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Measuring access to learning over a period of increased access to schooling: The case of Southern and Eastern Africa since 2000 |
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| Institution: | 1. Department of Basic Education, South African Government, Sol Plaatjie Building, 222 Struben Street, Pretoria 0002, South Africa;2. Department of Economics, University of Stellenbosch, South Africa;3. Department of Economics, University of Stellenbosch, Private Bag X1, 7602 Matieland, South Africa;1. Genetics Department, Stellenbosch University, Stellenbosch, 7601, South Africa;2. Council for Scientific and Industrial Research, Pretoria, 2000, South Africa;3. Council for Scientific and Industrial Research, Stellenbosch, 7601, South Africa;4. Botany and Zoology Department, Stellenbosch University, Stellenbosch, 7601, South Africa;1. Harvard University, USA;2. York University, Canada;3. Chung-Ang University, Republic of Korea |
| Abstract: | This paper examines the extent to which increased access to primary schooling in ten Southern and East African countries between 2000 and 2007 was also accompanied by increased access to actual learning. We develop a measure of access to learning that combines data on education access and learning achievement to measure the proportions of children in the population (including those enrolled and not enrolled) that reach particular thresholds of literacy and numeracy. In all countries there was greater access to learning in 2007 than in 2000. These improvements in access to learning especially benefited girls and children from poor households. |
| Keywords: | International education Development Enrolment School quality Africa |
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