Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor? CREATE Pathways to Access. Research Monograph No. 52

Autor/inn/en	Lewin, Keith M.; Sabates, Ricardo
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	Changing Patterns of Access to Education in Anglophone and Francophone Countries in Sub Saharan Africa: Is Education for All Pro-Poor? CREATE Pathways to Access. Research Monograph No. 52
Quelle	(2011), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-901881-59-7
Schlagwörter	Elementary Education; Disadvantaged Youth; Foreign Countries; Access to Education; French; English; Equal Education; Cross Cultural Studies; Comparative Analysis; Rural Urban Differences; Gender Differences; Academic Persistence; Poverty; Socioeconomic Influences; Enrollment Trends; Geographic Location; Educational Attainment; Children; Adolescents; Family Income; At Risk Students; Africa; Benin; Burkina Faso; Cameroon; Kenya; Madagascar; Malawi; Mali; Niger; Nigeria; Senegal; Tanzania; Uganda; Zambia + Suchen Sie Ihr Suchwort? Elementarunterricht; Benachteiligter Jugendlicher; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Französisch; English language; Englisch; Cultural comparison; Kulturvergleich; Stadt-Land-Beziehung; Geschlechterkonflikt; Armut; Sozioökonomischer Faktor; Bildungsabschluss; Bildungsgut; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Familieneinkommen; Afrika; Kamerun; Kenia; Madagaskar; Tansania; Sambia
Abstract	This paper explores patterns of growth in participation in six Anglophone and seven Francophone countries in SSA. The countries are Kenya, Malawi, Nigeria, Tanzania, Uganda, Zambia, Benin, Burkina Faso, Cameroon, Madagascar, Mali, Niger and Senegal. These countries all have large scale Universal Primary Education programmes and all have demographic and health survey (DHS) data sets collected at least ten years apart. These allow comparisons over time to see how participation has been changing. The results show that progress has been patchy and sometimes disappointing. Access remains strongly associated with household wealth despite commitments to pro-poor policies. The chances of the poorest being enrolled relative to the richest have generally not improved substantially, and in some cases have deteriorated. Reductions in numbers of out of school children have in some cases been accompanied by increases in the proportion over age. Poorer children and rural children are more likely to be over age and unlikely to complete schooling, especially if they are girls. The message is clear. Though there has been progress, it falls far short of the gains that were anticipated. Much more progress is needed to achieve universal access with equity and to close the gap between the poorer and richer households. (Contains 9 tables and 13 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10