DOCSLIB.ORG

The Power of Circumstance a New Approach to Measuring Educational Inequality

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Power of Circumstance a New Approach to Measuring Educational Inequality CENTER FOR UNIVERSAL EDUCATION WORKING PAPER 5 | JANUARY 2012 Center for Universal Education at BROOKINGS THE POWER OF CIRCUMSTANCE A NEW APPROACH TO MEASURING EDUCATIONAL INEQUALITY Kevin Watkins Center for Universal Education at BROOKINGS Kevin Watkins is a nonresident senior fellow with the Center for Universal Education. CONTENTS Introduction . 1 Deprivation and Marginalization in Education Indicator . 3 Patterns of Disadvantage in Education . 7 Conclusion . 14 References . 15 Endnotes . 17 LIST OF FIGURES Figure 1: Scale of Disadvantage: The Shares of the Population aged 17–22 with Less than Four Years and Less than Two Years in School . 6 Figure 2: Nigeria’s Inequality Tree: Patterns of Disadvantage in Education . 8 Figure 3: Unequal Opportunity in Turkey . 9 Figure 4: Education Poverty for Pastoralists in Selected Countries . 10 Figure 5: Armed Conflict and Inequality in Education: Evidence from North Kivu Province, Democratic Republic of Congo . 11 Figure 6: Regional Disparities in Education . 13 THE POWER OF CIRCUMSTANCE A NEW APPROACH TO MEASURING EDUCATIONAL INEQUALITY Kevin Watkins INTRODUCTION for improving health, literacy, political participation and other areas. Education is one of the most basic n recent years, there has been a resurgence of building blocks for the “real freedoms” that Sen de- Iinterest in the issue of inequality. Part of this resur- scribes. People denied the chance to develop their gence can be traced to new evidence of persistent potential through education face diminished pros- and widening wealth gaps. Average incomes may pects and more limited opportunities in areas rang- be converging globally as a result of high growth in ing from health and nutrition, to employment, and emerging markets, stronger growth in many poor participation in political processes. In other words, countries, and slow growth in rich countries. However, disparities in education are powerfully connected to the evidence also shows that within countries a paral- wider disparities, including international and intra- lel process of income divergence, marginalization and country income inequalities. This is why education rising inequality is also taking place (Milanović, 2005, has been identified as one of the most critical fac- 2011). Put differently, the rising tide of global prosper- tors in breaking down the disadvantages and so- ity is not lifting all boats. cial inequalities that are limiting progress toward the United Nations’ Millennium Development Goals Much of the international debate on inequality fo- (MDGs)—development targets adopted by the inter- cuses on the distribution of income across and within national community for 2015. countries. Other dimensions of inequality have re- ceived less attention. This is unfortunate. Amartya Understanding patterns of educational inequality is Sen has described development as “a process of critical at many levels. Ethical considerations are of expanding the real freedoms that people enjoy” by paramount importance. Most people would accept building human capabilities or their capacity to lead that children’s educational achievements should the kind of life they value (Sen, 1999, p. 3). Income not be dictated by the wealth of their parents, their is a means to that end but it is a limited indicator of gender, their race or their ethnicity. Disparities in well-being. Moreover, a person’s income reflects educational opportunities are not just inequalities not just personal choice but also their opportunities in a technical sense, they are also fundamental in- THE POWER OF CIRCUMSTANCE: A NEW APPROACH TO MEASURING EDUCATIONAL INEQUALITY 1 equities—they are unjust and unfair. They are also ing in developing a skilled workforce. Countries in fundamental inequities—they are unjust and unfair. which large sections of the population are denied In an influential paper, John Roemer differentiated a quality education because of factors linked to po- between inequalities that reflect factors such as luck, tential wealth, gender, ethnicity, language and other effort and reasonable reward, and those attribut- markers for disadvantage are not just limiting a fun- able to circumstances that limit opportunity (Roemer damental human right. They are also wasting a pro- 1988).1 While the dividing line may often be blurred, ductive resource and undermining or weakening the that distinction has an intuitive appeal. Most people human capital of the economy. have a high level of aversion to the restrictions on what people—especially children—are able to International development commitments provide an- achieve as a result of disparities and inherited disad- other rationale for equalizing educational opportuni- vantages that limit access to education, nutrition or ties. This is for two reasons. First, the commitments health care (Wagstaff, 2002). There is a wide body envisage education for all and achievement of uni- of opinion across political science, philosophy and versal primary education by 2015. Second, there is economics that equal opportunity—as distinct from mounting evidence that inequality is acting as a brake equality of outcomes—is a benchmark of egalitar- on progress toward the 2015 goals. Since around ian social justice. The theories of distributive justice 2005, the rate of decline in the out-of-school popula- associated with thinkers such as Amartya Sen, John tion has slowed dramatically. Based on current trends, Rawls, Ronald Dworkin and John Roemer argue, ad- there may be more children out of school in 2015 than mittedly from very different perspectives, that public there were in 2009. Caution has to be exercised in in- policy should aim at equalizing opportunity to coun- terpreting short-run trends, especially given the weak- teract disadvantages associated with exogenous cir- ness of data. However, the past three editions of the cumstances over which individuals or social groups UNESCO Education for All Global Monitoring Report have no control. Given the role of education as a (GMR) have highlighted the role of inequality in con- potential leveler of opportunity, it is a national focal tributing to the slowdown with governments struggling point for redistributive social justice. to reach populations that face deeply entrenched dis- advantages (UNESCO, 2008, 2010, 2011). Therefore, Considerations of economic efficiency reinforce the picking up the pace toward the 2015 goals requires a ethical case for equalizing educational opportuni- strengthened focus on equity and strategies that tar- ties. Education is a powerful driver of productivity, get the most marginalized groups and regions of the economic growth, and innovation. Econometric mod- world (Sumner and Tiwari, 2010; UN-DESA, 2009; eling for both rich and poor countries suggests that UNESCO, 2010).2 It should be added that disparities in an increase in learning achievement (as measured education relate not just to access, but also to learning by test score data) of one standard deviation is as- achievement levels. sociated on average with an increase in the long-run growth rate of around 2 percent per capita annually Accelerated progress in education would generate wider (Hanushek and Wößmann, 2010; Hanushek, 2009; benefits for the MDGs. Most of the world’s poorest coun- Hanushek and Wößmann, 2008). Such evidence tries are off-track for the 2015 MDG target of halving in- points to the critical role of education and learn- come poverty and a long way from reaching the targets 2 GLOBAL ECONOMY AND DEVELOPMENT PROGRAM on child survival, maternal health and nutrition. Changing on schools reported through governments to the this picture will require policy interventions at many levels. UNESCO Institute for Statistics (UIS) provide a However, there is overwhelming evidence showing that great deal of valuable statistical information on at- education—especially of young girls and women—can tainment levels. The widely used Barro and Lee da- act as a potent catalyst for change. On one estimate, if all tabase, which now covers 147 countries, uses mean of sub-Saharan Africa’s mothers attained at least some years of schooling to measure human capital stock secondary education, there would be 1.8 million fewer across countries (Barro and Lee, 2010a, 2010b). child deaths in the region each year. Thus while educa- This is one of the component parts of the compos- tion may lack the “quick fix” appeal of vaccinations, it can ite education indicator in the Human Development powerfully reinforce health policy interventions. Index calculated by the United Nations Development Programme’s Human Development Report (UNDP, 2010). The number of years of education, some- DEPRIVATION AND MARGINAL- times disaggregated by wealth and gender, has also IZATION IN EDUCATION INDICATOR been widely used to construct Gini coefficients and Most governments operate under constitutions or other measures of inequality to map the distribution laws that enshrine the principle of equal opportunity in of education attainment within countries (Holsinger education for all citizens. Yet across the world, parental and Jacob, 2009; Ling and Tang, 2007; Patrinos wealth and education, gender, race and ethnicity have and Psacharapoulos, 2011; Thomas et al., 2002). a strong influence on what children are likely to achieve Disaggregated primary net enrollment rates (which in education, which in turn perpetuates wider patterns measure the share of primary school age children in of inequality.3 Understanding the configuration of inher- school) and gross enrollment rates
Load more

Recommended publications
  • Education Inequalities Around the World
    Education inequalities around the world Deon Filmer Introduction projects/edattain).4 The compilation covers 216 datasets to date from 88 countries: 36 in Sub-Saharan Africa; 21 in Latin America Measured by the percentage of children who reach the last year and the Caribbean; 11 in East Asia and the Pacific; 11 in Europe of primary school, the primary completion rate, the world has and Central Asia; 6 in South Asia; and 3 in the Middle East and made substantial progress towards reaching the Millennium North Africa. The number of Commonwealth countries from Development Goals (MDG) of enabling all children to ‘complete a each of these regions, respectively, is: 15; 2; 1; 0; 4; and 0, for a full course of primary schooling’.1 The primary completion rate in total of 22. Country coverage is determined primarily by the low-income countries increased from 66 to 74 per cent between availability of data. The data are from Demographic and Health 1991 and 2004, with growth in all of the poorer regions: Latin Surveys (DHS), UNICEF’s End-of-Decade Multiple Indicator Cluster America and the Caribbean (86 to 97 per cent); Middle East and Surveys (MICS2), as well as Integrated Household Surveys (IHS), North Africa (78 to 88 per cent); South Asia (73 to 82 per cent); such as those from the World Bank’s Living Standards Sub-Saharan Africa (51 to 62 per cent).2 Measurement Study (LSMS) project. In the following analysis, only But there remain large inequalities in education across and the last year for which data are available is used (the full list of perhaps more importantly, frequently large inequalities within, countries, years, and type of data used are in Table 1).
    [Show full text]
  • Educational Inequality and Intergenerational Mobility in Africa∗
    Educational Inequality and Intergenerational Mobility in Africa∗ Alberto Alesina Sebastian Hohmann Harvard University, CEPR and NBER London Business School Stelios Michalopoulos Elias Papaioannou Brown University, CEPR and NBER London Business School and CEPR March 14, 2018 Abstract We investigate the evolution of inequality and intergenerational mobility in educational attainment in Africa. Using census data covering more than 50 million people in 23 countries we document the following regularities. First, since independence, inequality has fallen across countries and intergen- erational mobility has risen, reflecting the rise in education across the continent. Second, the overall drop in African inequality can be attributed mostly to declines in within-country, within-region and within-ethnicity components. Third, the initially moderate regional and ethnic differences in education persist, revealing strong inertia across these lines. Fourth, we describe the geography of educational mobility across regions and ethnic groups uncovering strong \poverty-trap" dynamics. Educational mo- bility is higher in regions and ethnicities with above-country-average schooling at independence. Fifth, we explore the geographic, historical, and contemporary correlates of intergenerational mobility both across regions and ethnic lines. Colonial investments correlate strongly with educational mobility, while geography and pre-colonial features play a lesser role. The analysis further uncovers \Gatsby Curve" dynamics with intergenerational mobility being low
    [Show full text]
  • Fair and Unfair Educational Inequality in a Developing Country: the Role of Pupil’S Effort
    Fair and unfair educational inequality in a developing country: the role of pupil’s effort Niaz ASADULLAH∗ Alain TRANNOY† Sandy TUBEUF‡ Gaston YALONETZKY§ September 3, 2018 Abstract Inequality of opportunity builds upon the distinction between fair inequality related to responsibility variables and unfair inequality related to circumstances. This distinc- tion is meaningful as long as responsibility variables are not fully determined by cir- cumstances. We attempt to check the magnitude of the correlation between child effort and family background when measuring inequalities of opportunity in education using a purposefully designed survey on secondary-school education in rural Bangladesh. The analysis comprises decomposition exercises of the predicted variance of school per- formance in mathematics and English by source and subgroup based on parametric estimates of educational production functions. Pupils’ effort, preferences, and talents contribute between a third and 40% of the total predicted variances in performance scores. The correlation between overall effort and circumstances does not matter much since the contribution of overall effort only falls by 10% when the correlation is taken into account. All in all, these results cast doubt on the common practice of reducing education to a circumstance when estimating inequality of opportunity in income at- tainment. Keywords: inequality of opportunity, education, effort, decomposition, school. JEL Classification: C01; I24; O12. ∗University of Malaya, Malaysia †Aix-Marseille University (Aix-Marseille School of Economics), CNRS and EHESS, France ‡Université Catholique de Louvain, Belgium - Corresponding author ([email protected]) §University of Leeds, UK 1 1 Introduction The last few decades have witnessed the remarkable development of new quantitative methods for the measurement of inequality of opportunity in different social settings, in- cluding income attainment, health status and education (see Ferreira and Peragine, 2016, Roemer and Trannoy, 2015, Ramos and Van de Gaer, 2016, for reviews).
    [Show full text]
  • School Quality, Educational Inequality and Economic Growth
    International Education Studies May, 2008 School Quality, Educational Inequality and Economic Growth Ramesh Rao (Corresponding author) Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-17-879-2159 Email: [email protected] Rohana bt Jani Department of Applied Statistics Faculty of Economics & Administration University Malaya 50603 Kuala Lumpur Malaysia Tel: 60-3-7967-3747 Email: [email protected] Abstract Realizing the importance of education in developing a country, many governments had begun to pay more attention in improving the education quality in their country. However whether the desired level of education quality is equally distributed is still debated on. On top of that, current literature on which level of education, either basic or tertiary education, brings greater return to the society is still inconclusive. It is not the objective of this paper to answer or add on the debate. On the other hand this paper would like to explore the relationship between school quality, namely at primary education and secondary education, and economic growth. Educational inequality at primary and secondary education would be measured with using the concept of education Gini. Using GDP as the dependent variable and regressing it with Gini coefficient of primary education and secondary education, would be able to show which level of education inequality is significant in explaining the economic growth of a country. Using Malaysian data, for the last 20 years, the relationship between education inequality of different level of education and the economic growth would be postulated. Keywords: Inequality, Gini, economic growth 1. Introduction Economics is basically the study on how limited resources are used to fulfill human’s unlimited wants.
    [Show full text]
  • Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity
    Race, Diversity, and Policy Brief Educational Policy 2017 Responding to Educational Inequality Addressing Race and Social Class Disparities to Increase Opportunity Tina Trujillo Jabari Mahiri Zeus Leonardo Kris D. Gutierrez Janelle Scott Na’ilah Nasir HAASINSTITUTE.BERKELEY.EDU About Special Thanks This policy brief reviews scholarship by members of the Race, Diversity, and Thank you to the Walter and Evelyn Haas Jr, Fund, for Educational Policy Cluster of the Haas Institute for a Fair and Inclusive their generous support of the Haas Institute cluster Society at the University of California, Berkeley to advance a broader research and work. and more complex understanding of the persistent failure of U.S. schools for youth from non-dominant communities. Members of the Race, Diversity, and Editors Educational Policy Cluster include: Na’ilah Nasir Taeku Lee Tina Trujillo Na'ilah Suad Nasir Graduate School of Education Vice Chanceller, Equity & Inclusion, Layout & Design African American Studies & Jabari Mahiri Graduate School of Education Graduate School of Education Image Design Works Rucker Johnson Zeus Leonardo Goldman School of Public Policy Images Graduate School of Education Christopher Edley, Jr. Kris Gutiérrez FatCamera , Demachi Berkeley Law Graduate School of Education Lisa Garcia Bedolla Citation Michael J. Dumas Graduate School of Education Graduate School of Education Responding to Educational Inequality, Berkeley, CA: In memory of the late W. Norton Mark Brilliant Haas Institute for a Fair and Inclusive Society, University Grubb, Professor Emeritus of History of California, Berkeley, September 2016. UC Berkeley’s Graduate School haasinstitute.berkeley.edu/raceeducationpolicybrief Janelle Scott of Education, was a founding African American Studies & member of the Race, Diversity, and Graduate School of Education Educational Policy Cluster Executive Summary This report takes up a critical issue in education: the continuing reproduction of educational inequality in relation to race and social class.
    [Show full text]
  • Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments
    DISCUSSION PAPER SERIES IZA DP No. 11730 Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments Philipp Lergetporer Katharina Werner Ludger Woessmann AUGUST 2018 DISCUSSION PAPER SERIES IZA DP No. 11730 Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments Philipp Lergetporer ifo Institute and CESifo Katharina Werner ifo Institute Ludger Woessmann University of Munich, ifo Institute, CESifo, CAGE and IZA AUGUST 2018 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. 11730 AUGUST 2018 ABSTRACT Educational Inequality and Public Policy Preferences: Evidence from Representative Survey Experiments* To study how information about educational inequality affects public concerns and policy preferences, we devise survey experiments in representative samples of the German population.
    [Show full text]
  • The History of Inequality in Education and the Question of Equality Versus Adequacy
    University of Central Florida STARS Honors Undergraduate Theses UCF Theses and Dissertations 2016 The History of Inequality in Education and the Question of Equality Versus Adequacy Diana Carol Dominguez University of Central Florida Part of the Civil Law Commons, Civil Rights and Discrimination Commons, Educational Methods Commons, Education Law Commons, Ethics and Political Philosophy Commons, Legal Commons, Political History Commons, Social History Commons, and the United States History Commons Find similar works at: https://stars.library.ucf.edu/honorstheses University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by the UCF Theses and Dissertations at STARS. It has been accepted for inclusion in Honors Undergraduate Theses by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Dominguez, Diana Carol, "The History of Inequality in Education and the Question of Equality Versus Adequacy" (2016). Honors Undergraduate Theses. 143. https://stars.library.ucf.edu/honorstheses/143 THE HISTORY OF INEQUALITY IN EDUCATION AND THE QUESTION OF EQUALITY VERSUS ADEQUACY by DIANA C. DOMINGUEZ A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Philosophy in the College of Arts and Humanities and in the Burnett Honors College at the University of Central Florida Orlando, Florida Fall Term, 2016 Thesis Chair: Dr. Nancy A. Stanlick ABSTRACT Although the U.S. Constitution espouses equality, it clearly is not practiced in all aspects of life with education being a significant outlier. In the Declaration of Independence, Thomas Jefferson wrote about inalienable rights to life, liberty, and the pursuit of happiness.
    [Show full text]
  • Democratic Education Through the Eyes of the Poor: Appraising the Post-Apartheid Experience
    Universal Journal of Educational Research 1(3): 191-199, 2013 http://www.hrpub.org DOI: 10.13189/ujer.2013.010308 Democratic Education through the Eyes of the Poor: Appraising the Post-Apartheid Experience Vuyisile Msila College of Education, University of South Africa, UNISA, ooo3, South Africa *Corresponding Author: [email protected] Copyright © 2013 Horizon Research Publishing All rights reserved. Abstract Arguably, one of the major achievements in the hard working mother is one of the working class mothers 1990s in South Africa was the final toppling of apartheid who are spending their last cents to make use of the government and the triumph of democracy over the unjust opportunity to bus their children to better resourced and and unequal past legislation. Since then schools are some of “more effective” schools outside the historically black the institutions that have infused democracy ideals into their African areas or townships. Democracy has accorded this policies, curriculum and other aspects of school life. The opportunity to many black African parents who want to post-apartheid education was formulated with direct links to exercise the choice of choosing schools outside the the Constitution of the Republic. “Education is the key townships. As the two girls stride forward, they soon split because it empowers us to exercise our democratic rights, into different directions at the crossroads; Sihle joins a line and shape our destiny, by giving us the tools to participate in of languid learners sauntering on the dusty road to Ndaba public life, to think critically, and to act responsibly” [1]. The High School1 and many other schools around the township, post-apartheid education policy proclaimed in 1997 also while Zola turns her back to her cousin as she joins the bus declared that education and the curriculum in particular have queue of sprightly looking learners going to the city.
    [Show full text]
  • Compensatory Policies Attending Equality and Inequality in Mexico Educational Practice Among Vulnerable Groups in Higher Education
    Journal of Education and Learning; Vol. 4, No. 4; 2015 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education Compensatory Policies Attending Equality and Inequality in Mexico Educational Practice among Vulnerable Groups in Higher Education René Pedroza Flores1, Guadalupe Villalobos Monroy2 & Ana María Reyes Fabela1 1 Instituto de Estudios Sobre la Universidad, Universidad Autónoma del Estado de México (UAEMéx), Estado de México, México 2 Facultad de Ciencias de la Conducta, Universidad Autónoma del Estado de México (UAEMéx), Estado de México, México Correspondance: René Pedroza Flores, Instituto de Estudios Sobre la Universidad, Universidad Autónoma del Estado de México (UAEMex). Paseo Tollocan N° 1402 Poniente, Ciudad Universitaria Puertas “F1 y F2”, C.P 50110, Toluca, Estado de México, México. Tel: 52-722-214-5351. E-mail: [email protected] Received: August 10, 2015 Accepted: October 2, 2015 Online Published: October 28, 2015 doi:10.5539/jel.v4n4p53 URL: http://dx.doi.org/10.5539/jel.v4n4p53 Abstract This paper presents an estimate of the prevalence of social inequality in accessing higher education among vulnerable groups in Mexico. Estimates were determined from statistical data provided by governmental agencies on the level of poverty among the Mexican population. In Mexico, the conditions of poverty and vulnerability while trying to access better standards of living as well as educational inequality continue to grow at an alarming rate. The number of poor (extreme and moderate) and vulnerable people (according to income and social need) increased from 2008 through 2010 dramatically. The number of people in this situation went from 89.9 million to 90.8 million, which represents 80.64% of the total Mexican population.
    [Show full text]
  • Educational Inequality and Gendered Disability in Nigerian Community: What Guidance Counsellors and Mass Communicators Must Do for Concerned Pupils?
    International Journal of Education, Learning and Development Vol. 9, No.1, pp.15-29, 2021 Published by ECRTD-UK Print ISSN: 2054-6297(Print), Online ISSN: 2054-6300(Online) EDUCATIONAL INEQUALITY AND GENDERED DISABILITY IN NIGERIAN COMMUNITY: WHAT GUIDANCE COUNSELLORS AND MASS COMMUNICATORS MUST DO FOR CONCERNED PUPILS? Bamidele Chika Agbakuribe1 University of Abuja Emmanuelar Onyinyechi Agbakuribe 2 Department of Guidance and Counselling, Faculty of Education, University of Abuja, Abuja, Nigeria and a Programmes Department, Federal Radio Corporation of Nigeria (FRCN), Abuja, Nigeria. ABSTRACT: This research explored educational inequality among male and female disabled pupils in Southern Nigeria. Situating the literature on special, mainstream and inclusive education, various dynamics that intersect with their schooling were examined. Reviewing how guidance counsellors and mass communicators could synergise and sensitise the community in order to boost educational access for disabled people, phenomenological research with semi- structured interviews were applied. Twelve male and female mainstream secondary school pupils who participated in special pre-secondary education volunteered information on their school experiences. After a thematic content analysis of data, these findings were made. The pupils understand the dynamics that interplay with their education. Distant-located special pre-secondary schooling and mono-gender mainstream secondary education expose them to exclusion. Mature ones are mostly educated alongside children. Education
    [Show full text]
  • Ethnicity and Educational Inequality: an Investigation of School Experience in Australia and France Joel Austin Windle
    Ethnicity and Educational Inequality: An investigation of School Experience in Australia and France Joel Austin Windle To cite this version: Joel Austin Windle. Ethnicity and Educational Inequality: An investigation of School Experience in Australia and France. Humanities and Social Sciences. Université de Bourgogne; University of Melbourne, 2008. English. tel-00325698 HAL Id: tel-00325698 https://tel.archives-ouvertes.fr/tel-00325698 Submitted on 30 Sep 2008 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Ethnicity and Educational Inequality: An Investigation of School Experience in Australia and France Ethnicité et inégalité scolaire : une enquête sur l’expérience lycéenne en Australie et en France Joel Austin Windle Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy under a Cotutelle arrangement with The University of Melbourne and the Université de Bourgogne September 2008 Faculty of Education, University of Melbourne, Australia and Institut de Recherche sur l’Education (IREDU), Université de Bourgogne, France Abstract This thesis examines the contribution of ‘ethnic’ background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken.
    [Show full text]
  • Measuring Education Inequality: Gini Coefficients of Education for Bangladesh
    Measuring Education Inequality: Gini Coefficients of Education for Bangladesh Khan A. Matin*, Ph. D. Paper prepared for presentation at the 20th Biennial Conference on Economics and Ethics of the Bangladesh Economic Association to be held during 21-23 December, 2017 at Dhaka, Bangladesh ______________________________________________________________________________ * Professor(Formerly) at the Institute of Statistical Research and Training(ISRT), University of Dhaka. Dhaka 1000. E-mail: [email protected] [email protected] 1 Measuring Education Inequality:Gini Coefficients of Education for Bangladesh Khan A. Matin, Ph. D. Abstract. This paper employs an education Gini index to measure educational attainment. It presents both direct and indirect methods of calculating the education Gini index. Further the study attempts to explain the Bangladesh’s educational reforms on access to educational opportunities by various groups such as male and female, rural and urban, and various regions. The data of 2011 Population Census and years of schooling for population 7+ were utilized. The average years of schooling was found to be higher for male while compared to female in rural, urban and regional levels. The education Gini coefficient was found to be higher for female while compared to male in rural, urban and regional levels. Average years of schooling was found to be negatively associated with education Gini coefficient. The standard deviation of years of schooling was also found to be negatively associated with gini coefficient. The average years of schooling and its standard deviation indicated a positive relationship implying an early stage of education Kuznets curve. Keywords. Bangladesh. Educational inequality, average years of schooling , gini coefficient, Lorenz curve.
    [Show full text]