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Households’ ICT Access and Educational Vulnerability of Children in Ghana

Author

Listed:
  • Alhassan A-W Karakara

    (University of Cape Coast, Ghana)

  • Evans S. Osabuohien

    (CEPDeR, Covenant University, Ota, Nigeria)

Abstract

Education is said to be a basic human right, and central to unlocking human capabilities. However, Sub-Sahara Africa (SSA) has the highest number of children out of school and learning disadvantages. Most studies on child vulnerability concentrate on disaster, disability and HIV effects on children. Thus, this study investigates the likelihood of a child being educationally disadvantaged or risk school dropout. Ghana Demographic and Health Survey (GDHS) data for 2014 with binary and multinomial logistic regressions are used to determine the likelihood of a child being educationally disadvantaged. The findings reveal disparity in wealth distribution in Ghana. Wealth of family is a determinant of child success in education and urban household children are less likely to be disadvantaged in learning outcomes. Households’ access to ICTs enhances child learning at home and; hence, reduces the risk of a child being educationally disadvantaged. Policy implications and suggestions for further studies are discussed in the paper.

Suggested Citation

  • Alhassan A-W Karakara & Evans S. Osabuohien, 2019. "Households’ ICT Access and Educational Vulnerability of Children in Ghana," Working Papers of the African Governance and Development Institute. 19/088, African Governance and Development Institute..
    • Handle: RePEc:agd:wpaper:19/088
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    References listed on IDEAS

    as
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    4. United Nations Educational, Scientific and Cultura [UNESCO], 2015. "Education for All 2000-2015: Achievements and Challenges," Working Papers id:7512, eSocialSciences.
    5. Curley, Jami & Ssewamala, Fred & Han, Chang-Keun, 2010. "Assets and educational outcomes: Child Development Accounts (CDAs) for orphaned children in Uganda," Children and Youth Services Review, Elsevier, vol. 32(11), pages 1585-1590, November.
    6. Tayo O. George & W.K. Olayiwola & M.A. Adewole & Evans S.S. Osabuohien, 2013. "Effective Service Delivery in Nigeria's Public Primary Education: The Role of Non-State Actors," Journal of African Development, African Finance and Economic Association (AFEA), vol. 15(1), pages 221-245.
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    Cited by:

    1. Koketso Phale & Fanglin Li & Isaac Adjei Mensah & Akoto Yaw Omari-Sasu & Mohammed Musah, 2021. "Knowledge-Based Economy Capacity Building for Developing Countries: A Panel Analysis in Southern African Development Community," Sustainability, MDPI, vol. 13(5), pages 1-28, March.
    2. Alhassan A. Karakara & Evans S. Osabuohien, 2020. "Clean versus Dirty Energy: Empirical Evidence from Fuel Adoption and Usage by Households in Ghana," Research Africa Network Working Papers 20/075, Research Africa Network (RAN).
    3. Nchofoung, Tii N. & Asongu, Simplice A., 2022. "ICT for sustainable development: Global comparative evidence of globalisation thresholds," Telecommunications Policy, Elsevier, vol. 46(5).
    4. Balakrushna Padhi & Soumen Ray & Lalhriatchiani, 2023. "Access and Uses of ICTs: Can Virtual Learning Be an Alternative Mode of Education in India?," Indian Journal of Human Development, , vol. 17(2), pages 271-289, August.

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    JEL classification:

    • D1 - Microeconomics - - Household Behavior
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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