Addressing Poverty and Inequality in Sub-Saharan Africa: Fostering Inclusive Education of Children with Disabilities

Purpose The purpose of this paper is to assess the importance of credit access in modulating governance for gender-inclusive education in 42 countries in Sub-Saharan Africa with data spanning the period 2004–2014. Design/methodology/approach The generalized method of moments is used as empirical strategy. Findings The following findings are established: First, credit access modulates government effectiveness and the rule of law to induce positive net effects on inclusive “primary and secondary education.” Second, credit access also moderates political stability and the rule of law for overall net positive effects on inclusive secondary education. Third, credit access complements government effectiveness to engender an overall positive impact on inclusive tertiary education. Originality/value Policy implications are discussed with emphasis on sustainable development goals.

Download Full-text

Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme

Sustainability ◽

10.3390/su12052104 ◽

2020 ◽

Vol 12 (5) ◽

pp. 2104

Author(s):

Anita Soni ◽

Paul Lynch ◽

Mike McLinden ◽

Jenipher Mbukwa-Ngwira ◽

Mika Mankhwazi ◽

...

Keyword(s):

Early Childhood ◽

Low Income ◽

Children With Disabilities ◽

Early Childhood Development ◽

National Policy ◽

Training Programme ◽

Sub Saharan Africa ◽

Childhood Development ◽

Low Income Countries ◽

Sub Saharan

This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.

Download Full-text

Thresholds of income inequality that mitigate the role of gender inclusive education in promoting gender economic inclusion in sub-Saharan Africa

Social Responsibility Journal ◽

10.1108/srj-04-2019-0118 ◽

2019 ◽

Vol ahead-of-print (ahead-of-print) ◽

Cited By ~ 1

Author(s):

Simplice Asongu ◽

Nicholas Odhiambo

Keyword(s):

Income Inequality ◽

Inclusive Education ◽

Gini Coefficient ◽

Tertiary Education ◽

Labour Force ◽

Sub Saharan Africa ◽

Female Employment ◽

Content Type ◽

Economic Participation ◽

Sub Saharan

Purpose This study aims to provide the thresholds of inequality that should not be exceeded if gender inclusive education is to enhance gender inclusive formal economic participation in sub-Saharan Africa. Design/methodology/approach The empirical evidence is based on the generalised method of moments and data from 42 countries during the period 2004-2014. Findings The following findings are established. First, inclusive tertiary education unconditionally promotes gender economic inclusion, while the interaction between tertiary education and inequality is unfavourable to gender economic inclusion. Second, a Gini coefficient that nullifies the positive incidence of inclusive tertiary education on female labour force participation is 0.562. Second, the Gini coefficient and Palma ratio that crowd-out the negative unconditional effects of inclusive tertiary education on female unemployment are 0.547 and 6.118, respectively. Third, a 0.578 Gini coefficient, a 0.680 Atkinson index and a 6.557 Palma ratio are critical masses that wipe out the positive unconditional effects of inclusive tertiary education on female employment. The findings associated with lower levels of education are not significant. Practical implications As the main policy implication, income inequality should not be tolerated above the established thresholds for gender inclusive education to promote gender inclusive formal economic participation. Other implications are discussed in the light of sustainable development goals. Originality/value This study complements the existing literature by providing inequality thresholds that should not be exceeded for gender inclusive education to promote the involvement of women in the formal economic sector.

Download Full-text

Finance, Inequality and Inclusive Education in Sub-Saharan Africa

SSRN Electronic Journal ◽

10.2139/ssrn.3655319 ◽

2020 ◽

Author(s):

Simplice Asongu ◽

Joseph Nnanna ◽

Paul N. Acha-Anyi

Keyword(s):

Inclusive Education ◽

Sub Saharan Africa ◽

Sub Saharan

Download Full-text

A review of the factors affecting of children with disabilities successful transition to early childhood care and primary education in sub-Saharan Africa

Journal of Early Childhood Research ◽

10.1177/1476718x211035428 ◽

2021 ◽

pp. 1476718X2110354

Author(s):

Anita Soni ◽

Marisol Reyes Soto ◽

Paul Lynch

Keyword(s):

Early Childhood ◽

Primary School ◽

Primary Education ◽

Low Income ◽

Children With Disabilities ◽

Sub Saharan Africa ◽

Low Income Countries ◽

Successful Transition ◽

Childhood Care ◽

Sub Saharan

Whilst transition to primary school is a commonly experienced phenomenon for most children, some groups of children, including those with disabilities, are less likely to engage in the process because it can be very challenging for them and their families. This article presents evidence from a review of research looking at the transition of children with disabilities within early childhood and primary education in low income countries in Sub-Saharan Africa. From the meta-aggregation, three central areas were identified within the topic of transition of children with disabilities to primary school in sub-Saharan Africa: key actors, obstacles and enablers. Although this review identified some of the main obstacles to transition related to finance, it has highlighted the fact that many children with disabilities and their parents wish to attend school, and there are a number of ways to support and enable successful transition from home to school.

Download Full-text