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41. Oxfam Publishing: Girls' Education in Africa

Author:
Sam Gibson
Publication Date:
12-2005
Content Type:
Policy Brief
Institution:
Oxfam Publishing
Abstract:
Sub-Saharan Africa has some huge problems to reslove if it is to achieve gender equality in education, and fulfill the Millennium Development Goals related to education and gender. Conversely, the region has some of the most innovative and enterprising examples of initiative that promote gender equality in education. This paper focuses on sub-Saharan Africa and considers some of the most significant obstacles that African girls face in achieving the education that is their right. The paper then reviews the most significant initiatives–those that are 'gender-neutral' and those that have a specific focus aon gender equality–that have enabled African countries to overcome these obstacles.
Topic:
Development, Education, and Gender Issues
Political Geography:
Africa

42. The Medium- and Long-term Effects of an Expansion of Education on Poverty in Côte d'Ivoire: A Dynamic Microsimulation Study

Author:
Michael Grimm
Publication Date:
05-2004
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
I use a dynamic microsimulation model to analyse the distributional effects of an expansion of education in Côte d'Ivoire in the medium and long term. The simulations are performed in order to replicate several policies in force or subject to debate in this country. Various hypotheses concerning the evolution of returns to education and labour demand are tested. The direct effects between education and income as well as the different transmission channels, such as occupational choices, fertility, and household composition, are analysed. The effects of educational expansion on the growth of household incomes, their distribution and poverty depend very crucially on the hypothesis made on the evolution of returns to education and labour demand. If returns to education remain constant and the labour market segmented, the effects will be very modest.
Topic:
Economics, Education, and Human Welfare
Political Geography:
Africa

43. U.S.–South Africa Research and Training Collaborations

Author:
Beth Elise Whitaker
Publication Date:
01-2004
Content Type:
Working Paper
Institution:
Social Science Research Council
Abstract:
This report, the most recent of several SSRC projects related to knowledge production, research networks and capacity building in sub-Saharan Africa, concerns the state of collaboration between U.S. and South African higher education institutions around social science research and other areas linked to the extraordinary changes that have (and are) taking place in post- apartheid South Africa's higher education system. Conducted and written by Beth Whitaker, an assistant professor of political science at the University of North Carolina, Charlotte and former program associate at the American Council on Education's Association Liaison Office for University Cooperation in Development, the study inventories recent partnerships with an eye toward the future. Political transformations in South Africa catalyzed a flood of student exchange programs, individual research partnerships between U.S. and South African scholars, and broader efforts in establishing institutional linkages around research, advanced training, and in addressing the extreme inequities of a higher education system bifurcated along racial lines (an issue far from unfamiliar in the U.S. context). In focusing on these broader institutional connections, the study demonstrates some overlaps and some significant gaps (especially the paucity of cross-national institutional collaborations on HIV/AIDS). It also calls attention to the unevenly distributed participation in partnerships—with historically black and disadvantaged institutions in both countries less able to establish networks internationally for mutual benefit. It should be an important resource for those institutions planning future collaborations, which will hopefully address some of the gaps that have been identified in the study. While the research for the study was primarily conducted in 2002-3 with the support of the National Science Foundation, Prof. Whitaker updated the results for the purposes of this publication in the Spring of 2004.
Topic:
Education and International Cooperation
Political Geography:
Africa and United States

44. Gender and Education as Determinants of Household Poverty in Nigeria

Author:
Christiana E.E. Okojie
Publication Date:
03-2002
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
The paper examines the linkages between gender of household heads, education and household poverty in Nigeria between 1980 and 1996. Data analyzed were obtained from four national consumer expenditure surveys conducted in Nigeria in 1980, 1985, 1992 and 1996 by the Federal Office of Statistics. Adjustments were made for price differentials over time and across regions of the country. However, only aggregated data for households were available. Per capita expenditure was used as the indicator of poverty, while the unit of analysis was the household. Two poverty lines were set: a moderate poverty line equal to two-thirds of mean per capita household expenditure, and a core poverty line equal to one-third of mean per capita expenditure. The Pa index proposed by Foster, Greer and Thorbecke was used to generate the headcount ratio as well as the depth and severity of poverty. Trends in inequality were analyzed using Gini coefficients and the Theil's index. Multivariate analysis was used to examine the relationships between gender, poverty and other household variables, including education, for all households as well as for subgroups of male-headed and female-headed households respectively.
Topic:
Education and Gender Issues
Political Geography:
Africa and Nigeria

45. Explaining Leakage of Public Funds

Author:
Ritva Reinikka and Jakob Svensson
Publication Date:
12-2001
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Using panel data from an unique survey of public primary schools in Uganda we assess the degree of leakage of public funds in education. The survey data reveal that on average, during the period 1991-95, schools received only 13 percent of what the central government contributed to the schools' non-wage expenditures. The bulk of the allocated spending was either used by public officials for purposes unrelated to education or captured for private gain (leakage). Moreover we find that resource flows and leakages are endogenous to school characteristics. Rather than being passive recipients of flows from government, schools use their bargaining power vis-à-vis other parts of government to secure greater shares of funding. Resources are therefore not necessarily allocated according to the rules underlying government budget decisions, with potential equity and efficiency implications.
Topic:
Education, Government, and Human Welfare
Political Geography:
Uganda and Africa

46. Aftermath: Women and Women's Organizations In Postgenocide Rwanda

Author:
Michael Hopps
Publication Date:
12-2000
Content Type:
Working Paper
Institution:
United States Agency for International Development
Abstract:
IN A 100-DAY PERIOD during 1994, more than 500,000 people in the central African nation of Rwanda were massacred. The killings were carried out not by a foreign power and not with weapons of mass destruction. Rather, 1 of every 15 Rwandans was murdered—by other Rwandans. The killers used bullets, machetes, and clubs.
Topic:
Civil Society, Education, Gender Issues, Genocide, Human Welfare, and Politics
Political Geography:
Africa

47. Science and Technology for African Development: Partnerships in a Global Economy

Author:
Soodursun Jugessur, Susan U. Raymond, Stephen Chandiwana, Clive Shiff, Pieter J.D. Drenth, D. N. Tarpeh, Iba Kone, Jacques Gaillard, and Roland Waast
Publication Date:
03-1998
Content Type:
Working Paper
Institution:
New York Academy of Sciences
Abstract:
This paper examines the eureka factor in science based development and underscores the increasing concern that Africa lags behind in S due to political and social instability coupled by low investments in technologies. The paper emphasises that African science should come up with a decisive policy for investment in new style education and capacity building for S that is relevant to the African experience and addresses problems of real concern to the community. Science led development in Africa should reduce replication of foreign technologies and invest in social capital of its scientists and its R institutions for sustainable economic development. The aim of the paper is not to offer prescriptive solutions but to highlight areas which should stimulate debate in small working groups examining how Africa can learn from its own experience as well as that of other nations in developing an appropriate system of innovation for science led development.
Topic:
Economics, Education, Emerging Markets, Government, Industrial Policy, International Cooperation, and Science and Technology
Political Geography:
Africa and United States