Access to Schooling and Staying in School in Selected Sub‐Saharan African Countries

Kuepié, Mathias; Shapiro, David; Tenikue, Michel

doi:10.1111/1467-8268.12156

Cited by 25 publications

(18 citation statements)

References 19 publications

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“…Elsewhere in Sub-Saharan Africa and other developing countries, the education of male children is prioritised over that of female children (Blakemore & Cooksey, 2017, Manning et al, 2017. A study of 12 Sub-Saharan African countries found that 79% of female children ever attended school compared to 84% of male children (Kuépié et al, 2015). Cultural preferences and patriarchy are largely driving these gendered disparities in other parts of the developing world (Ashraf et al, 2016, Atta, 2015.…”

Section: Discussionmentioning

confidence: 99%

Ecological approach to childhood in South Africa: An analysis of the contextual determinants

Wet

Osman

2018

PiE

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In South Africa, the educational attainment of African children has been a focal point of policy and research since the end of apartheid in 1994. Individual and policy-level determinants of child development and educational outcomes have been exhaustively investigated. A less researched perspective is the role of community and household composition on educational outcomes. The aim of this paper is to explore the socioeconomic and demographic composition of communities and households that influence grade repetition among children in South Africa. The nationally representative South African General Household Survey of 2017 is analysed. The sample is children, 7-14 years old who have repeated a grade (N=529,624). Frequency distributions and multilevel modelling techniques are used to estimate the impact of household and community characteristics on child education outcomes. Results show that males (62.29%) and older children, 10-14 years old (61.27%), have higher grade repetition. In addition, children in female-headed households (54.57%) and poor households (61.13%) also have higher repetition rates. Finally, household poverty (OR: 1.617) and community poverty (OR: 1.944) are associated with increased likelihood of grade repetition. To ensure that South African children progress through school, the households and communities they are nested in require attention and intervention.

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Section: Discussionmentioning

confidence: 99%

Ecological approach to childhood in South Africa: An analysis of the contextual determinants

Wet

Osman

2018

PiE

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“…which define schooling access from the perspective of enrolment and completion statistics (Lewin, 2011; Fukuda‐Parr and Yamin, 2013; Berten and Leisering, 2016; Unterhalter, 2019). For instance, UNESCO’s EfA Global Monitoring Reports (GMR) have over the past two decades used enrolment and completion (gross and net) rates as the main tools for tracking individual country progress in meeting their development targets in the basic education sector (Kuépié et al , 2015; UNESCO, 2015; UNESCO, 2019). In Ghana, governmental reports on development and educational progress such as Education Sector Performance Reports (GoG, 2010; Government of Ghana, 2012a,b; UNESCO, 2014) draw on gross and net enrolment figures to emphasise the country's success in expanding basic education access.…”

Section: What Are the Strengths And Weaknesses Of Existing Research Amentioning

confidence: 99%

“…The need for Universal Basic Education (UBE) and promotion of equal access to educational opportunities for children has received immense global attention and support over the past three decades (Nielsen, 2006; Pritchett, 2013). A large part of this support has centred around developing regions like Sub‐Saharan Africa (SSA) where, according to reports, access to schooling and educational attainment remain particularly low in comparison with other developing regions (Kuépié et al , 2015; UNESCO, 2015; Bashir et al , 2018). At the beginning of the 1990's, global events such as the Jomtien Education for All (EfA) conference in 1990, the Millennium Development Goals (MDGs) in 2000, and the Sustainable Development Goals (SDGs) in 2016 signalled the birth of a new development paradigm in which rich countries and their developing partners prioritised universal basic education as a fundamental aspiration for global development (Unterhalter, 2013, 2014; Fukuda‐Parr, 2016).…”

Section: Introductionmentioning

confidence: 99%

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

Nkrumah

Sinha²

2020

Review of Education

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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.

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“…Les réponses à ces questions permettent de capter le Opposés l'un à l'autre, l'achèvement des études possède les déterminants identiques à la déperdition scolaire, lesquels affectent également l'accessibilité à l'éducation. Ce point de vue est soutenu dans l'étude de Kuépié, Shapiro, et Tenikue (2015), où les facteurs de l'accessibilité à l'école expliquent également le fait d'y rester. Influençant le nombre d'années d'études achevées avec succès, au même titre que les infrastructures éducatives fournies, ignorer ces déterminants conduit forcément à introduire un biais dans l'estimation de l'impact recherché.…”

Section: Démarche Méthodologiqueunclassified

Infrastructures éducatives et achèvement des études en contexte camerounais de décentralisation

Fouelefack

Ndeffo

Maïga

2020

African Development Review

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The objective of the article is to measure the impact in 2014 of school infrastructures on school completion in Cameroon's rural milieu. They are provided between 2002 and 2012 through a participatory development model that the National Community-Driven Development Programme (NCDDP) is implementing in local governments to fight against school drop-out, a major obstacle to education-for-all in Cameroon. Applying a triple difference to data from The fourth Cameroonian Household Survey (ECAM4), it emerges that with a classroom built or equipped, the number of years of completed schooling by children aged 2 to 6 in 2004 has increased on average by 0.004 compared to that of those aged 12 to 16 in 2004 who dropped out of school in the same year. This leads to recommendations to consolidate the participatory development model to ensure better results from the decentralization of education. Résumé L'objectif de l'article est de mesurer l'impact en 2014 des infrastructures éducatives sur l'achèvement des études en milieu rural camerounais. Elles sont fournies entre 2002 et 2012 à travers un modèle participatif de développement que le Programme National de Développement Participatif (PNDP) implémente dans les gouvernements locaux pour lutter contre la déperdition scolaire, un obstacle majeur à l'éducation pour tous au Cameroun. Appliquant une triple différence sur les données de la quatrième Enquête Camerounaise Auprès des Ménages (ECAM4), il ressort qu'avec une salle de classe construite ou équipée, le nombre d'années d'études achevées avec succès des enfants âgés de 2 à 6 ans en 2004, a augmenté en moyenne de 0,004 par rapport à celui de ceux âgés de 12 à 16 ans en 2004 ayant cessé les études la même année. Il en découle des recommandations visant à consolider ce modèle participatif de développement pour assurer de meilleurs résultats à la décentralisation de l'éducation.

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Access to Schooling and Staying in School in Selected Sub‐Saharan African Countries

Cited by 25 publications

References 19 publications

Ecological approach to childhood in South Africa: An analysis of the contextual determinants

Ecological approach to childhood in South Africa: An analysis of the contextual determinants

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

Infrastructures éducatives et achèvement des études en contexte camerounais de décentralisation

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