Abstract
Policies designed to increase education in low-income settings require an understanding of why children do not attend school. Drawing on longitudinal data of primary-school age children in Tanzania, our analysis evaluates the role various dimensions in determining children’s attendance. Our results indicate that policies directed towards increasing a child’s attendance need to be focused on the demand for schooling within the context of the household. Policies that affect demand for child labour within the household, especially those that promote substitutes for child labour, should be considered. Furthermore, programmes aimed at secondary schools (including improving access) can have an indirect affect on hours of primary-school attendance, particularly for girls.
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