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Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa?
Resource type
Journal Article
Authors/contributors
- Lewin, Keith M. (Author)
- Sabates, Ricardo (Author)
Title
Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa?
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.
Publication
International Journal of Educational Development
Volume
32
Issue
4
Pages
517-528
Date
2012-07-01
Journal Abbr
International Journal of Educational Development
Language
en
ISSN
0738-0593
Short Title
Who gets what?
Accessed
07/01/2023, 20:45
Library Catalogue
ScienceDirect
Citation
Lewin, K. M., & Sabates, R. (2012). Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? International Journal of Educational Development, 32(4), 517–528. https://doi.org/10.1016/j.ijedudev.2012.02.013
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