Investment in disability towardachieving quality inclusive education:some cases from developing countries
Kamal Lamichhane, PhD
Associate professor
Faculty of human sciences, University of Tsukuba
11th Feb. 2018

Why Investment in Education?
• Fundamental human right• It gives economic and several othersocial returns

2Disability and education• An estimated one-third of out of school children are children
with disabilities (UNESCO, 2009)• Majority of them are still out of school (Mizunoya and et al,2016)• Globally, 15 percent of the worldwide population havedisability (WHO, 2011)• Without quality education, disabled people will not be able
to develop their full educational and employment potential.
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Global comparison ofReturns to Education%
109876543210WorldOECD4Asia

Disability and Returns to Education (Nepal)
Estimation results of earnings regression (dependent variable: log hourlywage) Source: Lamichhane and Sawada (2013)

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Women with Disabilities andReturns to Education (Philippines)
Estimation Results of Earnings Regression with Continuous Education. To estimate the effectof double disadvantages (i.e., gender and disability) . Dependent Variable: Log Income.
Source: Lamichhane and Watanabe (2015)
Variable names
Years of schooling
AgeAge squared
Dummy = 1 if physically impaired*female
Dummy = 1 if hearing impaired*female
Dummy = 1 if visually impaired*female
Dummy = 1 if physically impaired*male
Dummy = 1 if hearing impaired*male
Dummy = 1 if Makati area
Dummy = 1 if Quezon area
Dummy = 1 if Valenzuela area

(1)
OLS

(2)
Tobit

(3)
IV-OLS(4)
IV-Tobit

0.249***(0.0500)
0.297**(0.116)-0.00346**(0.00149)-3.059***(0.914)-2.113***(0.661)-0.446(0.650)-1.795***(0.585)-0.864(0.668)-2.111***(0.595)-1.294**(0.561)-1.794***(0.682)0.301***(0.0630)
0.361**(0.144)-0.00421**(0.00184)-3.709***(1.151)-2.415***(0.814)-0.482(0.755)-2.042***(0.690)-0.911(0.797)-2.477***(0.711)-1.451**(0.655)-2.055**(0.818)0.337*(0.178)0.228*(0.132)-0.00262(0.00171)-2.604***(0.925)-2.778***(0.783)-1.125(0.709)-2.188***(0.581)-1.329**(0.650)-2.293***(0.654)-1.643***(0.584)-2.025***(0.717)0.384*(0.211)0.282*(0.162)-0.00326(0.00208)-3.031***(1.128)-3.214***(0.963)-1.250(0.823)-2.462***(0.688)-1.416*(0.769)-2.616***(0.771)-1.841***(0.680)-2.293***(0.854)1.699(2.806)366

4.514*(2.352)300

3.163(2.938)300

Years of schooling (Mother)Years of schooling (Father)
Constant
Observations!

3.389(2.227)366

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Importance of jobs
• Economic independence• Social inclusion• Discovering new ability (66.8%)• Increased living standard (65.5%)
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Importance of jobs (contd.)• Gaining respect from people (62.5%)• Spending time efficiently (60.7%)• Making new friends (54.2%)• Increased confidence to face challenges (51.5%)
8Required skills for jobs
• Skills refers as cognitive and non-cognitive skills• Cognitive skills referred as academic achievements:• Reading, writing and math

• Non-cognitive skills:• a range of abilities such as conscientiousness,perseverance, and teamwork• Related to students’ behavior and attitudes
9Skill development• They can be developed through schooling
opportunities• These skills predict wages and other outcomes laterin life (Heckman, Stixrud, & Urzua, 2006; Kautz,Heckman, Diris, Weel, & Borghans, 2014).

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Concluding remarks• Persons with disabilities face challenges to jobs inpart resulting from barriers:• Discriminatory behavior by employers• Inaccessible infrastructures• Lower level of education• Lower level of cognitive and non-cognitive skills• Investment in education should be increased andbarriers should be eliminated11