taylor & Francis Journals, vol. 26(3), pages 305-320, May.
  • Handle: RePEc:taf:edecon:v:26:y:2018:i:3:p:305-320
    DOI: 10.1080/09645292.2017.1421619
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    Cited by:

    1. Saima Bashir & Henna Ahsan, 2023. "Educational Exclusion of Children with Special Needs," PIDE Knowledge Brief 2023:109, Pakistan Institute of Development Economics.

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