Improving Identification of Demand-Side Obstacles to Schooling: Findings from Revealed and Stated Preference Models in Two SSA Countries

Efforts to expand primary education have shifted from a policy focus on supply (building schools) to demand-side policies. Human capital theory posits that common demand-side obstacles are high direct costs, opportunity costs, and low perceived benefits-constructs that are difficult to measure empirically. This study compares strategies to estimate obstacles to schooling through revealed and stated preferences using similar household survey data from two Sub-Saharan African countries. The typical determinants of schooling model underestimates demand-side obstacles and gender differences, and additional useful information for theory testing and policy is derived from analyzing parents' stated preferences as well.