Who Gets What? Is Improved Access to Basic Education Pro-Poor in Sub-Saharan Africa?

Autor/inn/en	Lewin, Keith M.; Sabates, Ricardo
Titel	Who Gets What? Is Improved Access to Basic Education Pro-Poor in Sub-Saharan Africa?
Quelle	In: International Journal of Educational Development, 32 (2012) 4, S.517-528 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2012.02.013
Schlagwörter	Foreign Countries; Access to Education; Economically Disadvantaged; Equal Education; Surveys; Family Income; Gender Differences; Rural Urban Differences; Age Differences; Educational Trends; Developing Nations; Educational Development; Educational Policy; Demography; Africa + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Survey; Umfrage; Befragung; Familieneinkommen; Geschlechterkonflikt; Stadt-Land-Beziehung; Age; Difference; Age difference; Altersunterschied; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Demografie; Afrika
Abstract	This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing. (Contains 5 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10