2005年-世界发展银行全球_Disability_Poverty_and_Schooling_in_Developing_Countries___Results_from_11_Household_Surveys_24页_306kb

Summary of "Disability, Poverty and Schooling in Developing Countries: Results from 11 Household Surveys"

Core Content

This paper explores the relationship between disability, poverty, and schooling among youth in nine developing countries using data from 11 nationally representative household surveys. It aims to fill a gap in empirical research on disability and poverty, which has been limited by the lack of comparable data.

Main Goals

• To analyze the prevalence of disability and its association with household economic status.
• To investigate the impact of disability on school participation and schooling attainment.
• To examine the potential intermediary role of poverty in the relationship between disability and schooling.

Key Findings

1. Prevalence of Disability

• Between 1% and 2% of the population in these countries is identified as having a disability.
• The prevalence varies across countries and is influenced by both actual rates and survey definitions.
• In some cases, the prevalence is higher among poorer households, but this is not always statistically significant.
• The Concentration Index (CI) indicates that disability is more concentrated among the poor in most countries, with notable exceptions like Mozambique and Cambodia 1999.

2. Disability and Poverty

• The CI is a useful measure to assess the concentration of disability within the economic distribution.
• In most surveys, the CI is negative, indicating that disability is more common in poorer households.
• In Indonesia and Romania, the negative CI is statistically significant, while in Mozambique, the positive CI suggests a concentration among the wealthy.
• The relationship between disability and poverty is complex and bidirectional: disability can both cause and result from poverty.

3. Disability and School Participation

• Youth with disabilities are substantially less likely to attend school than those without.
• The school participation deficit ranges from 15 percentage points in Mozambique to 59 percentage points in Indonesia.
• The gap is larger among older youth (12–17 years) compared to younger children (6–11 years).
• After controlling for other factors (age, gender, urban residence, economic status), the deficit remains substantial in most countries.

4. Data Limitations and Methodology

• Surveys use impairment-based definitions of disability, which may not capture all types of disabilities, especially mental or chronic illnesses.
• The number of individuals identified as having a disability is small in some surveys, which can affect the precision of analysis.
• Quintiles based on per capita consumption or economic status index are used to classify poverty.
• The Concentration Index is used to measure the degree of concentration of disability within the economic distribution.

Key Information

• Countries Covered: Burundi, Cambodia, Indonesia, Jamaica, Mongolia, Mozambique, Myanmar, Romania, and Sierra Leone.
• Surveys Used: LSMS, SES, DHS, and MICS2.
• Sample Sizes: Vary from around 4,000 to over 65,000 households.
• Disability Types: Physical, visual, hearing, and speech disabilities are typically included; mental disabilities are less commonly reported.
• School Age Group: 6 to 17 years, with some surveys including up to 18 years.
• School Participation Deficit: The unadjusted and adjusted school participation deficits are reported in percentage points for both current and ever attendance.

Conclusion

The study highlights that disability is systematically associated with lower school participation and that this relationship is often more pronounced than those related to gender, rural residence, or economic status. However, due to the heterogeneity of survey definitions and data availability, cross-country comparisons are limited. The findings underscore the need for more comprehensive and comparable data on disability and its impact on education and poverty in developing countries.