Parental Disability and Children’s Educational Outcomes: Evidence from Tanzania

Joseph Ajefu, Jacqueline Moodley

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)
17 Downloads (Pure)


This paper examines the relationship between parental disability and children's educational outcomes in Tanzania. This paper uses data from the 2010–2011 and 2014–2015 waves of the Tanzania National Panel Survey (TNPS) and a fixed effects estimation approach. The findings of this paper show that parental disability is associated with children being less likely to enrol in school and pass examinations. Also, we find a negative association between parental disability and the hours that children spend on their studies. However, we find no statistically significant association between parental disability and grades completed by children. We identify higher medical expenditures, lower educational expenditures and higher hours spent collecting firewood and fetching water as the potential mechanisms through which parental disability is negatively associated with children's educational outcomes.
Original languageEnglish
Pages (from-to)339-354
Number of pages16
JournalJournal of Human Development and Capabilities
Issue number4
Early online date24 Aug 2020
Publication statusPublished - 1 Oct 2020


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