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Autor/inn/enInoue, Kazuma; Oketch, Moses
TitelImplementing Free Primary Education Policy in Malawi and Ghana: Equity and Efficiency Analysis
QuelleIn: Peabody Journal of Education, 83 (2008) 1, S.41-70 (30 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0161-956X
SchlagwörterEducational Development; Economic Progress; Elementary Education; Foreign Countries; Access to Education; Educational Policy; Developing Nations; Equal Education; Cross Cultural Studies; Public Schools; Costs; Enrollment Trends; Expenditures; Fees; Educational Indicators; Educational Trends; Trend Analysis; Socioeconomic Influences; Resource Allocation; Expenditure per Student; Grade Repetition; Graduation Rate; Rural Urban Differences; Ghana; Malawi
AbstractMalawi and Ghana are among the numerous Sub-Saharan Africa countries that have in recent years introduced Free Primary Education (FPE) policy as a means to realizing the 2015 Education for All and Millennium Development Goals international targets. The introduction of FPE policy is, however, a huge challenge for any national government that has experienced declining or slow economic growth and heavily relied on charging fees to parents and other sources to finance the education system. It follows, therefore, that the approach taken in implementing the FPE policy has implications for equity and efficiency in the education sector. Malawi and Ghana have differently implemented FPE policy. In this article we assess the impact of the implementation approach taken by each of the two countries on equity and efficiency in their education systems. (Contains 12 figures, 10 tables, and 2 footnotes.) (Author).
AnmerkungenLawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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