Pro-Poor Progress in Education in Developing Countries?
AbstractAttendance in education and associated years of schooling have expanded substantially in developing countries in recent years. But has this expansion in enrolments reduced existing inequalities in educational access and achievements? This paper analyzes differences in improvements in the access to the education system and in educational outcomes across the welfare distribution between and within countries, and also by gender and regions for a sample of 37 developing countries using Demographic and Health Surveys (DHS). For the analysis, the toolbox of pro-poor growth analysis is applied to several educational indicators. We find drastic inequalities in educational attendance across the income distribution. Interestingly, inequalities in attendance declines with rising average attendance, while inequality in completion rates or schooling years increases with rising completion rates or schooling years.
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Bibliographic InfoArticle provided by Università di Perugia, Dipartimento Economia, Finanza e Statistica in its journal Review of Economics and Institutions.
Volume (Year): 1 (2010)
Issue (Month): 1 ()
education; human capital; inequality; pro-poor growth;
Other versions of this item:
- Kenneth Hartgen & Stephan Klasen & Mark Misselhorn, 2009. "Pro-Poor Progress in Education in Developing Countries?," Courant Research Centre: Poverty, Equity and Growth - Discussion Papers 8, Courant Research Centre PEG.
- I20 - Health, Education, and Welfare - - Education - - - General
- I29 - Health, Education, and Welfare - - Education - - - Other
- I31 - Health, Education, and Welfare - - Welfare and Poverty - - - General Welfare
- I32 - Health, Education, and Welfare - - Welfare and Poverty - - - Measurement and Analysis of Poverty
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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