Universal primary education: An African dilemma

Lee, Kiong Hock

doi:10.1016/0305-750x(88)90221-5

Cited by 10 publications

(6 citation statements)

References 7 publications

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“…East Asia and Africa stand out in this regard as "overachievers," while South and West Asia and Latin America are below the levels expected on the basis of the fitted model. Africa's relative performance, according to the criteria captured in the model, is in striking contrast to the portrayal of a region suffering from administrative inertia, an inability to achieve targets of universal primary schooling, and an overpaid cadre of teachers (Jimenez, 1984;Lee, 1984;Sai, 1984). Since Africa has confronted relatively high prices for teachers, given the described dynamics of expanding their school systems, it appears likely that the decline in teacher-relative prices will continue in Africa to help this continent increase enrollments without necessarily increasing outlays per student.…”

Section: Discussionmentioning

confidence: 95%

Technology, human capital, and the world food problem

Schuh¹

1987

Agricultural Administration and Extension

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elected its youngest Fellow ever, and has received more research awards from that Association than any other person. He is also a Fellow of the prestigious American Academy of Arts and Sciences. Vernon Ruttan is a creative and scholarly researcher, a prodigious writer, a surveyor of stimulating ideas, and a sought-after adviser to governments on science and technology policy. The Alexander von Humboldt Foundation recognizes him for outstanding research in the economics of technical change, the theory of agricultural development, and science and technology policy. Dr. Ruttan's research is notable because it shows how science and technology ease constraints to economic development, provide more abundant food, and improve living standards worldwide.

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Section: Discussionmentioning

confidence: 95%

Technology, human capital, and the world food problem

Schuh¹

1987

Agricultural Administration and Extension

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“…Phiri ( 1981) looked at the under-representation of female students in technical education and vocational training in Ghana, Weis (1979 has documented the striking inequalities in recruitment to postprimary education between girls and boys. Recent studies in other parts of Africa substantiate the precarious position of girls as far as access to schooling is concerned (see for example Kelly 1978;Robertson 1986;Milton and Kuppenbach 1987;Lee 1988;Leigh-Doyle 1991 ). A number of factors constitute barriers to girls' full participation in schooling.…”

Section: Female Education and Its Role In Developmentmentioning

confidence: 94%

Gender and Regional Differences in Schooling Between Boys and Girls in Malawi

Kalipeni

1997

East African Geographical Review

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“…Table 1 illustrates this pattern of development for the selected countries between 1999 and 2004. Until the early 1980s, many countries in sub-Saharan Africa had made significant gains in enrolment growth at the primary education level (Lee 1988). As economic woes persisted, however, many of these countries began to see enrolment declines in the late 1980s and throughout the 1990s.…”

Section: The Economy and School Enrolmentmentioning

confidence: 99%

Public Funding and Budgetary Challenges To Providing Universal Access To Primary Education in Sub-Saharan Africa

Omwami

Keller

2010

Int Rev Educ

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Budgetary capacity that would allow for the public funding of the provision of universal access to primary education is lacking in many sub-Saharan economies. National revenues significantly lag behind the overall economic productivity measure of GDP. Analysis of data derived from UNESCO and UNDP for 2004 shows that governments in the region spend far less in US dollars per unit cost on primary education than do developed countries. Increasing the unit cost of education in order to enable a government to guarantee universal primary education would take away resources from other tiers of the education system in many countries in the region. The alternative is to universalise access, despite existing budget allocation constraints, and thereby further compound the problems of poor infrastructure and limited human resource capacity that continue to compromise education quality in sub-Saharan Africa.Re´sume´-FINANCEMENT PUBLIC ET DÉ FIS BUDGÉ TAIRES POUR GARANTIR L'ACCÈ S GÉ NÉ RALISÉ À L'ENSEIGNEMENT PRIMMAIRE EN AFRIQUE SUBSAHARIENNE -La capacite´budge´taire qui permettrait le financement public de l'acce`s ge´ne´ralise´a`l'enseignement primaire fait de´faut dans un grand nombre d'e´conomies subsahariennes. Les recettes nationales demeurent nettement infe´rieures au niveau global de la productivite´e´conomique refle´te´e par le PIB. Une analyse de donne´es sur l'anne´e 2004 provenant de l'UNESCO et du PNUD de´montre que les gouvernements de la re´gion de´pensent beaucoup moins en dollars US pour le couˆt unitaire de l'enseignement primaire que les pays industrialise´s. L'augmentation du couˆt unitaire dans l'enseignement, qui permettrait aux gouvernements de ge´ne´raliser l'enseignement primaire, ne ferait que soustraire des ressources a`d'autres niveaux du syste`me e´ducatif dans un grand nombre de pays de la re´gion. L'alternative consiste a`ge´ne´raliser l'acce`s en de´pit des contraintes budge´taires, et ainsi a`aggraver encore les proble`mes dus aù ne infrastructure insuffisante et a`des capacite´s limite´es en ressources humaines, qui continuent a`nuire a`la qualite´de l'enseignement en Afrique subsaharienne. Zusammenfassung -STAATLICHE FINANZIERUNG UND HERAUSFORDE-RUNGEN FÜ R DIE HAUSHALTE BEI DER GEWÄ HRLEISTUNG EINES UNIVERSELLEN ZUGANGS ZUR GRUNDBILDUNG IN AFRIKA SÜ DLICH DER SAHARA -In vielen Ö konomien Afrikas su¨dlich der Sahara fehlt es an ausreichenden Haushaltsmitteln, um den universellen Zugang zur Grundbildung zu finanzieren. Die Staatseinnahmen bleiben erheblich hinter dem BIP als Maßstab fu¨r die gesamtwirtschaftliche Produktivita¨t zuru¨ck. Von UNESCO und UNDP abgeleitete Datenanalysen aus dem Jahr 2004 zeigen, dass die Regierungen in dieser Region weit weniger US-Dollar fu¨r Grundbildung ausgeben als Industriestaaten. Wu¨rde man die Bildungsausgaben pro Einheit erho¨hen, damit eine Regierung universelle Grundbildung gewa¨hrleisten kann, so wu¨rde man damit in vielen La¨ndern der Region lediglich anderen

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Universal primary education: An African dilemma

Cited by 10 publications

References 7 publications

Technology, human capital, and the world food problem

Technology, human capital, and the world food problem

Gender and Regional Differences in Schooling Between Boys and Girls in Malawi

Public Funding and Budgetary Challenges To Providing Universal Access To Primary Education in Sub-Saharan Africa

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