Mapping Inequality in Access to "Meaningful Learning" in Secondary Education in Ethiopia: Implications for Sustainable Development

Autor/inn/en	Ahmed, Ahmed Y.; Miller, Vachel W.; Gebremeskel, Haftu H.; Ebessa, Asrat D.
Titel	Mapping Inequality in Access to "Meaningful Learning" in Secondary Education in Ethiopia: Implications for Sustainable Development
Quelle	In: Educational Studies, 45 (2019) 5, S.554-581 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1509777
Schlagwörter	Foreign Countries; Access to Education; Sustainable Development; Equal Education; Educational Quality; Geographic Distribution; Rural Areas; Disadvantaged; Developing Nations; Secondary School Students; Inclusion; Geographic Isolation; Child Labor; Regional Characteristics; Age Differences; Gender Issues; Poverty; Grade 10; Grade Repetition; Dropout Rate; Low Achievement; Maps; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Nachhaltige Entwicklung; Quality of education; Bildungsqualität; Rural area; Ländlicher Raum; Developing country; Developing countries; Entwicklungsland; Sekundarschüler; Inklusion; Child labour; Kinderarbeit; Regionaler Faktor; Age; Difference; Age difference; Altersunterschied; Geschlechterfrage; Armut; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Unterdurchschnittliche Leistung; Map; Karte; Äthiopien
Abstract	The rapid expansion of primary education in Ethiopia has enabled most children to attend primary education--or at least to start schooling. This expansion, however, is largely "symbolic" rather than "substantive" where "substantive" refers to access that generates meaningful learning. The article explores spatial inequality in access to "meaningful learning" in secondary education in Ethiopia with a particular focus on the Amhara region, and addresses the question: Is substantive learning equitably distributed? To operationalise this question, "access-to-learning" is conceptualised using a new method of constructing a learning-oriented measure of educational quality that combines grade survival ("access") and test score ("quality"). Moreover, the "zones of exclusion" framework has been used to see the systematic loss of students from the education system at different points in time. Using GIS tools, the extent of spatial inequality in access-to-learning was determined by mapping the proportion of students who achieved the required level of performance, and geographical variation in the distribution of inequality factors. The paper concludes with implications for educational policy and planning and recommendations for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01