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ERIC Number: EJ1058082
Record Type: Journal
Publication Date: 2015-Feb
Pages: 33
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0010-4086
Access to What? Creating a Composite Measure of Educational Quantity and Educational Quality for 11 African Countries
Spaull, Nicholas; Taylor, Stephen
Comparative Education Review, v59 n1 p133-165 Feb 2015
The aim of the current study is to create a composite statistic of educational quantity and educational quality by combining household data (Demographic and Health Survey) on grade completion and survey data (Southern and Eastern African Consortium for Monitoring Educational Quality) on cognitive outcomes for 11 African countries: Kenya, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Tanzania, Uganda, Zambia, and Zimbabwe. Doing so overcomes the limitations of earlier studies that focused solely on either quantity or quality. We term the new statistic "access to literacy" and "access to numeracy" and report it by gender and wealth. This new measure combines both quantity and quality and consequently places educational outcomes at the center of the discourse.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; Kenya; Lesotho; Malawi; Mozambique; Namibia; South Africa; Swaziland; Tanzania; Uganda; Zambia; Zimbabwe