Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa?

Lewin, Keith M and Sabates, Ricardo (2012) Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? International Journal of Educational Development, 32 (4). pp. 517-528. ISSN 0738-0593

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Abstract

This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.

Item Type: Article
Keywords: Educational access; Wealth; Inequality; Over age; Basic education; Participation; Sub-Saharan Africa
Schools and Departments: School of Education and Social Work > Education
Subjects: D History General and Old World > DT History of Africa > DT0348 Central Sub-Saharan Africa
L Education > LB Theory and practice of education > LB1501 Primary education
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Depositing User: Cecilia Kimani
Date Deposited: 03 Jul 2012 09:14
Last Modified: 31 Jul 2012 14:54
URI: http://sro.sussex.ac.uk/id/eprint/40062
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