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Empirical analysis of school attainment/progression in Cameroon

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  • TENIKUE Michel

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.

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Bibliographic Info

Paper provided by CEPS/INSTEAD in its series CEPS/INSTEAD Working Paper Series with number 2010-45.

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Length: 24 pages
Date of creation: Dec 2010
Date of revision:
Handle: RePEc:irs:cepswp:2010-45

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Related research

Keywords: Schooling; Sequential;

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