Educational outcomes for primary school children in Africa : with a focus on children with disabilities

Abstract

This doctoral dissertation addresses the critical issue of educational inequality for children with disabilities, a group often marginalized in educational systems, by examining school enrollment and learning outcomes for children with disabilities (CWD) in selected African countries, compared to children without disabilities (CWOD). Utilizing data from the Multiple Indicator Cluster Surveys (MICS) conducted in 12 African countries and a project survey among schoolchildren in Ghana and Niger, the research explores differences in school access and skill acquisition. It also investigates the influence of contextual factors such as gender, sibling roles, family socioeconomic status, and national educational development. The study highlights the generally low levels of basic educational skills in the selected African countries, along with significant disparities in school access and learning outcomes among children with disabilities. It contributes to a more nuanced understanding of the diverse challenges faced by children with different types of disabilities in accessing education and acquiring skills. Furthermore, it underscores the critical importance of examining how disability intersects with environmental factors, such as country-level improvements in skill acquisition and personal and local contextual factors, including socioeconomic development and gender. This analysis calls for targeted policy interventions and robust support systems to address the specific and multifaceted challenges faced by children with various types of disabilities.

Denne doktorgradsavhandlingen undersøker skoleinnmelding og læringsutbytte for barn med funksjonsnedsettelser (CWD) i utvalgte afrikanske land, sammenlignet med barn uten funksjonsnedsettelser (CWOD). Basert på data fra Multiple Indicator Cluster Surveys (MICS) gjennomført i 12 afrikanske land og en prosjektundersøkelse blant skolebarn i Ghana og Niger, analyserer denne studien ulikheter i skoletilgang og ferdighetslæring. Studien undersøker videre påvirkningen av kontekstuelle faktorer, inkludert kjønn, søskenroller, familiens sosioøkonomiske status og et lands makronivå innen utdanningsutvikling.