34 lines
1.8 KiB
Markdown
34 lines
1.8 KiB
Markdown
|
### [x] McNabb2018 - regional and gender inequalities in school attendance
|
||
|
|
|
||
|
|
* looks at attendance rates and its determinants
|
||
|
|
* results:
|
||
|
|
* high increases in attendance since 1990s
|
||
|
|
* important determinants: richer HHs, Christian religion, educated HHHs more likely to have children enrolled in school
|
||
|
|
* gender disparities persist:
|
||
|
|
* girls less likely to attend, adopted girls at greatest disadvantage
|
||
|
|
* opportunity costs higher for boys working along school than girls
|
||
|
|
* distance mattered more for boys working in field than domestic work
|
||
|
|
|
||
|
|
### [x] Gruijters2020 - learning inequality of poor and rich
|
||
|
|
|
||
|
|
* looks at correlation of family socioeconomic status and learning outcomes
|
||
|
|
* data from 10 francophone African countries
|
||
|
|
* standardized mathematics and reading competence end of primary school
|
||
|
|
* results:
|
||
|
|
* outcomes both poor and highly stratified
|
||
|
|
* 3 determinants within family socioeconomic status, but little effect overall:
|
||
|
|
* educational resources at home
|
||
|
|
* health/well-being
|
||
|
|
* differences in school quality
|
||
|
|
* most effect comes from differing school quality (unequal distribution of resources teachers, textbooks) and high socio-economic segregation between schools
|
||
|
|
|
||
|
|
### [x] WorldBank2022a - Learning poverty
|
||
|
|
|
||
|
|
* looks at Learning Poverty Indicator formed of 'Schooling Deprived' (out-of-school) children and 'Learning Deprived' (below minimum proficiency) children
|
||
|
|
* results:
|
||
|
|
* 56% of children late primary age not proficient in reading
|
||
|
|
* 55% of children do not achieve minimum proficiency level at end of primary school
|
||
|
|
* 3% of primary school-aged children are not enrolled in school
|
||
|
|
* does not disaggregate rural/location-based, can not disaggregate gender (missing data in Benin, except learning deprivation 56.1% boys, 52.8% girls) etc.
|
||
|
|
|