Investigating school quality and learning outcomes among adolescents in Malawi
نویسندگان
چکیده
E ducation, particularly at the primary level, has long been regarded as an essential input of social and economic development. In addition to its direct role in increasing the cognitive abilities of students, schooling is recognized as a facilitator of labor force participation, female empowerment, improved health outcomes, and greater civic engagement. In acknowledgment of the importance of schooling for future opportunities, as well as of persistent barriers to access in the developing world, universal primary education was listed as one of the eight United Nations Millennium Development Goals to be achieved by 2015. While it is clear that this goal will not be met, many countries have nonetheless made significant strides in improving access to primary schooling. The challenge they face is to increase the number of students without sacrificing the quality of education each receives. As one of the early pioneers in sub-Saharan Africa of free primary education, Malawi’s enrollment figures compare favorably with those of its neighbors in southern Africa. Before the elimination of fees in 1994, fewer than half of children attended primary school, but by 1999 net enrollment had reached 99 percent (United Nations Statistics Division 2010). However, this increase in access has not been accompanied by a corresponding investment in infrastructure and resources, such that “Malawi’s decade-old, underfinanced and largely unplanned experiment in moving almost overnight to universal primary education is generally regarded as a failure” (Kenny 2010). Indeed, primary school completion rates stand at just 35 percent, while attainment of basic literacy and numeracy skills remains among the lowest in the region (World Bank 2010).
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تاریخ انتشار 2011