| Abstract: | This paper seeks to understand if education can be an effective tool in achieving gender equality in labour force participation in Cameroon. For this purpose, the multinomial and binary logit models are estimated. The paper accounts for the potential endogeneity of education in the equation of labour force participation by using the instrumental variables approach. Data used are data on employment and the informal sector obtained from the National Institute of Statistics in Cameroon. The findings shed light on the negative impact of being a woman on the probability of getting a job. They also show that education and the interaction term between gender and education has a positive and statistically significant impact on the probability of working in the public and the formal private sectors. These results suggest that education yields a premium skill which offsets the negative effect of being a woman. |
