Literaturnachweis - Detailanzeige
Autor/inn/en | Moussa, Wael; Omoeva, Carina |
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Titel | The Long-Term Effects of Universal Primary Education: Evidence from Ethiopia, Malawi, and Uganda |
Quelle | In: Comparative Education Review, 64 (2020) 2, S.179-206 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0010-4086 |
DOI | 10.1086/708144 |
Schlagwörter | Foreign Countries; Access to Education; Elementary Education; Educational Policy; Cultural Differences; Sexuality; Adolescents; Marriage; Birth; Employment Level; Adults; Educational Attainment; Outcomes of Education; Ethiopia; Malawi; Uganda Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Elementarunterricht; Politics of education; Bildungspolitik; Kultureller Unterschied; Sexualität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ehe; Geburt; Beschäftigungsgrad; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Äthiopien |
Abstract | This article investigates the rollout of universal primary education (UPE) policies in Ethiopia, Malawi, and Uganda to assess their long-term causal effects on schooling attainment. Consequently, we employ a fuzzy regression discontinuity design (RDD) to assess the effect that increased schooling helps lower adolescent sexual activity, marriage, and births, as well as adult labor force activity among women. Our findings show that the UPE policies were effective in increasing educational attainment across all three countries between 0.6 and 1.5 years of completed schooling. Additionally, we show that increased schooling induced by UPE had lowered sexual activity, child birth, and marriage rates during adolescence. We find that the effects of schooling do not significantly improve labor force participation and employment. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |