Parents’ Education and Child Schooling Outcome: Evidence from Uganda

Edward Bbaale, Faisal Buyinza

Abstract


This paper presents an analysis of the determinants of school enrolment and attainment rates in Uganda from a gender perspective. We used the DHS 2006 data set and employed maximum likelihood binary and ordered probit models in our estimation. Whereas improvements in parents’ education promote the schooling outcome of both boys and girls, it is not without inclination. Fathers’ education significantly favors boys’ schooling and mothers’ education significantly favors girls’ schooling. This suggests that there are differences in parents’ preferences for schooling of children. We also find that the higher the parents’ education (secondary and postsecondary levels) the more favorable are the child’s schooling outcomes. For more favorable child schooling outcomes for future generations, government should strengthen policies aimed at educating boys and girls beyond secondary level. The government universal secondary education program is a good start and needs to be strengthened.

 

 

 


Full Text: PDF DOI: 10.5539/jpl.v6n4p77

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Journal of Politics and Law ISSN 1913-9047 (Print) ISSN 1913-9055 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.