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Senadza, Bernardin

Education inequality in Ghana: gender and spatial dimensions

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  • Medientyp: E-Artikel
  • Titel: Education inequality in Ghana: gender and spatial dimensions
  • Beteiligte: Senadza, Bernardin
  • Erschienen: Emerald, 2012
  • Erschienen in: Journal of Economic Studies, 39 (2012) 6, Seite 724-739
  • Sprache: Englisch
  • DOI: 10.1108/01443581211274647
  • ISSN: 0144-3585
  • Entstehung:
  • Anmerkungen:
  • Beschreibung: <jats:sec><jats:title content-type="abstract-heading">Purpose</jats:title><jats:p>The purpose of the paper is to examine the nature and extent of gender and spatial inequalities in educational attainment in Ghana.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Design/methodology/approach</jats:title><jats:p>The paper uses the education Gini coefficient, computed on the basis of years of schooling of individuals, to assess education inequality in Ghana.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Findings</jats:title><jats:p>The paper finds evidence of gender and spatial inequality in education in Ghana. In particular, the three northern regions have lower education attainment as well as higher education Gini coefficients compared to the rest of the country. The paper finds evidence of intra‐gender and intra‐spatial inequalities in education attainment in Ghana, with females contributing proportionately more to the within‐inequality component of the education Gini. The paper also finds a positive correlation between poverty incidence and education inequality.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Research limitations/implications</jats:title><jats:p>The research finds a positive correlation between poverty incidence and education inequality but requires an econometric analysis to make inferences regarding causality.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Practical implications</jats:title><jats:p>The findings call for the design and implementation of policies not only to address between‐gender and spatial inequities in education in Ghana, but also to tackle within‐gender and within‐spatial inequalities. The positive correlation between poverty incidence and education inequality implies the need to create greater equity in educational opportunities across the country.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Social implications</jats:title><jats:p>The need for changes in attitudes, values and cultural practices that put girls at a disadvantage when it comes to education.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Originality/value</jats:title><jats:p>One important and new finding of the paper is the existence of intra‐gender and intra‐spatial inequalities in education attainment in Ghana, with females contributing proportionately more to the within‐inequality component of the education Gini.</jats:p></jats:sec>