This policy brief calculates the correlation of school attendance with four characteristics of pupils - household income, region of residence, urban/rural residence, and gender - and finds independent relations for each of the four characteristics. The relations are strongest for income and region, and weakest for gender.
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Ethiopia
Educational Inequality within Countries: Who are the Out of School Children?
Type: Research
Year of Publishing: 2007
Keywords: Education inequality, policy, out of school children
Education Decentralization and School Grants
Type: Research
Year of Publishing: 2005
Keywords: Education Decentralization and School Grants, Decentralization in Education Systems, Decentralization, Guinea, Cambodia, Ethiopia, El Salvador, Chile, Indonesia, Brazil, Nicaragua
Education systems around the world decentralize management to better serve and bring services closer to their beneficiaries: students, parents, and communities. School grants are an important tool that improve efficiency, quality, and equity of the decentralization process. This brief examines the design, management, and impacts of school grants.
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Education Decentralization and School Grants
Type: Research
Year of Publishing: 2005
Keywords: Education Decentralization and School Grants, Decentralization in Education Systems, Decentralization, Guinea, Cambodia, Ethiopia, El Salvador, Chile, Indonesia, Brazil, Nicaragua
Education systems around the world decentralize management to better serve and bring services closer to their beneficiaries: students, parents, and communities. School grants are an important tool that improve efficiency, quality, and equity of the decentralization process. This brief examines the design, management, and impacts of school grants.
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Primary Completion Rates
Type: Research
Year of Publishing: 2005
Keywords: Household survey, administrative data, completion rate, universal primary education
This technical paper utilizes data from the DHS conducted in 15 countries and administrative data from three countries to improve our understanding of the completion rate as an effective indicator of country's progress towards universal primary education.
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The Challenge of Achieving Education For All: Quality Basic Education for Underserved Children
Type: Research
Year of Publishing: 2004
Keywords: The Challenge of Achieving Education For All: Quality Basic Education for Underserved Children, Complementary Education Models, Strategies for Achieving EFA, Bangladesh, Colombia, Zambia, Egypt, Pakistan, Ghana, Ethiopia, Mali, Uganda, Malawi, Honduras
Extending education to children who have no opportunity to go to school can't be achieved by relying solely on the expansion of current education management structures and delivery systems. The challenge is to develop and scale up complementary models that have demonstrated they can effectively reach chronically underserved populations and regions.
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The Challenge of Achieving Education For All: Quality Basic Education for Underserved Children
Type: Research
Year of Publishing: 2004
Keywords: The Challenge of Achieving Education For All: Quality Basic Education for Underserved Children, Complementary Education Models, Strategies for Achieving EFA, Bangladesh, Colombia, Zambia, Egypt, Pakistan, Ghana, Ethiopia, Mali, Uganda, Malawi, Honduras
Extending education to children who have no opportunity to go to school can't be achieved by relying solely on the expansion of current education management structures and delivery systems. The challenge is to develop and scale up complementary models that have demonstrated they can effectively reach chronically underserved populations and regions.
Comment
The Challenge of Achieving Education For All: Quality Basic Education for Underserved Children
Type: Research
Year of Publishing: 2004
Keywords: The Challenge of Achieving Education For All: Quality Basic Education for Underserved Children, Complementary Education Models, Strategies for Achieving EFA, Bangladesh, Colombia, Zambia, Egypt, Pakistan, Ghana, Ethiopia, Mali, Uganda, Malawi, Honduras
Extending education to children who have no opportunity to go to school can't be achieved by relying solely on the expansion of current education management structures and delivery systems. The challenge is to develop and scale up complementary models that have demonstrated they can effectively reach chronically underserved populations and regions.
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