مقاله انگلیسی نابرابری های پایدار در دسترسی و یادگیری سال های اولیه
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مقاله انگلیسی نابرابری های پایدار در دسترسی و یادگیری سال های اولیه

عنوان فارسی مقاله: نابرابری های پایدار در دسترسی و یادگیری سال های اولیه: شواهدی از گسترش مقیاس بزرگ آموزش پیش دبستانی در اتیوپی
عنوان انگلیسی مقاله: Persistent inequalities in early years’ access and learning: evidence from large-scale expansion of pre-primary education in Ethiopia
مجله/کنفرانس: فصلنامه پژوهشی دوران کودکی - Early Childhood Research Quarterly
رشته های تحصیلی مرتبط: علوم تربیتی
گرایش های تحصیلی مرتبط: مدیریت و برنامه ریزی آموزشی
کلمات کلیدی فارسی: آموزش در دوران کودکی، آموزش پیش دبستانی، دسترسی آموزشی، نابرابری آموزشی، آمادگی مدرسه، یادگیری اولیه، اتیوپی
کلمات کلیدی انگلیسی: Early childhood education - Pre-primary education - Educational access - Educational inequality - School readiness - Early learning - Ethiopia
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.ecresq.2021.07.006
دانشگاه: Faculty of Education, University of Cambridge, Cambridge, UK
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2022
ایمپکت فاکتور: 3.786 در سال 2020
شاخص H_index: 98 در سال 2021
شاخص SJR: 1.794 در سال 2020
شناسه ISSN: 0885-2006
شاخص Quartile (چارک): Q1 در سال 2020
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 12
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
آیا این مقاله فرضیه دارد: ندارد
کد محصول: E15951
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست مطالب (انگلیسی)

Highlights


Abstract


Keywords


1. Introduction


2. Background


3. Methods


4. Results


5. Discussion


6. Conclusions and implications


Disclosures


Acknowledgments


CRediT authorship contribution statement


References

بخشی از مقاله (انگلیسی)

Abstract


In Ethiopia, major policy reforms to increase equitable access to pre-primary education were instigated in 2010, leading to a surge in pre-primary school enrolment. This paper investigates the effects of the expansion on who gets access to pre-primary education and on readiness for primary school. We find that inequalities in pre-primary access between advantaged and disadvantaged regions of the country persist following the reforms, with girls less likely to attend school, particularly in more disadvantaged regions. More than half of children enrolled in pre-primary classrooms are below the official age of 6 years. Children from more advantaged backgrounds (those whose parents are literate, have reading materials at home, and live in urban areas) are more likely to participate in pre-primary schools both before and after the reform. Yet pre-primary education could play a role in equalizing opportunities in primary school: we find pre-primary participation to be positively associated with children's reading skills in Grades 2 and 3 of primary school after the expansion. These findings highlight the need to focus policy attention on efforts to reduce barriers to pre-primary access for children in disadvantaged circumstances.


 


1. Introduction


International evidence shows that investing in early childhood programs can have large economic returns for societies and children, particularly those from socially disadvantaged groups (Engle et al., 2011; Heckman & Masterov, 2007; Walker, Chang, Vera-Hernandez & Grantham-McGregor, 2011; Yoshikawa et al., 2013). Despite increased pressure to invest in such programs, pre-primary education has been neglected in many low- and lower-middle income countries. As a result, only 1 in 5 children has access to pre-primary education in low-income countries (UNICEF, 2019). In recent years, governments and donors have scaled up their commitment to pre-primary education (Black et al., 2017). This commitment is reflected in the United Nations’ Sustainable Development Goal on education, which includes an explicit target to achieve universal pre-primary education by 2030, with the aim of improving children's readiness for entry into primary school (Target 4.2, United Nations, 2015). With this emphasis on expanding pre-primary education provision, evidence is needed on whether such expansion is reaching the most disadvantaged as well as its effect on school readiness, particularly in low-income countries that currently are furthest from the Sustainable Development Goal target.

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