An Analysis of the Learning Performance Gap between Urban and Rural Areas in Subsaharan Africa
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| Title: | An Analysis of the Learning Performance Gap between Urban and Rural Areas in Subsaharan Africa |
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| Language: | English |
| Authors: | Sumida, Sugata (ORCID |
| Source: | South African Journal of Education. May 2021 41(2). |
| Availability: | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Achievement Gap, Reading Achievement, Rural Urban Differences, Student Characteristics, Institutional Characteristics, Family Characteristics, Teacher Characteristics, Performance Factors, Elementary School Students, Grade 6, Foreign Countries |
| Geographic Terms: | Botswana, Kenya, Lesotho, Mauritius, Malawi, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zimbabwe |
| ISSN: | 0256-0100 |
| Abstract: | The learning gap between urban and rural areas is a persistent problem in many sub-Saharan African countries. Previous studies have found that the urban-rural learning gap is attributed to the fact that student characteristics and school resources are different in urban and rural areas. Our study updates this finding by using the latest dataset and further examines the changes in the attributed sources over time. Using 15 educational systems in sub-Saharan Africa, we examined 4 potential sources of the gap: student, family, teacher, and school characteristics. Our results reveal that the urban-rural learning gap in recent years is attributed mostly to differences in school and family characteristics. We also found that the attribution remains the same over time from 2004 to 2011 and that the attribution to family characteristics' differences became slightly greater than the one to school characteristics' differences. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1304223 |
| Database: | ERIC |
| Abstract: | The learning gap between urban and rural areas is a persistent problem in many sub-Saharan African countries. Previous studies have found that the urban-rural learning gap is attributed to the fact that student characteristics and school resources are different in urban and rural areas. Our study updates this finding by using the latest dataset and further examines the changes in the attributed sources over time. Using 15 educational systems in sub-Saharan Africa, we examined 4 potential sources of the gap: student, family, teacher, and school characteristics. Our results reveal that the urban-rural learning gap in recent years is attributed mostly to differences in school and family characteristics. We also found that the attribution remains the same over time from 2004 to 2011 and that the attribution to family characteristics' differences became slightly greater than the one to school characteristics' differences. |
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| ISSN: | 0256-0100 |
