scholarly journals Peer Effects and Textbooks in Primary Education: Evidence from Francophone Sub-Saharan Africa

2005 ◽  
Author(s):  
Markus Frölich ◽  
Katharina Michaelowa
Keyword(s):  
Primary Education ◽  
Peer Effects ◽  
Sub Saharan Africa ◽  
Sub Saharan

scholarly journals A review of the factors affecting of children with disabilities successful transition to early childhood care and primary education in sub-Saharan Africa

2021 ◽  
pp. 1476718X2110354
Author(s):  
Anita Soni ◽  
Marisol Reyes Soto ◽  
Paul Lynch
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Primary Education ◽  
Low Income ◽  
Children With Disabilities ◽  
Sub Saharan Africa ◽  
Low Income Countries ◽  
Successful Transition ◽  
Childhood Care ◽  
Sub Saharan

Whilst transition to primary school is a commonly experienced phenomenon for most children, some groups of children, including those with disabilities, are less likely to engage in the process because it can be very challenging for them and their families. This article presents evidence from a review of research looking at the transition of children with disabilities within early childhood and primary education in low income countries in Sub-Saharan Africa. From the meta-aggregation, three central areas were identified within the topic of transition of children with disabilities to primary school in sub-Saharan Africa: key actors, obstacles and enablers. Although this review identified some of the main obstacles to transition related to finance, it has highlighted the fact that many children with disabilities and their parents wish to attend school, and there are a number of ways to support and enable successful transition from home to school.

scholarly journals From Jomtien to Dakar: A quality assessment of Malawian Education for All policy, 1990-2010

2021 ◽  
Author(s):  
Ryan Ruff
Keyword(s):  
Quality Assessment ◽  
Primary Education ◽  
Educational System ◽  
Unintended Consequences ◽  
Sub Saharan Africa ◽  
Education For All ◽  
System Quality ◽  
Social Barriers ◽  
Sub Saharan ◽  
Negative Impacts

The Jomtien World Conference and the Dakar World Education Forum declared Education for All (EFA) as a primary policy goal of countries in sub-Saharan Africa. Malawi, a participant of both Jomtien and Dakar, first achieved EFA through its Free Primary Education policy of 1994. However, this early effort resulted in a number of unintended consequences typical of EFA, including negative impacts on educational system quality. In this paper, a quality assessment framework is used to evaluate whether Malawian EFA policies were designed with the necessary support for an effective universal primary educational system as defined by planning, social barriers, budgetary limitations, and educational quality. Two policy phases were evaluated, each a ten year period following Jomtien (1990-2000) and Dakar (2000-2010). Results indicate that EFA polices in the Jomtien phase often failed to consider social and structural considerations necessary to improve the educational experience, which belied a quantitative achievement of universal primary education. While policies in the Dakar phase addressed many of the quality deficiencies of the previous era, lingering issues such as enrollment and retention remained.

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