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Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa?
journal contribution
posted on 2023-06-08, 12:03 authored by Keith M Lewin, Ricardo SabatesThis 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.
History
Publication status
- Published
Journal
International Journal of Educational DevelopmentISSN
0738-0593Publisher
ElsevierExternal DOI
Issue
4Volume
32Page range
517-528Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-07-03Usage metrics
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