Access to What? Creating a Composite Measure of Educational Quantity and Educational Quality for 11 African Countries

Autor/inn/en	Spaull, Nicholas; Taylor, Stephen
Titel	Access to What? Creating a Composite Measure of Educational Quantity and Educational Quality for 11 African Countries
Quelle	In: Comparative Education Review, 59 (2015) 1, S.133-165 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/679295
Schlagwörter	Educational Quality; Institutional Evaluation; Gender Differences; Foreign Countries; Literacy; Numeracy; Outcomes of Education; Access to Education; Equal Education; Surveys; Educational Attainment; Statistical Analysis; Evaluation Methods; Measurement; Africa; Kenya; Lesotho; Malawi; Mozambique; Namibia; South Africa; Swaziland; Tanzania; Uganda; Zambia; Zimbabwe + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Geschlechterkonflikt; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Survey; Umfrage; Befragung; Bildungsabschluss; Bildungsgut; Statistische Analyse; Messverfahren; Afrika; Kenia; Mosambik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania; Sambia; Simbabwe
Abstract	The aim of the current study is to create a composite statistic of educational quantity and educational quality by combining household data (Demographic and Health Survey) on grade completion and survey data (Southern and Eastern African Consortium for Monitoring Educational Quality) on cognitive outcomes for 11 African countries: Kenya, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Uganda, Zambia, and Zimbabwe. Doing so overcomes the limitations of earlier studies that focused solely on either quantity or quality. We term the new statistic "access to literacy" and "access to numeracy" and report it by gender and wealth. This new measure combines both quantity and quality and consequently places educational outcomes at the center of the discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01