Why Children Aren't Attending School: The Case of Northwestern Tanzania
Policies designed to increase education in low-income settings require an understanding of why children do not attend school. Drawing on longitudinal data of primary-school age children in Tanzania, our analysis evaluates the role various dimensions in determining children's attendance. Our results indicate that policies directed towards increasing a child's attendance need to be focused on the demand for schooling within the context of the household. Policies that affect demand for child labour within the household, especially those that promote substitutes for child labour, should be considered. Furthermore, programmes aimed at secondary schools (including improving access) can have an indirect affect on hours of primary-school attendance, particularly for girls. Copyright 2004, Oxford University Press.
To our knowledge, this item is not available for
download. To find whether it is available, there are three
1. Check below under "Related research" whether another version of this item is available online.
2. Check on the provider's web page whether it is in fact available.
3. Perform a search for a similarly titled item that would be available.
Volume (Year): 13 (2004)
Issue (Month): 2 (June)
|Contact details of provider:|| Postal: Oxford University Press, Great Clarendon Street, Oxford OX2 6DP, UK|
Phone: +44-(0)1865 271084
Fax: 01865 267 985
Web page: https://academic.oup.com/jae
More information through EDIRC
|Order Information:||Web: http://www.oup.co.uk/journals|