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Autor/inLewin, Keith M.
TitelDiversity in convergence: access to education for all.
Presidential address, BIACE.
QuelleIn: Compare, 38 (2007) 5, S. 577-599    Verfügbarkeit 
Beigabengrafische Darstellungen; Tabellen
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0305-7925
SchlagwörterBildung für alle; Bildungsbeteiligung; Bildungschance; Geschlechtsspezifischer Unterschied; Schule; Schulausschluss; Schülerzahl; Primarbereich; Sekundarbereich; Indikator; Armut; Entwicklungshilfe; Entwicklungsland; Abbruch; Afrika
AbstractThe author explores the issue of access to education, taking as his point of departure that the greatest exclusion is to have no education at all. This problem is particularly acute in Sub-Saharan Africa where it is strongly skewed towards a few countries like the Congo, Tanzania, Eritrea, Burkina Faso and Niger. His nuanced analysis of gross enrolment rates demonstrates that the patterns are not the same in all countries, although they have been incorrectly homogenized, partly as a result of rights-based approaches. Wealth and gender account for great diversity in patterns of participation, with wealth emerging as significantly more important than gender. Moreover, urban children have about ten times more chance of being enrolled in grade nine than rural children. The author proposes as typology of challenges for the expansion of secondary education in Sub-Saharan Africa that takes proper account of between country differences, and offers policy-makers a way out of the trap of over simple diagnosis and generic solutions to very different types of problem. Access indicators that are poorly specified may not be fit for purpose and may have adverse financial consequences for poor countries attempting to release funds from external development partners. For this reason, a more subtle, context oriented understanding is needed of circumstances surrounding enrolment and participation in developing countries. The author points the way towards this divergence and highlights the need of reformulate normative indicators and benchmarks: the pathways which different countries may need to follow vary widely. (DIPF/Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2008/2
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