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ERIC Number: ED236788
Record Type: RIE
Publication Date: 1983
Pages: 30
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Social Inequality and Access to Schooling in the Third World: An African Case. Monograph 83-4.
Assie-Lumumba, N'Dri
This paper investigates patterns of distribution of formal secondary education among different social groups in the Ivory Coast. It reviews educational growth in less developed countries (LDC's) and the questions of unequal distribution of education (many LDC's have not reached universal primary enrollment). Reviewing research on educational opportunities in LDC's, it discusses the differences in educational achievement between students from socially advantaged backgrounds and low-socioeconomic backgrounds. In the Ivory Coast study based on 1979 data, the statistics show a relationship between parental educational background and student's educational achievement. Also in distribution in the two types of schools (lycee and college d'enseignement general) and official assignment to school by the Ministry of Education. A major problem in education in LDC's is population pressure. Despite a 1961 monogamy law, polygamy is still prevalent in the Ivory Coast, and fertility rates do not vary significantly by educational background as they do in more developed countries. While the demand for educational facilities increases because of population pressures, the representativity indexes of the socially disadvantaged cannot increase. The author concludes that socially privileged children have disproportionately high chances to attend secondary school and that a trend toward unequal schooling has been established. (MD)
Publications, Institute for Higher Education Law and Governance, University of Houston Central Campus, Houston, TX 77004 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: Policymakers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: Houston Univ., TX. Inst. for Higher Education Law and Governance.
Identifiers: Ivory Coast; Polygamy
Note: Revised version of a paper presented at the Annual Conference of the Comparative and International Education Society (27th, Atlanta, GA, March 1983).