Inequalities in education

Increase in the percentage of population in the age group fifteen to twenty nine combined with a higher demand in higher education with limited resource does have its impact on the distributional pattern of educational level among various social groups of population. This study is an attempt to understand the fundamental principles of population growth and its effecting factor by social groups in India. For the present study we consider three age group 15-19 with educational level matriculation plus higher secondary and above and for the age group, 20-24, 25-29 with graduation and above as the completed educational level for the population. Projection in representation in education by social groups was made using modified logistic growth model, taking into consideration the carrying capacity and competitive factor of the population. The study shows that if we consider the average growth rate of the past two decades, the distributional pattern remained more or less the same between the social groups in representing the population with higher education. However, if we take the growth rate with the effect of carrying capacity and with competing factor, it was much more evident, the gap among the social groups was much more widening and significant with the depressed class at the lower rungs in educational achievement.

Elementary education provides the foundation for future of any given state. That’s the reason it is considered as right of every child. In India, millions of children from poor and disadvantaged communities are deprived from this right. State wise disparities are much evidential, as some of the states are performing well but others are straggling. This paper attempts to present picture of the states of Himachal and Bihar in attainment of elementary education and explores that on what account Bihar lag behind to Himachal Pradesh to provide elementary education. The result suggests that Himachal has obtained almost a universal enrolment; still big chunks of student are laggards (not in proper grade, according to their age). Infrastructure is still a problem at Bihar and most of the children are laggards , socio-economically weaker section of the state are far behind the goal of getting universal education compared to Himachal Pradesh.

Does cultural capitol contribute oneself to attain a higher social mobility? In this presentation, I will focus on analyzing how education and social capitol are intertwined, reproducing social mobility and inequality. Social Mobility and Education researches has been traditionally used years of education as a education measure, however, this does not allow us to closely look at the specific agent that largely effect individuals to gain higher education opportunity or class. By tracking the education opportunity given differently from primary to university level education, such as attending public, private, foreign schools, private academies, or having private tutors, this research is going to see how different quality of education affect individuals to enter the universities in the higher hiarcky, or get first jobs. For example, English speaking ability has become the cultural capitol in Korea (SetByol CHOI, 2006). Following this research, my research is going to test whether the foreign language speaking ability, as cultural capitpl, is contributing oneself to attain higher social mobility. The data I will use is the time serious data from Korean Educational Development, birth cohort of 1976 to 1986. My tentive hypnoses is English education and education, class mobility, using path analysis.

Nigeria youths over the years have been shortchanged in all aspects of life and education sector is not left out. Several efforts aimed at addressing this issue have neglected the students’ perspective. This study interrogated the living conditions of students in selected tertiary institutions in southwest Nigeria. The study employed quantitative (nine hundred and sixty-two questionnaires) and qualitative (observation, in depth interviews, and Key informants (KII) methods in collecting the data for the study. Findings revealed that the living conditions were deplorable and students were not satisfied with it. Further, they were not satisfied with the attitude of the management towards their living conditions. On test of hypotheses, findings revealed that there was a relationship between age, year of study and satisfaction with living condition (0.02). There is need to address the living condition of these youths in order improve tertiary education and the lives of these young ones

While there is an increasing literature on the determinants of learning, the extent to which young people retain acquired skills upon school-leaving remains largely unknown. Using unique longitudinal data from a sample of Malawian adolescents who were attending school when first interviewed in 2007 and were re-interviewed yearly until 2011, this paper investigate gender differences in the retention of basic literacy and numeracy. Preliminary results show that while a significantly higher proportion of females than of males were able to read two sentences in Chichewa and in English at baseline, for numeracy there were no gender differences. Examining the trends in literacy and numeracy over time, although females performed significantly better than males in both languages at baseline, this difference disappeared and males significantly outperformed females in the most recent rounds. Males and females performed equally in the numeracy assessment at baseline, but by 2011 males’ also surpassed females. Preliminary results from life events analysis suggest that earlier school leaving by females and higher grade attainment by males partially explain these trends, but a gender effect remains in the retention of English literacy even after controlling for these variables.

The goal of this paper is to analyze the link between average, deprivation and inequality of reading test scores from 38 countries evaluated by the Programme for International Student Assessment (PISA), for the years 2000 and 2009. The primary contribution of the current study is to apply well-developed indices and techniques used in economic studies of poverty and inequality to some education data. One hypothesis is that the growth elasticity of educational deprivation reduction is greater than that typically found in economic studies. The reason for this is that the distribution of test scores tends to be more homogeneous as compared to income distributions. To measure deprivation in education we use the poverty metrics developed by Foster, Greer and Thorbecke (1983, 2010) including: 1) educational deprivation headcount index; 2) educational deprivation gap index; and 3) educational deprivation severity index. We define as ‘poor in education’ students who have neither acquired fundamental knowledge nor mastered the basic skills corresponding to their level of schooling. Our findings suggest that ambitious strategies to reduce educational deprivation might have to combine both the increase in the average quality of educational system and some kind of distributive policy focusing on the lowest-skilled students.

This paper analyzes the impact of the educational conditions of Brazil’s Bolsa Família (BF) Program on the school dropout rates of children benefiting from the program. The main hypothesis is that a child who lives in a household that receives the benefit has a lower chance of dropping out of school. Data used are from the 2005 Impact Evaluation of the Bolsa Família Program (AIBF), collected by the Ministry of Social Development and Combating Famine (MDS), Brazil. Logistical models estimated the chances of children dropping out of school between 2004 and 2005, for three different household income thresholds, taking into account information about the household, mother, child, and BF benefit. For households with a maximum per capita income of 50 Brazilian Reais, the program was responsible for reducing the probability of dropping out by 57 percent. For households with a per capita income threshold of 100 Brazilian Reais, the official maximum value for eligibility into the BF Program in 2005, the likelihood of dropping out from school was reduced by 34 percent as a result of participating in the program. For households with a per capita income of up to 200 Brazilian Reais, the BF Program reduced the probability of dropping out by 33 percent.

There has been an extensive literature on the relation between education and social mobility, and more specifically the extent to which education can ensure intergenerational mobility regarding different social and economic positions in the society. In the context of sub-Saharan Africa with enormous inequalities in access to resources and where at the same time traditional solidarity networks through the extended family, play a role of social safety nets, one can argue that the social support to the more disadvantaged people in the society can be a leverage to enabling intergenerational mobility. Using event history data collected in Burkina Faso in 2000 which concerned 8,644 individuals aged 15-64 years at the time of the survey, we analyze residential mobility, education attainment, and movements of three synthetic cohort (1975-85, 1965-74 and the 1955-64 birth cohort) across social stratification ladders, comparing their family socioeconomic status background to their socioeconomic status at the time of the survey.

This study intends to analyze differences in access and academic achievement of basic education in Brazilian towns, and according to the change of educational institution, from the database of Censo Escolar between the years 2007 to 2012, under a longitudinal perspective. Based on the general indicators of school performance for grades of elementary and high school system of education in Brazil, we will analyze the differences in school performance: for students who did not change school and town, for the students moved to other place but remained in the same school, for those who migrated from school, but reside in the same city (including the move to a school in another place, without changing the place of residence of the pupil) and for students who migrated from school and city of residence, for the period between 2007 and 2012.

This paper investigates the relative importance of family background characteristics and labor market signals for educational investment decisions, and how do they differ across genders. One thrust of the literature on gender differences in wages and earnings focuses on determining how much of the difference is based on observables such as education, industry, as well as occupations. These observed outcomes, however, are not fundamentally exogenous since they reflect decisions made by families and individuals at important junctures in their youth. Exploiting the longitudinal feature of the Indonesia Family Life Survey (IFLS) and annual rounds of the nationally representative labor survey (the SAKERNAS), this paper examines the relative contribution of family background and local labor market conditions on the trajectory that individuals take from secondary and tertiary education, and into the labor market.