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Improving Identification of Demand-Side Obstacles to Schooling: Findings from Revealed and Stated Preference Models in Two SSA Countries

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  • Lincove, Jane Arnold

Abstract

Efforts to expand primary education have shifted from a policy focus on supply (building schools) to demand-side policies. Human capital theory posits that common demand-side obstacles are high direct costs, opportunity costs, and low perceived benefits—constructs that are difficult to measure empirically. This study compares strategies to estimate obstacles to schooling through revealed and stated preferences using similar household survey data from two Sub-Saharan African countries. The typical determinants of schooling model underestimates demand-side obstacles and gender differences, and additional useful information for theory testing and policy is derived from analyzing parents’ stated preferences as well.

Suggested Citation

  • Lincove, Jane Arnold, 2015. "Improving Identification of Demand-Side Obstacles to Schooling: Findings from Revealed and Stated Preference Models in Two SSA Countries," World Development, Elsevier, vol. 66(C), pages 69-83.
  • Handle: RePEc:eee:wdevel:v:66:y:2015:i:c:p:69-83
    DOI: 10.1016/j.worlddev.2014.07.018
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    Cited by:

    1. Delprato, Marcos & Akyeampong, Kwame & Dunne, Máiréad, 2017. "Intergenerational Education Effects of Early Marriage in Sub-Saharan Africa," World Development, Elsevier, vol. 91(C), pages 173-192.
    2. Kyle McNabb, 2017. "Exploring regional and gender disparities in Beninese primary school attendance: A multilevel approach," WIDER Working Paper Series 070, World Institute for Development Economic Research (UNU-WIDER).
    3. repec:eee:wdevel:v:110:y:2018:i:c:p:307-323 is not listed on IDEAS
    4. Yuki Tanaka & Takashi Yamano, 2015. "Risk and Time Preference on Schooling:Experimental Evidence from a Low-Income Country," GRIPS Discussion Papers 14-24, National Graduate Institute for Policy Studies.

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