User Payments for Basic Education in Low-Income Countries

Jenkner, Eva; Hillman, Arye L.

doi:10.5089/9781451859270.001

Cited by 8 publications

(4 citation statements)

References 18 publications

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“…This conclusion agrees with Adams and Harnett (1996), as well as Oxfam ( 2001), that user fees contribute only a fraction of education financing. The findings also agree with Hillman and Jenkner (2002), whose study in Kenya showed that user fees succeeded in financing only 34% of the cost for primary education, and about 20% for higher education, with the balance being financed through public (government) spending.…”

Section: User Fees and Financing Of Private Secondary Schoolssupporting

confidence: 90%

Cost-Related Entrepreneurial Management Practices and Financing of Private Secondary Schools in Rubaga Division – Kampala (Uganda)

Muwanguzi¹,

Musisi²,

Genza³

2019

International Journal of Educational Research Review

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Faced with an increasingly escalating problem of private school financing, the study examined the contribution of existing cost-related entrepreneurial management practices on the financing of private schools in Rubaga Division (Kampala). More specifically, the study considered the contribution of user charges and payment in-kind on school financing. It employed a cross-sectional survey design involving 150 teachers from 15 schools. Results revealed that there is a statistically significant but weak relationship between the two cost-related practices and financing of private schools. The study concluded that prevalent cost-related practices are neither adequate nor equally effective in ensuring a steady flow of financial resources for schools, hence need for both more enterprising alternatives and due diligence. Other recommendations for better financial resource mobilisation and management were made.

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Section: User Fees and Financing Of Private Secondary Schoolssupporting

confidence: 90%

Cost-Related Entrepreneurial Management Practices and Financing of Private Secondary Schools in Rubaga Division – Kampala (Uganda)

Muwanguzi¹,

Musisi²,

Genza³

2019

International Journal of Educational Research Review

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“…According to respondents, students would require about six years of schooling to carefully express themselves in French (with little opportunity to do so at home or in school). Previous studies from low-income countries suggest that individuals with fewer than six years of schooling often remain “functionally illiterate and innumerate” [ 69 , 70 ]. Our findings seem consistent with a report of the Ministry of Education of Burkina Faso, suggesting that just 40.7% of students at the end of CM2 (6 th grade) score less than 45 out of 100 points in a standardized French test [ 71 ].…”

Section: Discussionmentioning

confidence: 99%

“It’s the poverty”—Stakeholder perspectives on barriers to secondary education in rural Burkina Faso

et al. 2022

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Universal primary and secondary education is a key target of the Sustainable Development Goals. While substantial gains have been made at the primary school level, progress towards universal secondary education has slowed, particularly in sub-Saharan Africa. In this study, we aimed to determine perceived barriers of secondary schooling in rural Burkina Faso, where secondary school completion is among the lowest globally (<10%). We conducted a two-stage qualitative study using semi-structured interviews (N = 49). In the first stage, we sampled enrolled students (n = 10), out-of-school adolescents (n = 9), parents of enrolled students (n = 5), parents of out-of-school adolescents (n = 5) and teachers (n = 10) from a random sample of five secondary schools. In a second stage, we interviewed key informants knowledgeable of the school context using snowball sampling (n = 10). Systematic analysis of the pooled sample was based on a reading of interview transcripts and coding of the narratives in NVivo12 using the diathesis-stress model. Recurring themes were classified using a priori developed categories of hypothesized barriers to secondary schooling. Major reported barriers included school-related expenses and the lack of school infrastructure and resources. Insufficient and heterogeneous French language skills (the official language of instruction in Burkina Faso) were seen as a major barrier to secondary schooling. Forced marriages, adolescent pregnancies, and the low perceived economic benefits of investing in secondary schooling were reported as key barriers among young women. Our results guide future interventions and policy aimed at achieving universal secondary education and gender equity in the region.

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“…One example of user fee case is in Chad, where paying the schooling fee was the only option left for the children because high demand existed even from the poorest households, yet it was not accompanied by the supply side. Children would be worse-off if that choice is unavailable (Jenkner and Hillman, 2002). A user fee for compulsory education, however, is similar to a regressive tax.…”

Section: Financing Education and Impact Evaluations At A Glancementioning

confidence: 99%

“…In addition to this, reducing transportation costs from home to school has a positive effect on attendance and attainment (Murname and Ganimian, 2014). Yet, evidence from Malawi and Uganda reveals that universal intervention where fees are abolished and more classrooms are built, shrinks the quality of education (Jenkner and Hillman, 2002).…”

Section: Financing Education and Impact Evaluations At A Glancementioning

confidence: 99%

Essays in Development Economics: Democracy and Education

Idzalika¹

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but also a very helpful colleague. Also, the student assistants who always be very helpful in anything, including the IT team and in particular Jennifer Phillips for the proofreadings. Moreover, there are lot of people who I discussed with and being helped. To whom that I do not mention by names, please accept my deepest gratitude. This dissertation is dedicated to my parents, who have been my strongest inspiration to move forward even in the hardest times.Ultimately, I would like to express my highest gratitude and shukr to Allah SWT who showed me this path to take. What I have learned and experienced is way greater than what I previously expected.Maka nikmat Tuhanmu yang mana yang kamu dustakan? iv Contents Contents v List of Tables vii List of Figures viii List of Abbreviations ix"No society can surely be flourishing and happy of which by far the greater part of the numbers are poor and miserable. " Adam Smith

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User Payments for Basic Education in Low-Income Countries

Cited by 8 publications

References 18 publications

Cost-Related Entrepreneurial Management Practices and Financing of Private Secondary Schools in Rubaga Division – Kampala (Uganda)

Cost-Related Entrepreneurial Management Practices and Financing of Private Secondary Schools in Rubaga Division – Kampala (Uganda)

“It’s the poverty”—Stakeholder perspectives on barriers to secondary education in rural Burkina Faso

Essays in Development Economics: Democracy and Education

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