The Challenge of Inclusive Education in Sub-Saharan Africa
This report documents the challenge of achieving inclusive education in Africa. Primary school completion rates are 10 percentage points lower for girls with disabilities than for girls without disabilities. For boys, the disability gap in primary...
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World Bank, Washington, DC
2018
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Online Access: | http://documents.worldbank.org/curated/en/171921543522923182/The-Challenge-of-Inclusive-Education-in-Sub-Saharan-Africa http://hdl.handle.net/10986/31005 |
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okr-10986-310052021-05-25T09:20:29Z The Challenge of Inclusive Education in Sub-Saharan Africa Wodon, Quentin Male, Chata Montenegro, Claudio Nayihouba, Ada DISABILITY INCLUSIVE EDUCATION EDUCATION MANAGEMENT RETURNS TO EDUCATION INFRASTRUCTURE GENDER GAP EDUCATIONAL ATTAINMENT LITERACY This report documents the challenge of achieving inclusive education in Africa. Primary school completion rates are 10 percentage points lower for girls with disabilities than for girls without disabilities. For boys, the disability gap in primary completion rates is 13 points. Gaps are also large for secondary education completion and children with disabilities are much more likely to never enroll in school at all. Across the board disability gaps have been steadily increasing over the last 20 years. Even when children with disabilities manage to remain in school, they perform on average less well on mathematics and reading tests. This is one of the reasons why only half of children with disabilities of primary school completion age can read and write, and only one in four complete secondary school. Multiple factors lead to disability gaps in education. According to teacher perceptions on the reasons why children drop out of school, lack of adequate infrastructure for children with disabilities is a major issue. In addition, among a dozen types of in-service training provided to teachers, training related to inclusive education is the least commonly provided. Finally, screening for disabilities in school remains very rare. In essence, children with disabilities are being left behind by efforts to improve education opportunities for all. Investing in the education of children with disabilities is required from a rights perspective , but it is also a smart investment. Indeed, apart from a wide range of other benefits from educational attainment, the labor market returns to education for individuals with disabilities are large and similar order to the returns observed for other individuals. 2018-12-18T19:47:46Z 2018-12-18T19:47:46Z 2018-12 Report http://documents.worldbank.org/curated/en/171921543522923182/The-Challenge-of-Inclusive-Education-in-Sub-Saharan-Africa http://hdl.handle.net/10986/31005 English The Price of Exclusion : Disability and Education; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work Africa Sub-Saharan Africa |
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Digital Repository |
institution_category |
Foreign Institution |
institution |
Digital Repositories |
building |
World Bank Open Knowledge Repository |
collection |
World Bank |
language |
English |
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DISABILITY INCLUSIVE EDUCATION EDUCATION MANAGEMENT RETURNS TO EDUCATION INFRASTRUCTURE GENDER GAP EDUCATIONAL ATTAINMENT LITERACY |
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DISABILITY INCLUSIVE EDUCATION EDUCATION MANAGEMENT RETURNS TO EDUCATION INFRASTRUCTURE GENDER GAP EDUCATIONAL ATTAINMENT LITERACY Wodon, Quentin Male, Chata Montenegro, Claudio Nayihouba, Ada The Challenge of Inclusive Education in Sub-Saharan Africa |
geographic_facet |
Africa Sub-Saharan Africa |
relation |
The Price of Exclusion : Disability and Education; |
description |
This report documents the challenge of
achieving inclusive education in Africa. Primary school
completion rates are 10 percentage points lower for girls
with disabilities than for girls without disabilities. For
boys, the disability gap in primary completion rates is 13
points. Gaps are also large for secondary education
completion and children with disabilities are much more
likely to never enroll in school at all. Across the board
disability gaps have been steadily increasing over the last
20 years. Even when children with disabilities manage to
remain in school, they perform on average less well on
mathematics and reading tests. This is one of the reasons
why only half of children with disabilities of primary
school completion age can read and write, and only one in
four complete secondary school. Multiple factors lead to
disability gaps in education. According to teacher
perceptions on the reasons why children drop out of school,
lack of adequate infrastructure for children with
disabilities is a major issue. In addition, among a dozen
types of in-service training provided to teachers, training
related to inclusive education is the least commonly
provided. Finally, screening for disabilities in school
remains very rare. In essence, children with disabilities
are being left behind by efforts to improve education
opportunities for all. Investing in the education of
children with disabilities is required from a rights
perspective , but it is also a smart investment. Indeed,
apart from a wide range of other benefits from educational
attainment, the labor market returns to education for
individuals with disabilities are large and similar order to
the returns observed for other individuals. |
format |
Report |
author |
Wodon, Quentin Male, Chata Montenegro, Claudio Nayihouba, Ada |
author_facet |
Wodon, Quentin Male, Chata Montenegro, Claudio Nayihouba, Ada |
author_sort |
Wodon, Quentin |
title |
The Challenge of Inclusive Education in Sub-Saharan Africa |
title_short |
The Challenge of Inclusive Education in Sub-Saharan Africa |
title_full |
The Challenge of Inclusive Education in Sub-Saharan Africa |
title_fullStr |
The Challenge of Inclusive Education in Sub-Saharan Africa |
title_full_unstemmed |
The Challenge of Inclusive Education in Sub-Saharan Africa |
title_sort |
challenge of inclusive education in sub-saharan africa |
publisher |
World Bank, Washington, DC |
publishDate |
2018 |
url |
http://documents.worldbank.org/curated/en/171921543522923182/The-Challenge-of-Inclusive-Education-in-Sub-Saharan-Africa http://hdl.handle.net/10986/31005 |
_version_ |
1764473374120083456 |