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AutorenAl-Samarrai, Samer; Zaman, Hassan
TitelAbolishing School Fees in Malawi: The Impact on Education Access and Equity
QuelleIn: Education Economics, 15 (2007) 3, S.359-375 (17 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0964-5292
SchlagwörterForeign Countries; Economically Disadvantaged; Access to Education; Equal Education; Surveys; Tuition; Educational Policy; Educational Change; Enrollment; Resource Allocation; Educational Finance; Expenditures; Elementary Secondary Education; Malawi
AbstractIn 1994, the newly elected Government in Malawi abolished primary school fees. Using household survey data from 1990/91 and 1997/98, this paper assesses the impact this major policy change, combined with increased Government spending on education, has had on access to schooling by the poor. This paper shows that enrolment rates have increased dramatically over the 1990s, at both the primary and secondary levels, and that crucially these gains have been greatest for the poor. In order to sustain and build-on these gains the paper suggests cutting back on the informal "contributions" that are widely prevalent in primary school and improving the allocation of secondary school funding. Furthermore, the focus of policy reform, particularly at primary level, should shift towards raising the quality of education. Finally the paper argues that careful advance planning and piloting of the reform in selected areas are useful strategies that other countries considering abolishing primary school fees could take to cope with the associated surge in enrolments. A table describing incidence of public education expenditure using household expenditure per adult equivalent to calculate quintiles and district/division unit expenditure data is appended. (Contains 5 tables, 2 figures and 31 notes.) (Author).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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