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.