Poster Session on Education and labour force (2)

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.

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.

Over the past decades, many studies have documented the impact of declining fertility on the well-being of children. Few studies, however, have dealt with the sub-Saharan African context or examined the distribution of benefits within and across households during the fertility transition – the possible effects on social inequities. Our paper empirically examines systematic changes in boys’ and girls’ schooling in Ouagadougou (capital city of Burkina Faso), where total fertility has fallen from over 6 to 3.5 in recent years. More precisely, which households and, within households with regard to parents’ resource allocation decisions, which children benefit more (or pay the costs) of declining family size? Data are from the 2010 DHS and from the DEMTREND Project of the Ouagadougou DSS which follows a population of approximately 85000. This surveillance system is one of two that exists in large African cities. Early results indicate that the benefits of fertility decline in terms of schooling are no equally distributed either within or across households, acting to reinforce socioeconomic inequality in the next generation.

In 1997 the government of Uganda introduced the policy of Universal Primary Education – UPE whose aim was to improve on school enrollment. Equal opportunity and access to education is a central theme in the political agenda of government of Uganda, indeed universal access to primary education is MDG Goal II, which governments world over are striving to achieve. Research has not established whether inequalities in access to education still exist a decade after UPE was introduced in the country. Using data from the Uganda National Household Survey 2009/2010, this paper attempts to examine this issue. A total of 12,424 children of ages 6-17 years are selected for study. An index of dissimilarity and a binary logistic regression are fitted to the data, adjusted for a number of social and demographic characteristics. The findings suggest that 81% of the children were currently attending school. Gender disparities in enrollment were not significant in the regression model. However, substantial and significant differences were observed for the various regions of the country, among the poor, and household size. Although not all factors affecting current enrollment among children were analyzed, the discourse in this paper suggests need for intervention to address enrollment inequalities.

The definition of Millennium Development Goal (MDG) related to universal primary education is arguably unfair to countries, particularly least developed countries (LDCs), because of their lower base achievement levels. Hence, assessments based on common methods such as rate ratios and rate differentials are met with criticism because the goal for attaining universal primary enrollment is a level end-goal and differs from some other MDGs which are relative or absolute change goals. Also, it is critical that the progress is assessed not only in terms of achievement but also in terms of the effort toward achievement. Given such intricacies, this paper reviews the existing methods and discusses an alternative level-sensitive approach that informs regarding effort and offers similar conclusions irrespective of the adopted definition of the education indicator. Data from the official MDG monitoring database of the United Nations Statistics Division is analysed to present an international comparison of educational achievements.

This article assesses the impact of demographic events (union formation and childbirth) on individual living standard; the heterogeneity across education levels and gender is estimated taking into account educational homogamy. We aim at producing a dynamic analysis of this influence over the life-course that goes beyond the standard cross-section approach of child-cost estimates and the use of equivalence scale (like the OECD equivalence-scale). More specifically, we consider the timing of demographic events, and of the enrolment in formal education as well as wage profiles of the individual and his/her partner. Such an analysis theoretically requires a long panel dataset, which is unfortunately not available for France. For this reason, our research strategy consists in simulating the career and family formation of a given cohort, using microsimulation techniques. We simulate union formation and childbirth, using an innovative dynamic model that simulates the diversity of careers for a given generation and that takes into account the heterogeneity of the initial education level. This approach helps us to simulate the age of union, mate matching function, age of childbirth in a way that is extensively presented in the paper.

In West Africa, there is a lack of understanding regarding the impact of female education on children’s schooling. This is particularly the case in post-conflict states where there is a dearth of knowledge regarding the determinants of school attendance. The current paper uses two indicators, maternal and community female education, to investigate the relationship between school attendance and female education. Multilevel techniques are applied to the 2008 Sierra Leone Demographic and Health Survey to undertake the analysis. Findings suggest that there is a positive association between school attendance and women’s education; the relationship is stronger at the community level than at the household level. The incremental effect of community female education is amplified among older children, children in rural and poorer communities. Both the household and community effects of women’s education did not vary between households and communities respectively, suggesting a consistent positive effect of female education on children’s school participation.