Participation in Schooling: Determinants and Learning Outcomes in Nepal

Jamison, T. Rene; Lockheed, Marlaine E.

doi:10.1086/451586

Cited by 71 publications

(31 citation statements)

References 7 publications

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“…Most studies have however used OLS to estimate the determinants of schooling (for example, Barros and Lam, 1992;Birdsall, 1980;1982;Chernichovsky, 1985;Behrman and Wolfe, 1987;Handa, 1996;Jamison and Lockheed, 1987;Knight and Shi, 1996;Parish and Willis, 1993;Wolfe and Behrman, 1984;Case and Deaton, 1996). One recent study by Tansel (1997) accommodates the spike at zero by estimating a probit for primary, and two-limit Tobits for secondary and higher education, but the Tobit specification fails to account for the discreteness of observed schooling in the continuous observed range.…”

Section: B Datamentioning

confidence: 99%

“…), Birdsall (1980, Burney and Irfan (1991), Handa (1996), Knight and Shi (1996), and Case and Deaton (1996) use children resident in the household and do not correct for potential selection bias. Jamison and Lockheed (1987) use data on household children as well and re-define children to be any young relative of the household head (including grandchild, niece and nephew).…”

Section: B Selection Bias On Children Currently Residing In the Homementioning

confidence: 99%

“…A closely related schooling index is used by Wolfe and Behrman (1984) in which child's schooling is normalized by "eligible years of schooling" rather than "mean schooling of age/sex cohort". In a similar vein, Jamison and Lockheed (1987) use deviations from mean cohort schooling as the dependent variable in their regression analysis. However, similar to controlling for age as a covariate, for enrolled students, each of these measures reflects lagging behind or surpassing one's classmates in attainment, rather than incomplete schooling spells.…”

mentioning

confidence: 99%

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Measuring the determinants of school completion in Pakistan: analysis of censoring and selection bias

Holmes

2003

Economics of Education Review

112

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This paper explores the demand for child schooling in Pakistan, using the Pakistan Integrated Household Survey (1991). There have been few such studies for Pakistan, a country with relatively low enrollment rates and education levels, high illiteracy, and large disparity between male and female education. Additionally, this study focuses on two potential sources of bias in the estimation of the demand for schooling. First, studies which do not distinguish between currently enrolled children and those who have completed their schooling subject their estimates to a form of censoring bias. Second, studies which exclude children who have left the household from their samples may introduce sample selection bias if the decisions to leave home and to attend school are related. This study finds evidence of both "censoring" and "sample selection" bias in the demand for child schooling in Pakistan.

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Section: B Datamentioning

confidence: 99%

Section: B Selection Bias On Children Currently Residing In the Homementioning

confidence: 99%

mentioning

confidence: 99%

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Measuring the determinants of school completion in Pakistan: analysis of censoring and selection bias

Holmes

2003

Economics of Education Review

112

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“…This result is consistent with Pangeni's (Pangeni, 2014) findings that student achievement is related to gender and caste/ethnicity of students. Jamison and Lockheed (Jamison & Lockheed, 1987) also found that caste membership is one of the strong determiners of student achievement in Nepal. Figure 5.…”

Section: International Journal Of Research Studies In Education 27mentioning

confidence: 96%

Factors determining English test score of high school students in rural Nepal

Neupane¹,

Thapa²,

Sapkota³

2017

IJRSE

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Due to globalization and internationalization of education, the importance of English language has been growing consistently. Like many other countries around the globe, English is taught as a compulsory subject from the primary level in Nepal. Despite continuous public and private efforts, achievement in English education is not satisfactory, especially in rural areas, due to numerous socio-cultural and other factors. Thus, this article explores some important determinants of English achievement of high school students in Rural Nepal.Through the questionnaire responses of 407 students from the four villages of Sindhupalchok district, which is explored using Cremer's V analysis, a strong association between students' English test score and their socio-cultural, family, school and personal factors was found.

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“…Scholars have not reached a consensus on the relationship between the caste hierarchy and gender gaps in Nepal (Acharya & Bennett, 1981;Maslak, 2003;Lewis & Lockheed, 2007). The general literature on caste/ethnic issues and education argues that high-caste households are considerably more likely to send their children to school regardless of gender (Jamison & Lockheed, 1987;Lohani et al, 2010;ies.ccsenet.org International Education Studies Vol. 10, No.…”

Section: Introductionmentioning

confidence: 99%

Barriers to Education and School Attainment—Evidence from Secondary Schools in Rural Nepal

Neupane¹

2017

IES

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This paper examines the inequality in secondary school attainment and its determinants across gender, caste, and ethnic group in rural Nepal. Using the primary data from a questionnaire survey, a series of interviews, and school observations, this study found that girls' school attainment is significantly lower than that of boys'. Similarly, Dalit (the lowest caste) and Janajati (indigenous, disadvantaged ethnic groups) students' school attainment is considerably lower than that of Brahman and Chhetri (high caste and privileged ethnic groups) students. Furthermore, the regression analysis using the education production function approach revealed that household chores, father's education, land sufficiency, student/teacher ratio, and local caste/ethnic composition are significant determinants affecting students' school attainment. However, students' desired level of education and the number of siblings they have were insignificant in this study. The results indicate that policy for inclusive education should be based on the local socio-cultural environment, especially with regard to the caste/ethnic composition of the local community.

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Participation in Schooling: Determinants and Learning Outcomes in Nepal

Cited by 71 publications

References 7 publications

Measuring the determinants of school completion in Pakistan: analysis of censoring and selection bias

Measuring the determinants of school completion in Pakistan: analysis of censoring and selection bias

Factors determining English test score of high school students in rural Nepal

Barriers to Education and School Attainment—Evidence from Secondary Schools in Rural Nepal

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