Orphanhood and Completion of Compulsory School Education Among Young People in South Africa: Findings From a National Representative Survey

Operario, Don; Cluver, Lucie; Rees, Helen; MacPhail, Catherine; Pettifor, Audrey

doi:10.1111/j.1532-7795.2008.00555.x

Cited by 35 publications

(31 citation statements)

References 18 publications

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“…Our analysis shows that a high number of children, both single-parent orphans and non-orphaned children, are living in households where neither parent is present. The results of our bivariate analysis corroborate previous findings (Bicego et al 2003, Nyamukapa and Gregson 2005, Case and Ardington 2006, Operario et al 2008 by showing that orphanhood is significantly associated with being behind in school. Double orphans face the greatest risk of school delay, which is consistent with the findings of other studies (Monasch and Boerma 2004, Bicego et al 2003, Case et al 2004).…”

Section: Discussionsupporting

confidence: 94%

Challenging household dynamics: Impact of orphanhood, parental absence, and children's living arrangements on education in South Africa

Chuong

Operario

2012

Global Public Health

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Public health and social-historical changes have had multiple effects on South African children and families. This study examines the association between challenging family dynamics, such as child orphan status, and educational delay, as defined by being below proper grade-for-age. Analysing the 2003/2004 South Africa Demographic and Health Surveys (DHS) dataset, we estimate orphan prevalence, maternal and paternal household presence, other household characteristics, and schooling variables in a nationally representative household sample. Among 5592 children ages 8-14 in South Africa, 21% had experienced parental death, 33% did not have their mother present in the household, and 63% of the children were not living with their father. Twenty per cent were behind proper grade-for-age. A bivariate analysis shows that orphaned children experienced 35% greater odds of being behind in school (p<0.001). After adjusting for parental presence, household characteristics, and socio-demographic factors, orphan status does not remain significantly associated with being behind in school. However, maternal presence, relationship to the household head, number of children in a household, and socio-demographic characteristics each independently affect a child's likelihood of educational delay. Findings offer a more nuanced understanding of household dynamics that may protect against or exacerbate educational delays among vulnerable youth.

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Section: Discussionsupporting

confidence: 94%

Challenging household dynamics: Impact of orphanhood, parental absence, and children's living arrangements on education in South Africa

Chuong

Operario

2012

Global Public Health

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“…As a result, many studies have found that orphans are less likely to be in school and more likely to fall behind (Case et al, 2004;Bicego et al, 2003;Monasch and Boerma, 2004;Case and Ardington, 2006;Jaramillo and Tietjen, 2001;Bennell, 2005;Bhargava, 2005;Mishra et al, 2007;Saito et al, 2007;Operario et al, 2008;Gundersen et al, 2006;Zidron et al, 2009;Beegle et al, 2006;Beegle et al, 2009;Ssewamala and Curley, 2006;Evans and Miguel, 2007;Ueyama, 2007;Nyirenda et al, 2010), with enrolment disparities most evident for older children (Yamano et al, 2006;Ueyama, 2007). Even within the same household, there is evidence that orphans are less likely to attend school than biological children (Case et al, 2004;Saito et al, 2007).…”

mentioning

confidence: 95%

Educational Disparities in AIDS-affected Communities: Does Orphanhood Confer Unique Vulnerability?

Kidman

Hanley

Foster

et al. 2012

Journal of Development Studies

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“…This effect is highest for youth at the transitions between primary and junior secondary school, and between junior secondary and senior secondary school. Evidence from South Africa (Operario et al, 2008) also pointed to the adverse effects of orphanhood (often a result of HIV/AIDS) on educational outcomes of girls, despite the fact that school attendance is compulsory through age 16. Interestingly, this effect applied to both cases where the mother or father (but not both) died.…”

Section: Shocks and Schooling Decisionsmentioning

confidence: 99%

Household Shocks and Education Investment in Madagascar

Glick

Sahn

Walker³

2011

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 8731 December 2014 ABSTRACT Household Shocks and Education Investment in Madagascar 1This paper measured the extent to which households in Madagascar adjust children's school attendance in order to cope with exogenous shocks to household income, assets and labour supply. Our analysis was based on a unique data set with 10 years of recall data on school attendance and household shocks. We found that the probability of a child dropping out of school increased significantly when the household experienced an illness, death or asset shock. We proposed a test to distinguish whether the impact of shocks on school attendance could be attributed to credit constraints, labour market rigidities, or a combination of the two.The results of the test suggested that credit constraints, rather than labour market rigidities, explain the inability of households in Madagascar to keep their children in school during times of economic distress.JEL Classification: I25, J22, D13, E24

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Orphanhood and Completion of Compulsory School Education Among Young People in South Africa: Findings From a National Representative Survey

Cited by 35 publications

References 18 publications

Challenging household dynamics: Impact of orphanhood, parental absence, and children's living arrangements on education in South Africa

Challenging household dynamics: Impact of orphanhood, parental absence, and children's living arrangements on education in South Africa

Educational Disparities in AIDS-affected Communities: Does Orphanhood Confer Unique Vulnerability?

Household Shocks and Education Investment in Madagascar

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