Delayed primary school enrolment among boys and girls in Ghana

Seshie-Nasser, Hellen A.; Oduro, Abena D.

doi:10.1016/j.ijedudev.2015.12.004

Cited by 15 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This dynamic disproportionally favours candidates from districts in the southern and middle belts of Ghana compared to those from the northern belt. Other studies by Iddrisu et al (2018), Senadza (2012), Seshie‐Nasser and Oduro (2016), and Shabaya and Konadu‐Agyemang (2004) have also reported on disproportional inequalities and disparities in schooling access for female and rural children in general, especially those from Ghana’s northern regions.…”

Section: What Is the Evidence Base Of Research In Ube In Ghana And Ssa?mentioning

confidence: 90%

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

View full text Add to dashboard Cite

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.

show abstract

Section: What Is the Evidence Base Of Research In Ube In Ghana And Ssa?mentioning

confidence: 90%

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

View full text Add to dashboard Cite

show abstract

“…Although most existing studies in developing countries agree that children's late school entry results from their parents' reaction to resource constraints (e.g. Glewwe & Jacoby ; Wils ; Chen ; Seshie‐Nasser & Oduro ), these studies have yet to reach a consensus on how late school entry affects children's subsequent educational outcomes in developing countries. For example, studies conducted in Ghana (Glewwe & Jacoby ) and the Philippines (Glewwe et al ) found positive effects of late school entry—late school entry reduces children's dropout and grade repetition rates in these countries.…”

Section: Introductionmentioning

confidence: 99%

Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China—Does Preprimary Education Matter?

Chen

2017

Asia & Pacific Policy Stud

View full text Add to dashboard Cite

This article estimates the causal effect of primary school entry age on children's cognitive development in rural northwestern China, using data on nearly 1,800 primary school aged children from the Gansu Survey of Children and Families. Instrumental variable estimates, exploiting the discontinuity structure in children's school entry age around the enrolment cut-off date, indicate that a 1-year delay in school entry reduces children's scores on a cognitive ability test administered when they were aged 9-12 by 0.11-0.16 standard deviations (of the distribution of test scores). The negative late-school-entry effect is significantly larger in villages with no preprimary schools. It also persists as children advance to higher grades. These findings suggest that delayed school entry, even if it may be rural parents' rational response to resource constraints, can be harmful for children's cognitive development in developing areas with underdeveloped preprimary school systems.

show abstract

“…This also translates to households faring well in terms of family members' health and nutrition, and children's education outcomes (Quisumbing and Maluccio 2000;and Doss 2006). Furthermore, studies show that women who own productive assets have reduced risk of experiencing domestic violence (Panda and Agarwal 2007;Oduro and Seshie-Nasser 2016;and Bonilla et al 2017). In other areas, research also demonstrates that more equitable distribution of land rights and security of tenure for women are associated with increased agricultural productivity and better soil conservation practices (Goldstein and Udry 2008;Ali, Deininger, and Goldstein 2014).…”

mentioning

confidence: 99%

Women’s Asset Ownership: Evidence from Georgia; Mongolia; and Cavite, Philippines

et al. 2019

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

show abstract

Delayed primary school enrolment among boys and girls in Ghana

Cited by 15 publications

References 14 publications

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

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

Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China—Does Preprimary Education Matter?

Women’s Asset Ownership: Evidence from Georgia; Mongolia; and Cavite, Philippines

Contact Info

Product

Resources

About