Advanced

Towards Nine Years of Basic Education? A Quantitative Analysis of Social and Gender Inequality in the Rwandan Education System

Wagner, Annika LU (2017) SIMV98 20171
Graduate School
Abstract
Rwanda’s post-genocide development is often mentioned as an exceptional success
story. Thereby, education is not only one of the main drivers for development, in
Rwanda it has a special significance because knowledge and expertise are the main
pillars for Rwanda’s vision for the future. The past years, the Rwandan government
tries to expand the education of its population and aims to decrease educational
inequality, for instance through the implementation of the fee-free and mandatory
program of 9 years of basic education (9YBE) for all Rwandans. This thesis is a
quantitative study which analyzes educational inequalities regarding the completion
of 9YBE. Thereby, special focus lies on gender inequality and furthermore the... (More)
Rwanda’s post-genocide development is often mentioned as an exceptional success
story. Thereby, education is not only one of the main drivers for development, in
Rwanda it has a special significance because knowledge and expertise are the main
pillars for Rwanda’s vision for the future. The past years, the Rwandan government
tries to expand the education of its population and aims to decrease educational
inequality, for instance through the implementation of the fee-free and mandatory
program of 9 years of basic education (9YBE) for all Rwandans. This thesis is a
quantitative study which analyzes educational inequalities regarding the completion
of 9YBE. Thereby, special focus lies on gender inequality and furthermore the development
of inequalities over the past years in Rwanda. The quantitative analysis is
based on data from the Household Living Conditions Surveys, EICV3 and EICV4,
conducted by the Rwandan Ministry of Statistics. Multinomial logistic regressions,
predicted probabilities and average marginal effects are calculated, to measure the
impact of the background factors poverty, occupation and education of the household
head, living area, sibling position and presence of parents in the household, on
the drop out probability of children from school. The results indicate that inequality
persists in the Rwandan education system and even though the probability of boys
and girls to drop out from school is the same, especially girls from poor families
and girls who do not have siblings are especially vulnerable to not complete 9YBE.
The comparison between the current and previous database indicates that one can
talk about a stagnation of improvements in creating educational equality. (Less)
Please use this url to cite or link to this publication:
author
Wagner, Annika LU
supervisor
organization
course
SIMV98 20171
year
type
H1 - Master's Degree (One Year)
subject
keywords
Education system, Rwanda, Education inequality, Gender inequality, Nine years of basic education
language
English
id
8914309
date added to LUP
2017-06-28 11:39:53
date last changed
2017-06-28 11:39:53
@misc{8914309,
  abstract     = {Rwanda’s post-genocide development is often mentioned as an exceptional success
story. Thereby, education is not only one of the main drivers for development, in
Rwanda it has a special significance because knowledge and expertise are the main
pillars for Rwanda’s vision for the future. The past years, the Rwandan government
tries to expand the education of its population and aims to decrease educational
inequality, for instance through the implementation of the fee-free and mandatory
program of 9 years of basic education (9YBE) for all Rwandans. This thesis is a
quantitative study which analyzes educational inequalities regarding the completion
of 9YBE. Thereby, special focus lies on gender inequality and furthermore the development
of inequalities over the past years in Rwanda. The quantitative analysis is
based on data from the Household Living Conditions Surveys, EICV3 and EICV4,
conducted by the Rwandan Ministry of Statistics. Multinomial logistic regressions,
predicted probabilities and average marginal effects are calculated, to measure the
impact of the background factors poverty, occupation and education of the household
head, living area, sibling position and presence of parents in the household, on
the drop out probability of children from school. The results indicate that inequality
persists in the Rwandan education system and even though the probability of boys
and girls to drop out from school is the same, especially girls from poor families
and girls who do not have siblings are especially vulnerable to not complete 9YBE.
The comparison between the current and previous database indicates that one can
talk about a stagnation of improvements in creating educational equality.},
  author       = {Wagner, Annika},
  keyword      = {Education system,Rwanda,Education inequality,Gender inequality,Nine years of basic education},
  language     = {eng},
  note         = {Student Paper},
  title        = {Towards Nine Years of Basic Education? A Quantitative Analysis of Social and Gender Inequality in the Rwandan Education System},
  year         = {2017},
}