[ Déterminants de la Scolarisation et du Niveau Scolaire en Milieu Rural: Une Etude Empirique au Bénin en Afrique de l'Ouest ]
Volume 10, Issue 1, January 2015, Pages 73–84
Marius O. Chabi1 and Marie Odile Attanasso2
1 Institute for Empirical Research in Political Economy, Abomey-Calavi, Atlantique, Benin
2 Université d'Abomey-Calavi, Abomey-Calavi, Atlantique, Benin
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Children's enrollment and school attainment are critical issues as it is at such a stage of their development that children acquire competencies that determine their future. Therefore, understanding the determinants of enrollment and school attainment is important, especially in rural setting where communities face existential challenges. This paper investigates the factors of children's enrollment and school attainment in a rural environment using a probit and ordered multinominal logit models. The sample size is 1,151 children from randomly selected households in the Plateau district in Benin (West Africa). We found that children living with their parents, in large and endowed households (assets-based metric) are more likely to be enrolled and achieve higher grade. Also, girls are observed to be disadvantaged in comparison to boys in terms of schooling and grade attainment. Both parents' levels of education present positive significant effect on grade attainment. By contrast, the number of children of 6-11 years old and under five both lower the probability to be enrolled and to achieve higher grade with significant effect on boys. Even though the woman's participation to the schooling decision-making process spurs the enrollment, it has no significant effect on grade attainment. However, the woman's income
Author Keywords: School, Enrollment, Attainment, Assets, Bargaining, Household, Participation.
Volume 10, Issue 1, January 2015, Pages 73–84
Marius O. Chabi1 and Marie Odile Attanasso2
1 Institute for Empirical Research in Political Economy, Abomey-Calavi, Atlantique, Benin
2 Université d'Abomey-Calavi, Abomey-Calavi, Atlantique, Benin
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Children's enrollment and school attainment are critical issues as it is at such a stage of their development that children acquire competencies that determine their future. Therefore, understanding the determinants of enrollment and school attainment is important, especially in rural setting where communities face existential challenges. This paper investigates the factors of children's enrollment and school attainment in a rural environment using a probit and ordered multinominal logit models. The sample size is 1,151 children from randomly selected households in the Plateau district in Benin (West Africa). We found that children living with their parents, in large and endowed households (assets-based metric) are more likely to be enrolled and achieve higher grade. Also, girls are observed to be disadvantaged in comparison to boys in terms of schooling and grade attainment. Both parents' levels of education present positive significant effect on grade attainment. By contrast, the number of children of 6-11 years old and under five both lower the probability to be enrolled and to achieve higher grade with significant effect on boys. Even though the woman's participation to the schooling decision-making process spurs the enrollment, it has no significant effect on grade attainment. However, the woman's income
Author Keywords: School, Enrollment, Attainment, Assets, Bargaining, Household, Participation.
Abstract: (french)
La scolarisation et le niveau scolaire des enfants constituent des enjeux majeurs étant entendu que c'est au cours de cette phase que les enfants acquièrent les compétences déterminantes pour la vie sont acquises. Ainsi donc, la compréhension des déterminants de la scolarisation et du niveau scolaire est cruciale. Cet article étudie les facteurs qui influencent la scolarisation et le niveau scolaire en milieu rural en utilisant les modèles probit et logit multinominal ordonné. La taille de l'échantillon est de 1151 enfants issus de ménages choisis de manière aléatoire dans le département du Plateau au Bénin (Afrique de l'Ouest). Nous avons trouvé que les enfants qui vivent avec leurs parents, dans un ménage de grande taille et mieux dotés (mesuré à partir d'actifs) ont plus de chance d'être scolarisés et d'atteindre un niveau scolaire plus élevé. En outre, les filles sont désavantagées par rapport aux garçons. L'éducation du père et de la mère ont un effet positif significatif sur le niveau scolaire. Le nombre d'enfants de la tranche 6-11 ans et de moins de 5 ans dans le ménage exercent un effet négatif sur la scolarisation et le niveau scolaire avec un effet significatif en faveur des garçons. Bien que la participation de la femme à la décision de scolarisation encourage le statut de scolarisation, elle n'influence pas le niveau scolaire des enfants. Toutefois, le niveau de revenu utilisé comme proxy du pouvoir de décision et la confiance personnelle de la femme améliorent sa participation à la prise de décision alors que sa différence d'âge avec son conjoint l'entame. Enfin, la possession de la volaille par la femme améliore sa participation à la prise de décision sur la scolarisation des enfants.
Author Keywords: Ecole, Scolarisation, Niveau scolaire, Actifs, Négociation, Ménage, Participation.
How to Cite this Article
Marius O. Chabi and Marie Odile Attanasso, “Determinants of Enrollment and School Attainment in Rural Settings: An Empirical Investigation in Benin Republic in Western Africa,” International Journal of Innovation and Applied Studies, vol. 10, no. 1, pp. 73–84, January 2015.
