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Empirical Analysis of School Attainment/Progression in Cameroon

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  • Michel Tenikue

Abstract

In Cameroon, only one third of children progress to secondary education. This paper estimates a sequential model of school attainment to investigate the role played by family and individual characteristics in keeping children at school up to the end of secondary school. Using Cameroonian Household data, we find that while parental wealth has no effect on the probability of entering primary school, it is, however, a good predictor of completing primary and secondary education; the lack of secondary schools hinders primary school entry and that male children are more likely to stay in school up to the end of secondary education. Copyright © 2015 John Wiley & Sons, Ltd.

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  • Michel Tenikue, 2017. "Empirical Analysis of School Attainment/Progression in Cameroon," Journal of International Development, John Wiley & Sons, Ltd., vol. 29(4), pages 533-548, May.
    • Handle: RePEc:wly:jintdv:v:29:y:2017:i:4:p:533-548
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    Cited by:

    1. Abdul Malik Iddrisu & Michael Danquah & Peter Quartey, 2017. "Analysis of School Enrollment in Ghana: A Sequential Approach," Review of Development Economics, Wiley Blackwell, vol. 21(4), pages 1158-1177, November.
    2. Christian Kweku Darko & Fiona Carmichael, 2020. "Education of Biological and Fostered Children in Ghana: The Influence of Relationships with the Household Head and Household Structure," Journal of International Development, John Wiley & Sons, Ltd., vol. 32(4), pages 487-504, May.

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