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Revisiting global development frameworks and research on universal basic education in Ghana and Sub‐Saharan Africa: a review of evidence and gaps for future research
The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country's progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children's experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
Revisiting global development frameworks and research on universal basic education in Ghana and Sub‐Saharan Africa: a review of evidence and gaps for future research
The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country's progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children's experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
Purpose: The objective of this study is to investigate the impact of “Quality Education”, “Developing Better Social Skills”, “Homework Assignment”, “Using Private Tutors”, “Charging School Fees” and “Nationality” on “Parental School Preference” using primary data collected from preparatory and secondary school teachers in Qatar. Methodology: The population for this study consists of all parents in Qatar. The current study used a very large stratified sample size n = 1462 that was determined by the Social and Economic Survey Research Institute (SESRI) using a 95% confidence interval estimate. The nine items used in this study are part of a huge questionnaire measuring attitude and parental child’s school preferences. Kaisers-Meyer-Olkin (KMO) test and the Bartless test of sphericity were used to determine the appropriateness of using factor analysis. What are more; principal axis factoring and oblique rotation extracted three factors? Main findings: The representative sample Factor analysis extracted three dimensions (quality education, developing better social skills, homework assignment). The dependent variable (parental school choice) was regressed on the factor scores of these three extracted dimensions in addition to four independent variables (school fees, nationality, repeating a school grade, and parents’ disappointment if their child doesn’t go far in school). The results revealed that parental school choice is significantly determined by three explanatory variables: the quality of education, school fees, and nationality. Implications: Raising standards for teachers should be a key element in educational quality. What’s more, in the spirit of findings the policymakers in Qatar should make funding part of school fees for expatriates a priority. Novelty: This article empirically correlates two main fields of educational research: Parental School Choice is given Quality of Education, Charging School Fees, and Nationality.
Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.Download this ZEW Discussion Paper from our ftp server:ftp://ftp.zew.de/pub/zew-docs/dp/dp11008.pdf Das Wichtigste in Kürze Non Technical SummaryMortality rates among prime-age adults are dramatically high in many sub-Saharan African countries, and, as a consequence, the number of orphaned children is high and increasing. In this paper, we identify the educational and health effects of orphanhood in sub-Saharan African countries. We draw on comparable data for eleven sub-Saharan African countries with especially high rates of orphanhood. We define an orphan as a child with at least one deceased biological parent. In the analyzed countries, 10% or more of children under the age of 15 growing up in private households are orphans. It is very likely that the high incidence of parental death not only impacts the demographic composition of the respective countries, but also affects human capital formation. Therefore, on the micro level, we seek to examine how being an orphan affects individual schooling and health outcomes. More specifically, our research compares the educational and health outcomes of orphans living under the same conditions as non-orphans. We also examine the impacts of various family structures and compare social orphans (non-orphaned children not living with a biological parent) to orphans. In sum, our findings suggest that in most countries, orphans and social orphans growing up under the same conditions as non-orphans are significantly worse off in terms of their observed educational and health outcomes. Compared to children whose parents are alive and live with their biological parents, orphans lag behind in education. Our estimations indicate that orphaned children lag behind their non-orphan counterparts in cumulative school participation by onefifth to one-half of a year. Children are especially harmed by not growing up with a biological mother. In most countries, we observe hardly any additional effect of growing up without a father. The findings call for policies that specifically address the situation faced by orphans in sub-Saharan African countries. According to our results, policy measures should seek to specifically assist children whose mothers are alive, but absent from the household. Abstract: In this paper, we examine how orphanhood affects children's educational and health outcomes in eleven sub-Saharan African countries. Our analysis is based on a comparison of orphans and non-orphaned children living under the same conditions. ...
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