Early school dropouts in developing countries: An integer approach to guide intervention. The case of Uruguay
Are early leavers from the education system irrational or ill informed? They might be, but this approach shows that with underperforming education sectors – typical in developing countries – early dropout may be perfectly rational and well informed, even in the absence of liquidity constraints. This paper provides an integer approach to guide intervention in developing countries, though there are no clear-cut policies. Long-term measures should be aimed at improving the productivity of the activity, for instance by improving teaching processes, qualification of human resources and organization of schools. Also, less costly measures targeting subjective factors like motivation might be as effective.
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- EricÂ A. Hanushek & Victor Lavy & Kohtaro Hitomi, 2008.
"Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries,"
Journal of Human Capital,
University of Chicago Press, vol. 2(1), pages 69-105.
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- Pablo Lavado & José Gallegos, 2005. "The dynamics of the schooling dropout in Peru: a framework using duration models," Working Papers 05-09, Departamento de Economía, Universidad del Pacífico, revised Sep 2005.
- Carlos Peraita & Margarita Pastor, 2000. "The Primary School Dropout in Spain: The Influence of Family Background and Labor Market Conditions," Education Economics, Taylor & Francis Journals, vol. 8(2), pages 157-168.
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