Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia

Focus of Regional Policy on Reducing Economic and Social Inequalities

“…Over a period of six years, the number of preschool education institutions increased ten times: in 2010-2016, an overall number of preschool students aged 4-6 years increased from 5 % to 50 %. Also, extreme differences between achievements in education were observed for children of wealthy urban areas and those who live in unfavourable rural conditions, whose parents are not only disadvantaged but also illeterate [5]. However, in a situation of massive expansion of pre-school education, even more extreme differences between achievements were observed for children who attend and do not attend pre-school education institutions; and this may result in growth of inequality of learning attainments in comprehensive education schools.…”

“…4 Poverty risk line is a relative value of income, when the households that receive less income held at disposition are attributed to those in poverty. 5 Poverty risk rate is part of individuals whose equivalent monetary income held at disposition are lower than the poverty risk line. person comprised 44.5 per cent.…”