Free Education and Social Inequality in Ugandan Primary Schools: A Step Backward or a Step in the Right Direction?

Autor/inn/en	Zuze, Tia L.; Leibbrandt, Murray
Titel	Free Education and Social Inequality in Ugandan Primary Schools: A Step Backward or a Step in the Right Direction?
Quelle	In: International Journal of Educational Development, 31 (2011) 2, S.169-178 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.06.013
Schlagwörter	Educational Quality; Educational Change; Elementary Education; Equal Education; Educational Resources; Resource Allocation; Teaching Load; Low Income; Socioeconomic Status; Outcomes of Education; Foreign Countries; Educational Development; Developing Nations; Educational Environment; Educational Policy; Policy Analysis; Educational Needs; Access to Education; Uganda + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Bildungsreform; Elementarunterricht; Bildungsmittel; Ressourcenallokation; Lehrdeputat; Niedriglohn; Socio-economic status; Sozioökonomischer Status; Lernleistung; Schulerfolg; Ausland; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Politikfeldanalyse; Educational need; Bildungsbedarf; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The intent of this study is to understand both direct and indirect resource effects in the context of a mass education system in Uganda. We find that under certain conditions, policies that promote physical resource availability can lead to substantial equity gains. A school's social composition appears to improve educational quality but it is also related to wider gaps between rich and poor students. We also show that heavier teaching workloads have the most damaging effect on low-income students who have fewer private resources to devote to academic pursuits. The policy implication is that equalising access to formal primary education does not guarantee equitable outcomes. (Contains 3 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10