The Surprisingly Dire Situation of Children's Education in Rural West Africa: Results from the CREO Study in Guinea-Bissau. CEP Discussion Paper No. 1201

Autor/inn/en	Boone, Peter; Fazzio, Ila; Jandhyala, Kameshwari; Jayanty, Chitra; Jayanty, Gangadhar; Johnson, Simon; Ramachandrin, Vimala; Silva, Filipa; Zhan, Zhaoguo
Institution	London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP)
Titel	The Surprisingly Dire Situation of Children's Education in Rural West Africa: Results from the CREO Study in Guinea-Bissau. CEP Discussion Paper No. 1201
Quelle	(2013), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2042-2695
Schlagwörter	Foreign Countries; Rural Education; Literacy; Numeracy; School Effectiveness; Educational Quality; Academic Achievement; Reading Tests; Mathematics Tests; Scores; Family (Sociological Unit); Children; Adolescents; Surveys; Interviews; School Surveys; Teachers; Grade 1; Grade 2; Grade 3; Grade 4; Multivariate Analysis; Outcomes of Education; Disadvantaged Schools; Rural Schools; Guinea-Bissau + Suchen Sie Ihr Suchwort? Ausland; Ländliche Erwachsenenbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Schuleffizienz; Quality of education; Bildungsqualität; Schulleistung; Lesetest; Familie; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Multivariate Analyse; Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	We conducted a survey covering 20% of villages with 200-1000 population in rural Guinea-Bissau. We interviewed household heads, care-givers of children, and their teachers and schools. We analysed results from 9,947 children, aged 7-17, tested for literacy and numeracy competency. Only 27% of children were able to add two single digits, and just 19% were able to read and comprehend a simple word. Our unannounced school checks found 72% of enrolled children in grades 1-4 attending their schools, but the schools were poorly equipped. Teachers were present at 86% of schools visited. Despite surveying 351 schools, we found no examples of successful schools where children reached reasonable levels of literacy and numeracy for age. Our evidence suggests that interventions that raise school quality in these villages, rather than those which target enrolment, may be most important to generate very sharp improvements in children's educational outcomes. [Additional financial support for this research was provided by Effective Intervention, a UK charity.] (As Provided).
Anmerkungen	Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail: cep.info@lse.ac.uk; Web site: http://cep.lse.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04