2011年-世界发展银行全球_Does_Parental_Disability_Matter_to_Child_Education__Evidence_from_Vietnam_27页_1mb

Summary: Does Parental Disability Matter to Child Education? Evidence from Vietnam

Core Content

This working paper investigates the impact of parental disability on child education in Vietnam, using data from the 2006 Vietnam Household Living Standards Survey (VHLSS). The study aims to contribute to the understanding of how parental disability influences school enrollment and educational performance, particularly in the context of the Millennium Development Goal of achieving universal primary education.

Main Findings

• School Enrollment: Children of parents with disabilities have a significantly lower school enrollment rate compared to children of non-disabled parents. Specifically, the enrollment rate is about 73% for children with disabled parents versus 85.6% for those without disabled parents, representing an 8 percentage point gap.
• Educational Performance: While there is a small difference in educational performance, it is not statistically significant. The proportion of children with excellent academic performance is 11% for those with disabled parents, compared to 14% for children without disabled parents.
• Gender Differences: Girls are more likely to be enrolled in school than boys, even among children with disabled parents. The schooling proportion for girls is 77.5% versus 68.4% for boys.
• Age Groups: The gap in school enrollment is most pronounced for children aged 15-17, who are in the upper-secondary school age range.
• Socioeconomic Factors: Children from poorer households, ethnic minorities, and rural areas are more affected by parental disability in terms of school enrollment. For instance, in the poorest quintile, the enrollment rate is 14 percentage points lower for children with disabled parents than for those without.
• Parental Characteristics: Higher parental education and income are associated with better child educational outcomes. However, the study notes that even with these characteristics, parental disability may still have a negative impact on child education.

Key Insights

• Disability and Poverty: Parental disability is often linked to lower income and productivity, which can lead to children being pulled out of school to contribute to household income.
• Environmental Barriers: Disabled parents may face challenges in supervising their children's education due to lack of accessibility, communication skills, and other societal barriers.
• Policy Implications: The paper suggests that policies should be developed to support children with disabled parents or their families. This could include targeted educational programs or creating a more inclusive environment to reduce the negative impact of parental disability on child education.

Methodology

• Data Source: The 2006 VHLSS data, which includes a special module on disability, is used. This dataset covers 9,189 households and 39,071 individuals.
• Estimation Method: The study uses instrumental variables (IV) regressions and a probit model to estimate the impact of parental disability on school enrollment. For academic performance, an ordered probit regression is used.
• Instrumental Variables: The age of the father and the proportion of disabled people in a district are used as instruments. These are expected to be correlated with parental disability but not directly with child education.
• Control Variables: The analysis includes control variables such as parental education, household income, child age and gender, and geographic variables.

Conclusion

The paper concludes that parental disability has a measurable negative effect on school enrollment, particularly for disadvantaged groups. While the effect on educational performance is small and not statistically significant, the study suggests that targeted policies are necessary to support children with disabled parents and their families. These policies should aim to reduce the burden on children and improve their access to education, contributing to the achievement of universal primary education and broader educational equity.