Electricity Supply, and Access to Water and Improved Sanitation as Determinants of Gender-Based Inequality in Educational Attainment in Africa

Njoh, Ambe J.; Ananga, Erick O.; Ngyah-Etchutambe, Ijang B.; Deba, Lucy E.; Asah, Fotoh J.; Ayuk-Etang, Elizabeth N.M.; Akiwumi, Fenda A.

doi:10.1007/s11205-016-1512-1

Cited by 20 publications

(8 citation statements)

References 7 publications

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“…Koolwal and van de Walle (2010) found a positive and sizeable impact of greater access to water on both girls' and boys' enrolment in Yemen, Nepal and Pakistan (where enrolment levels are low and there are large gender gaps in schooling); they also found some evidence of improved child health outcomes in Yemen and Malawi through children's reduced participation in care activities, better quality of childcare and water quality. Njoh et al (2016) find a significant and positive relationship between increased access to water, electricity and improved sanitation and girls' literacy and female secondary education in China through time freed from care-related activities and a better environment at school. There are additional positive outcomes related to these investments: studies also find a direct impact of access to social care and related physical infrastructure (piped water and early childhood education) on children's health and cognitive development (Koolwal and van de Walle 2010;Mangyo, 2008).…”

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confidence: 89%

Exploring the Need for Gender-Equitable Fiscal Policies for a Human Economy: Evidence from Uganda and Zimbabwe

Butt¹,

Remme²,

Rost³

et al. 2018

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mentioning

confidence: 89%

Exploring the Need for Gender-Equitable Fiscal Policies for a Human Economy: Evidence from Uganda and Zimbabwe

Butt¹,

Remme²,

Rost³

et al. 2018

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“…Yet, it would be erroneous to conclude that they have exclusively negative implications for this relationship. Empirical evidence suggests that economic indicators are better predictors than religious beliefs or traditional practices, of women’s access to natural resources, especially land (Njoh et al, 2018a). On its part, indigenous Africa was characterized by harmony between people and nature; women and men played complementary roles as they worked the fields.…”

Section: The Pestech Model: Application To Women–environment Analysesmentioning

confidence: 99%

“…The importance of electricity especially from renewable sources for women’s welfare can be articulated at two levels. First, as demonstrated by Njoh et al (2018a), increased access to electricity can reduce the burden of performing household, domestic, and other chores for women. The need to facilitate such access is critical enough to have warranted the inclusion of access to clean and safe energy as a United Nations Sustainable Development Goal (SDG #7).…”

Section: Contextual Facilitators and Constraints To Ecofeminismmentioning

confidence: 99%

Determinants of Ecofeminism in Anglophone Cameroon: A PESTECH Analysis

Njoh

Ayuk-Etang

2020

Journal of Asian and African Studies

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This paper analyzes ecofeminism operationalized as the relationship between women and the natural environment. It treats ecofeminism as context-dependent and not a universal construct as suggested in the literature. It focuses on the political, economic, social, technological, ecological, cultural and historical (PESTECH) context of ecofeminism in Anglophone Cameroon, a polity with a unique pre-colonial, colonial and post-colonial experience. Each dimension is shown to impact women–nature relations in its own unique way. This underscores the need to be more discerning and attentive to context in any analysis of ecofeminism.

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“…Another downside is that children and other household members may spend a lot of energy and time trekking long distances to fetch cooking wood, charcoal, or dung (Njoh et al, 2018). Until recently, access to clean cooking fuel was very low in Africa (Armah et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The explanation lies on the fact that basic service like electricity is required for studying. In the absence of electricity and other basic assets, the execution of domestic chores, communication, information, and learning cannot be facilitated (Njoh et al, 2018). Housing conditions are one of the socio-economic conditions expected to impact on literacy.…”

Section: Discussionmentioning

confidence: 99%

A Multidimensional Perspective on Education in Developing Countries

Momo

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The aim of this thesis is to increase our knowledge on educational outcomes in low income and lower-middle-income countries by examining the intergenerational correlation of education in multiple dimensions, given the complexity inherent in the concept and the global persistence in the number of early school leavers. We posit that in order to combat the high rate of school dropout among the poor and to increase the intergenerational mobility of education, it is necessary to explore the role played by the reduction in the intergenerational mobility on inequalities that occur early in the lives of children. In other words, gaps that emerge early in life among families that need to be addressed and offset. These are gaps that exist due to inherited limited opportunities from parents and a lack of basic necessities for a comfortable standard of living.The exploration of the reduction of educational inequalities across generations is on two fronts.First, by increasing opportunities educationally, economically, and socially in society so that the independence of children's education to that of their parents will be enhanced. This may be done through public policies or actions that favour the socioeconomically disadvantaged in the society. Second, by increasing the absolute intergenerational mobility through the easing of deprivations in the households and their consequences, which make that school-aged individuals are more likely to leave school early. More knowledge and insight in these issues may contribute to achieving this goal. We therefore examine whether educational attainment vulnerability in developing countries can be explained by looking at their institutional or contextual characteristics and household deprivation status.We therefore advance the following hypothesis in Chapter 1: Hypothesis A: Push, pull, and falling out factors are prominent determinants of early schoolleaving in both Africa and Asia and context-specific Hypothesis B: Favourable institutional characteristics are able to reduce the intergenerational correlation of education Hypothesis C: Intergenerational correlation of education significantly increases with household deprivation Chapter 2 presents the evidence on early school leaving in the literature using findings from low income and lower-middle-income countries. This is done by a systematic literature review on the causes of early school leaving in Africa and Asia. It comprises of studies published from 2001 to 2018, which are either quantitative, mixed, or qualitative. We review a total of 43 vi studies. The studies included applied different analyses including logistic regression, linear regression, descriptive statistics, analysis of variance, probit regression, discrete-time logit model, Cox regression model, and narrative studies.Based on the findings, pull factors, push factors and falling out factors determine early school leaving. However, the pull factors show a very high prominence across Africa and Asia. These pull factors include gender, religion, ethnicity, house work, wag...

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Electricity Supply, and Access to Water and Improved Sanitation as Determinants of Gender-Based Inequality in Educational Attainment in Africa

Cited by 20 publications

References 7 publications

Exploring the Need for Gender-Equitable Fiscal Policies for a Human Economy: Evidence from Uganda and Zimbabwe

Exploring the Need for Gender-Equitable Fiscal Policies for a Human Economy: Evidence from Uganda and Zimbabwe

Determinants of Ecofeminism in Anglophone Cameroon: A PESTECH Analysis

A Multidimensional Perspective on Education in Developing Countries

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