Determinants of Educational Attainment in Least Developed Country: Case of Nepal
DOI:
https://doi.org/10.54536/ajelps.v1i1.5183Keywords:
Nepal, School Enrollment, Statistically Significant, Teacher TrainingAbstract
This paper studies the impact of teachers training on primary and secondary school enrollment in a least developed country (LDC) Nepal, where a large portion of population are living below the poverty line. In this study a time series dataset based on World Development Indicators of the past fifty years and Nepal Government’s data is used. The analysis has found that trained primary teachers’ portion does have a statistically significant impact on primary and secondary school enrollment. Besides, a number of control variables are analyzed, in which unemployment and internet access have a statistically significant impact on school enrollment. In brief, the studies conclude that in Nepal, which is about to graduate from LDC to a developing country, trained primary teachers do have statistically significant impact on primary and secondary school enrollment, considering a set of control variables.
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