Child Labour and Schooling in South Sudan and Sudan: Is There a Gender Preference?

Berenger, Valérie; Verdier‐Chouchane, Audrey

doi:10.1111/1467-8268.12200

Cited by 17 publications

(15 citation statements)

References 18 publications

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“…In the case of South Sudan, Edward () also suggests boarding schools, provision of school lunch programmes, transportation networks. Focusing more specifically on girls, Bérenger and Verdier‐Chouchane () highlight that the issue of early marriage and pregnancy could be tackled by adopting an adequate legislation and punishing offenders that would force girls to leave school for early marriage.…”

Section: Policy Discussionmentioning

confidence: 99%

“…In South Sudan, the bulk of child labour takes the form of contribution to family work or low‐paid work depending on gender. For instance, the majority of South Sudanese girls stay home performing domestic chores or helping with agricultural activities, especially in rural areas (Bérenger and Verdier‐Chouchane, ).…”

Section: Literature Review On the Benefits Of Educationmentioning

confidence: 99%

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The Key Role of Education in Reducing Poverty in South Sudan

Shimeles¹,

Verdier‐Chouchane²

2016

African Development Review

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Based on the 2009 National Baseline Household Survey (NBHS), the objective of the paper is to analyse the education sector in South Sudan and to highlight its key role in reducing poverty and inequality in the country. The first estimation highlights the role of educational attainment on the risk of poverty based on a Probit model with marginal effects. The second performs estimates of returns for each level of schooling using an extended Mincerian earnings equation. The third estimation uses benefit concentration curves to assess progressivity of education subsidy. Results confirm the negative correlation between education and poverty. For instance, someone with a primary level of education earns 36.5 per cent more than someone with no schooling and this figure increases until 188.6 per cent for university graduates, highlighting a convexity trend of private returns to education. The education challenge is enormous in post-conflict South Sudan where more than 70 per cent of the population is illiterate and many children don't attend school. In terms of policy recommendations, the welfare analysis shows that subsidizing primary education is a pro-poor policy in South Sudan. However, the government would also need to focus its action in the rural areas where the challenges are even more salient than in urban areas.Ã Abebe Shimeles (a.shimeles@afdb.org) is Acting

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Section: Policy Discussionmentioning

confidence: 99%

Section: Literature Review On the Benefits Of Educationmentioning

confidence: 99%

The Key Role of Education in Reducing Poverty in South Sudan

Shimeles¹,

Verdier‐Chouchane²

2016

African Development Review

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“…This may be due to cultural factors and the fact that less emphasis is placed on girls' education. Clearly, this result suggests accelerating efforts to empower girls with quality education and to fully “include” them in the education system by appropriate follow‐up and guidance (Berenger & Verdier‐Chouchane, 2016; Totouom et al, 2018).…”

Section: Results Discussion and Policy Implicationsmentioning

confidence: 99%

The multilevel analysis of students’ achievement: Evidence from Morocco

Chatri

Chahbi

Snihji

2021

African Development Review

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This paper, using multi-level modelling, sought to highlight student-level and school-level characteristics that differentiate the academic performance in mathematics from a sample of 6080 Moroccan secondary students who participated in the 2011 Trends in International Mathematics and Science Study (TIMSS) test. The results indicated little evidence to support the Heyneman-Loxley effect, as they showed that individual and family characteristics were the strongest determinants of achievement compared to the schools' factors. Students scored higher when they were boys, were younger, were more self-confident, were more ambitious, and felt secure in school. They also scored higher when they came from families with a higher socioeconomic status, particularly when their parents were able to ensure the availability of learning resources, and were of a higher level of education. Finally, schools were matter for their pupil achievement mainly through the location channel, as urban pupils outperformed rural ones. However, the other school characteristics, including those related to teachers, played a negative, or at best neutral, role in pupil outcomes. These findings have important public policy implications. Redesigning education policy towards improving the school's environment and fostering inclusivity would be needed to enhance learning performance of Moroccan students.

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“…Poor children are facing specific barriers such as missing class because of their obligation to work or carry multiple chores, shame to go to school without a uniform, poor learning outcomes because of no access to books and other materials and also because of undernutrition (Githitho-Muriithi 2010;Ray 2002;Sasmal and Guillen 2015;Dendir 2014;Ashiabi 2007). For girls, common barriers include household chores (Bérenger and Verdier-Chouchane 2016), gender-based violence on the way to school or in school (Steiner et al 2018), stigma linked to menstruation and other sociocultural bias affecting their self-esteem and self-confidence resulting in early drop out of school (Kaur et al 2018;van Eijk et al 2018).…”

Section: Right To Quality Education Disability Inclusion and Post Conflictmentioning

confidence: 99%

Disability, Poverty, and Schooling in Post-civil War in Sierra Leone

Bakhshi

Babulal²,

Trani

2020

Eur J Dev Res

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Sierra Leone has invested in education after the civil war but it is unclear if persons with disabilities have benefited from this effort. In 2009, we conducted a household field survey in 17 randomly selected localities of Sierra Leone. Findings show that persons disabled before school-going age, those with multiple disabilities, girls, elderly children, the poorest, and those residing in rural areas were less likely to participate in primary and secondary education. The same predictors were associated with lower odds of being literate except the age of disability onset. Our findings indicate that quality and equity in learning require policy that prioritize vulnerable groups especially in post-conflict context. Keywords Conflict/post conflict • Inclusive education • Disability • Sierra Leone RésuméLa Sierra Leone a investi dans son système éducatif après la guerre civile mais il demeure incertain de savoir si les personnes en situation de handicap en ont été les bénéficiaires. En 2009, nous avons conduit une enquête de terrain auprès des ménages dans 17 localités de la Sierra Leone sélectionnées aléatoirement. Nos résultats montrent que les personnes handicapées avant l'âge de début de scolarité, les personnes ayant de multiples handicaps, les filles, les enfants plus âgés, les plus pauvres et

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Child Labour and Schooling in South Sudan and Sudan: Is There a Gender Preference?

Cited by 17 publications

References 18 publications

The Key Role of Education in Reducing Poverty in South Sudan

The Key Role of Education in Reducing Poverty in South Sudan

The multilevel analysis of students’ achievement: Evidence from Morocco

Disability, Poverty, and Schooling in Post-civil War in Sierra Leone

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