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Household Constraints on Schooling by Gender: Empirical Evidence from Ethiopia
01 Jan 1997-
TL;DR: In this paper, a caracteristique individuelles et familiales importantes pouvant permettre de determiner la probabilite pour un enfant de suivre les cours and de terminer sa scolarite a l'ecole primaire en Ethiopia.
Abstract: Cet article cherche a identifier certaines caracteristiques individuelles et familiales importantes pouvant permettre de determiner la probabilite pour un enfant de suivre les cours et de terminer sa scolarite a l'ecole primaire en Ethiopie. Les differences de sexe a la lecture des resultats obtenus sont egalement soulignes. Les donnees ressortant d'une enquete menee dans deux regions du pays viennent etayer les reflexions et les conclusions sur l'ecart entre filles et garcons dans les effectifs scolaires.
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24 Sep 2012
TL;DR: The World Development Report 2012: Gender equality and development as mentioned in this paper reported that since the 1970s, gender in development has emerged as an issue of concern of the World Bank and the International Organization for Standardization.
Abstract: World Development Report 2012: Gender equality and development Washington, DC: The World Bank 2011, 426 pp., ISBN: 978-0821388259 Since the 1970s, Gender in development has emerged as an issue of c...
1,206 citations
01 May 2008
TL;DR: This paper provides an in-depth review and analysis of literature on dropping out from school, and focuses on children who have gained access, but fail to complete a basic education cycle.
Abstract: This paper provides an in-depth review and analysis of literature on dropping out from school, and focuses on children who have gained access, but fail to complete a basic education cycle. The main discussion is around why and how children drop out from school. Here drop out is not presented as a distinct event, but rather a process where a range of supply-demand factors interact to influence schooling access. The paper looks at literature in relation to household, community and social contexts of dropping out, as well as school supply and practices. It also explores what research is saying around pre-cursors to dropping out and factors which may influence retention. Finally, the study identifies gaps in research around dropping out and how CREATE research could address some of these.
267 citations
01 Jun 2007
TL;DR: The Consortium for Research on Educational Access, Transitions and Equity (CREATE) was established with DFID support in 2006 as mentioned in this paper, and it is a partnership between research institutions in the UK, Bangladesh, India, Ghana and South Africa.
Abstract: The Consortium for Research on Educational Access, Transitions and Equity (CREATE), was established with DFID support in 2006. It is a partnership between research institutions in the UK, Bangladesh, India, Ghana and South Africa. This paper is the first in a series of CREATE publications which will be developed over the life of the consortium. The first part of this paper discusses why access issues remain at the centre of the problems of achieving Education for All and the Millennium Development Goals. Many children remain unenrolled at primary level, many of those enrolled attend irregularly and learn little, and large numbers fail to make the transition to secondary schooling. After outlining the magnitude of the challenge of improving access to universal levels, the paper develops analytic frameworks to understand access issues in new ways, and generate empirical studies related to each of the zones of exclusion identified. The last part of the paper briefly outlines some of the empirical research that is being developed.
214 citations
TL;DR: This paper revisited the question of gender disparities in educational access in Africa by analyzing data from recent comparative national surveys including the Demographic and Health Surveys, Living Standards Surveys and World Bank data, focusing on Ghana, Zimbabwe and Kenya.
Abstract: The question of unequal access to education among males and females appears to be universal in the developing world. However, females in Africa seem to suffer more discrimination in terms of access to education. This study revisits the question of gender disparities in educational access in Africa by analyzing data from recent comparative national surveys including the Demographic and Health Surveys, Living Standards Surveys, and World Bank data, focusing on Ghana, Zimbabwe and Kenya. It concludes that while substantial progress has been made in the last 40 years, female illiteracy rates are still high compared to males, and entrenched attitudes continue to keep females out of the educational system, thereby perpetuating the gender gap. Furthermore, while females are generally disadvantaged vis a vis their male counterparts, females living in the urban areas and some core regions tend to be better off than those living in the rural areas and peripheral regions. The paper suggests a number of policy recomm...
124 citations
Cites background from "Household Constraints on Schooling ..."
...Evidence from studies in Ethiopia and elsewhere also shows that well-nourished children from wealthier households whose mothers and fathers are literate are more likely to attend and complete primary school (Rose & Al-Samarrai, 2001)....
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TL;DR: In this paper, the authors explored whether or not low-fee private schooling in rural India is pro-poor and equitable and found that these schools are unaffordable to the bottom two wealth quintiles of families.
120 citations