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Participation in schooling : determinants and learning outcomes in Nepal (Inglês)

This paper examines data on the determinants of adult cognitive competencies and of child school participation in the Terai region of Nepal. The results of the analysis are: first generation landholdings, literacy and caste status were significant determinants of second generation "innate ability" as measured by the "Ravens Progressive Matrices" (RPM) test which in turn was a significant determinant of second generation schooling. This schooling was a significant determinant of second generation literacy, numeracy, reading comprehension and attitudinal modernity. This last factor was a significant determinant of attitude toward school for all households. Third generation child school participation was determined jointly by second generation landholdings, caste, schooling and numeracy, and attitudinal modernity, and the child's sex. Girls were significantly less likely to have completed at least one year of school than were boys although the presence of small children in the household only slightly decreased girls' chances to participate in school. School availability had no effect on child school participation.

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