Parent and teacher perceptions of inclusive education in Zimbabwe

Economic Analysis and Policy

Nnanna²,

Acha-Anyi

2020

This research complements the extant literature by establishing inequality critical masses that should not be exceeded in order for financial access to promote gender parity inclusive education in Sub-Saharan Africa. The focus is on 42 countries in the sub-region and the data is for the period 2004-2014. The estimation approach is the Generalized Method of Moments. When remittances are involved in the conditioning information set, the Palma ratio should not exceed 6.000 in order for financial access to promote gender parity inclusive "primary and secondary education" and the Atkinson index should not exceed 0.695 in order for financial access to promote inclusive tertiary education. However, when the internet is involved in the conditioning information set, it is established that in order for financial access to promote inclusive primary and secondary education, the: (i) Gini coefficient should not exceed 0.571; (ii) Atkinson index should not be above 0.750 and (iii) Palma ratio should be maintained below 8.000. Irrespective of variable in the conditioning information set, what is apparent is that inequality decreases the incidence of financial access on inclusive education. Hence, a common policy measure is to reduce inequality in order to promote inclusive education using the financial access mechanism. Policy implications are discussed in the light of Sustainable Development Goals.

Section: Introductionmentioning

confidence: 99%

Finance, inequality and inclusive education in Sub-Saharan Africa

Economic Analysis and Policy

Nnanna²,

Acha-Anyi

2020

“…On the other hand, in the contemporary inclusive education literature: Hui, Vickery, Njelesani and Cameron (2018) have focused on gender experiences of inclusive schooling for children that are affected with disabilities in East and West Africa while Clouder et al (2018) have been concerned with the relevance of assistive technology in renegotiating the engagement of students with handicaps in North African higher institutions of learning. The perceptions of parents and teachers have been assessed by Magumise and Sefotho (2018).…”

Section: Introductionmentioning

confidence: 99%

Inequality, information technology and inclusive education in sub-Saharan Africa

Technological Forecasting and Social Change

Orim

Nting

2019

This study examines linkages between inequality, information and communication technology (ICT) and inclusive education in order to establish inequality thresholds that should not be exceeded in order for ICT to promote inclusive education in 42 countries in sub-Saharan Africa for the period 2004-2014. The empirical evidence is based on the Generalized Method of Moments. The following findings are established. First, a Gini coefficient and an Atkinson index of respectively, 0.400 and 0.625 are income inequality thresholds that should not be exceeded in order for internet penetration to positively influence inclusive education. Second, a Gini coefficient, an Atkinson index and a Palma ratio of respectively, 0.574, 0.676 and 9.000 are thresholds of income inequality that if exceeded, fixed broadband subscriptions will no longer positively affect inclusive education. As a main policy implication, the established inequality thresholds should not be exceeded in order for ICT to promote inclusive education in sampled countries. Other implications in the light of Sustainable Development Goals (SDGs) are discussed.

“…Second, the contemporary inclusive education literature has failed to tackle the problem statement being analyzed in this research. The attendant literature has focused on among others: the experience of gender in the inclusive education of children that are victim of physical impairments in the Eastern and Western regions of Africa (Hui, Vickery, Njelesani & Cameron, 2018); the imperative of technology that is assistive in the renegotiation of the involvement of handicapped students in schools in North Africa (Clouder et al, 2019); perceptions of teachers and parents on the underlying issues (Magumise & Sefotho, 2020); engagement of handicapped students in higher learning institutions in South Africa (Mutanga, 2018); the relevance of the intervention of teachers on the preparedness of teachers to dispense knowledge to children that are affected by physical disabilities (Carew, Deluca, Groce & Kett, 2019); the effectiveness of special and inclusive teaching in early education (Majoko, 2018); systematic practice and thinking for the improvement of inclusive education (Tlale & Romm, 2018); importance of information and communications technologies in promoting quality education (Asongu & Odhiambo, 2019a, 2019b; the attitudes and knowledge of teachers towards social inclusion (Monico et al, 2020); the nexus between communitarianism and ecojustice education in Africa (Kruger, le Roux & Teise, 2020); achieving gender equality in education in SSA within the framework of millennium development goals (MDGs) and sustainable development goals (SDGs) (Koissy-Kpein, 2020); academic achievement from home-based educational multi-correlates (Haynes, 2020) and the importance of higher education in making single mothers become more effective role models (Greenberg & Shenaar-Golan, 2020). This scientific inquiry is tailored within the framework of applied econometrics that is motivated by intuition instead of pre-established theoretical underpinnings.…”

Section: Introductionmentioning

confidence: 99%

Finance, governance and inclusive education in Sub-Saharan Africa

Odhiambo

2020

SRJ

Purpose The purpose of this paper is to assess the importance of credit access in modulating governance for gender-inclusive education in 42 countries in Sub-Saharan Africa with data spanning the period 2004–2014. Design/methodology/approach The generalized method of moments is used as empirical strategy. Findings The following findings are established: First, credit access modulates government effectiveness and the rule of law to induce positive net effects on inclusive “primary and secondary education.” Second, credit access also moderates political stability and the rule of law for overall net positive effects on inclusive secondary education. Third, credit access complements government effectiveness to engender an overall positive impact on inclusive tertiary education. Originality/value Policy implications are discussed with emphasis on sustainable development goals.