Children Who Have Never Gone to School: How Regional Heterogeneity Shapes Access to Primary Education in Uganda
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27 juillet 2023
- ISIDORE Id: 10670/1.580e12...
- hal: hal-04204043
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info:eu-repo/grantAgreement//690984/EU/Emerging population issues in sub-Saharan Africa: Cross-checking and promoting demographic data for better action/DEMOSTAF
http://creativecommons.org/licenses/by-nc-nd/ , info:eu-repo/semantics/OpenAccess
Mots-clés
Education Gender Multi-level model Poverty School enrolment Spatial inequalities Sub-Saharan Africa UgandaSujets proches
Primary education Pattern Model Children--Education (Primary) Primary education Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource development Childhood Youngsters Pedology (Child study) Kids (Children) Methods of analysis Analysis and chemistry Analytical methods Chemical analysis Analysis methods Analysis and examinationCiter ce document
Christian Kakuba et al., « Children Who Have Never Gone to School: How Regional Heterogeneity Shapes Access to Primary Education in Uganda », HALSHS : archive ouverte en Sciences de l’Homme et de la Société, ID : 10670/1.580e12...
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Résumé
Although Uganda was among the first sub-Saharan countries to introduce universal primary education in 1997, about 6% of children aged 9–11 had never been to school in 2014. An analysis of a 10% sample of the latest Uganda Population and Housing Census (2014) data set highlights striking spatial inequalities. We compare results from separate logistic regression analyses for the Karamoja subregion, the rest of the country, and the country as a whole. Our multilevel analyses show that the role played by household heads’ education and wealth in school enrolment emerges as a common factor. But while girls were significantly more likely to have never been enrolled in Karamoja and boys in the rest of Uganda, sex was not significant in the national model. Gendered expectations and constraints differ, which policies must consider. Our analysis questions the relevance of national models and therefore many national-level results in a context of high subnational heterogeneity.
