This title was first published in 2003. Sub-Saharan Africa has the lowest primary enrolments of any major region in the developing world and the number of children out of school is increasing at a faster rate here than anywhere else in the developing world. This timely study (in line with the Millennium Development Goals) examines the methods adopted by the international community to tackle the chronic problems of schooling and poverty in developing countries. Incorporating the results of research conducted at both macro and micro levels, using a range of methodologies, it examines the national differences in school enrolments, using a regional and international comparitive framework. Utilizing both cross-section and household survey data the book examines the causes of under-enrolment in a micro context, based on results from a major international research programme on gender and primary schooling in Africa. The challenges for international aid to provide resources and help secure reforms in support of the international development goals in education are also outlined. This book will appeal to researchers and teachers on African development, officials in international agencies working on education and development and Government officials in African education.
Table of Contents
Contents: Poverty, schooling and gender: some theoretical issues; Causes of enrolment outcomes: costs versus commitment; The gender gap in primary enrolments: a cross-country analysis; Costs versus commitment in nine countries; Gender disparities in schooling: causes and constraints; Policies to achieve schooling for all; Can aid to African schooling be expected to close the financial and policy gaps?; Conclusions - what have we learned?; Appendices; Bibliography; Index.
Professor Christopher Colclough, Professorial Fellow, and Dr. Samer Al-Samarrai, Research Fellow, both work at the Institute of Development Studies at the University of Sussex. Also at the University of Sussex, Dr Pauline Rose is a Lecturer in International Education. Dr. Mercy Tembon is a Senior Education Specialist at The World Bank, Washington DC, USA.
'This book is the fruit of long and careful empirical research by Professor Colclough and his team. It illuminates the problems in improving school enrolment and gender equality in education in sub-Saharan Africa, based on nine country studies. Its intelligent and penetrating analyses will undoubtedly help policy makers to understand what has to be done in order to make much needed progress in the African education sector.' Professor John Toye, University of Oxford, UK 'This book highlights shocking statistics. By 2005, 60 million African children of primary school age will not be in school; most of them will be girls. The probability of an African child attending primary school was no higher in 2000 than in 1980. Tackling these gross inequalities is an urgent priority. Based on solid research in nine African countries, this technically rich but highly readable book proposes policy reforms that could make universal primary education achievable within 15 years. Anyone who wants to understand the causes and find solutions to persistent problems of low school enrolment and gender inequality in Africa - including education and development specialists, policy makers and professionals in aid agencies and governments - should read it.' Dr Maureen Woodhall, University of London, and Visiting Fellow, University of Sussex. 'This book brings the fruits of original research into general circulation. Its incontrovertible message is that schooling for all is attainable in Sub-Saharan Africa, but that this requires not only commitment of resources but also close and sensitive attention to household-level needs and circumstances.' The Journal of Development Studies 'This book offers a different, richer and more challenging perspective on the policy agenda than others which have attempted to put a price tag on EFA...brings the fruits of original research into general circulation.' The Journal of Development Studies 'The material in this primarily empirical study will provide