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Human capital investments: Child ed...

Lokole, Nicolas Shungu K.

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Human capital investments: Child education and economic and cultural incentives and constraints in Cote d'Ivoire.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Human capital investments: Child education and economic and cultural incentives and constraints in Cote d'Ivoire./
Author:	Lokole, Nicolas Shungu K.
Description:	357 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2528.
Contained By:	Dissertation Abstracts International65-07A.
Subject:	Education, Home Economics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139230
ISBN:	0496863762

Human capital investments: Child education and economic and cultural incentives and constraints in Cote d'Ivoire.
Lokole, Nicolas Shungu K.

Human capital investments: Child education and economic and cultural incentives and constraints in Cote d'Ivoire. - 357 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2528.

Thesis (Ph.D.)--The University of Texas at Dallas, 2004.

The basic hypothesis explored in this study is that individual heterogeneity, family structural organization and societal context matter both separately and altogether in mediating the impact of economic and cultural incentives and constraints on investments in schooling and basic cognitive skills among children. Evidence on these questions can be helpful from both research and policy perspectives.

ISBN: 0496863762Subjects--Topical Terms:

1020169
Education, Home Economics.

Human capital investments: Child education and economic and cultural incentives and constraints in Cote d'Ivoire.
LDR:04112nmm 2200313 4500 001 1842798
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020 $a 0496863762
035 $a (UnM)AAI3139230
035 $a AAI3139230
040 $a UnM $c UnM
100 1 $a Lokole, Nicolas Shungu K. $3 1931044
245 1 0 $a Human capital investments: Child education and economic and cultural incentives and constraints in Cote d'Ivoire.
300 $a 357 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2528.
500 $a Supervisor: Wim P. M. Vijverberg.
502 $a Thesis (Ph.D.)--The University of Texas at Dallas, 2004.
520 $a The basic hypothesis explored in this study is that individual heterogeneity, family structural organization and societal context matter both separately and altogether in mediating the impact of economic and cultural incentives and constraints on investments in schooling and basic cognitive skills among children. Evidence on these questions can be helpful from both research and policy perspectives.
520 $a Data for the analysis come from the Cote d'Ivoire Living Standard Survey (CILSS). Using a pooled cross-sectional data design, we employ descriptive method focusing on distributional and statistical elaboration analyses and regression analysis conducted by means of continuous and discrete choice models taking into consideration possible censoring. The specific questions investigated in the study are: (1) whether differences in investments in schooling and basic cognitive skills among children are impacted by variations in perceived economic and cultural incentives and constraints due to individual heterogeneity, family structural organization and societal context; (2) whether differences in school duration affect variations in basic cognitive skills net of the impact of family and societal context characteristics, and (3) whether cross-effects between parental education and other family and societal characteristics also matter in shaping choices about investments in schooling and basic cognitive skills among children.
520 $a A major conclusion of the study is that an integrated model embracing several views altogether like the one used in this study is useful in an effort to assess the impact of economic and cultural incentives and constraints on schooling investments in societies like Cote d'Ivoire. Specifically, using such an approach, we found that while individual heterogeneity, family structural organization and societal context, matter both individually and altogether, family structural organization is as important as individual heterogeneity, but societal context reveals to be less influential than the two other factors, holding everything else constant. We also uncover that unlike the unexpected positive and significant effect of family size as found in previous studies, the effect of such a variable is rather negative and statistically insignificant after controlling for the impact of family structural organization. This, in turn, upholds the view that in Cote d'Ivoire family structural organization is a more important determinant of education investment in children than family size.
520 $a Another conclusion is that because of the limitation of the household as the basic decision-making unit regarding child's schooling in societies like Cote d'Ivoire, there is a need to regard the family institution as a more important resource allocation arena to understand, at least when it comes to designing public policy for improving child's education. Still, another reason for going beyond household is to help design data collection instruments that focus on the real interest, which is family survival strategies and intra-family resource allocation as they affect child's education.
590 $a School code: 0382.
650 4 $a Education, Home Economics. $3 1020169
650 4 $a Sociology, Individual and Family Studies. $3 626655
690 $a 0278
690 $a 0628
710 2 0 $a The University of Texas at Dallas. $3 1018411
773 0 $t Dissertation Abstracts International $g 65-07A.
790 1 0 $a Vijverberg, Wim P. M., $e advisor
790 $a 0382
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139230