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Begin New Search Topic Education Content Type Policy Brief Publishing Institution Afrobarometer Publication Year within 5 Years

1. Profile and determinants of lived poverty in Benin

Author:
Romaric Samson and Richard Houessou
Publication Date:
10-2022
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
The 2030 Agenda for Sustainable Development, launched in 2015, outlines global aspirations and priorities through the end of this decade. Prominently, the first two Sustainable Development Goals (SDGs) call for ending poverty “in all its forms everywhere” and for “zero hunger” (United Nations, 2021a). The proportion of the world’s population living in extreme poverty decreased from 36% in 1990 to 16% in 2010 and to 10% in 2015, but the COVID-19 pandemic is likely to have reversed this trend (Sumner, Hoy, & Ortiz-Juarez, 2020). Benin has had one of the fastest-growing economies in sub-Saharan Africa in recent years (Adegoke, 2019), with per-capita gross domestic product (GDP) growth averaging 3.6% between 2017 and 2019 (World Bank, 2020). But the most recent household survey led by the Institut National de la Statistique et de l’Analyse Economique (2018) estimated that 38.5% of citizens still live in poverty. Are GDP gains translating into better lives for ordinary Beninese? According to Afrobarometer survey findings, “lived poverty” – the experience of going without basic life necessities – has worsened significantly over the past decade in Benin. More than three out of four Beninese face moderate or high levels of lived poverty. Many of these citizens continue to have limited access to the electricity grid, water and sanitation services, and other essential development infrastructure. Most importantly, our analysis shows they often lack the education and employment needed to break the poverty cycle.
Topic:
Education, Poverty, Infrastructure, Inequality, and Job Creation
Political Geography:
Africa and Benin

2. Africa’s Digital Divide and the Promise of E-learning

Author:
Matthias Krönke
Publication Date:
06-2020
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
According to UNESCO (2020), approximately 1.2 billion students and youth worldwide are affected by school and university closures because of the COVID-19 pandemic. To adjust to these new circumstances, governments must develop innovative solutions to ensure inclusive learning opportunities during this period of unprecedented educational disruption. This is especially true in African countries, where despite recent progress traditional education has faced infrastructural challenges and struggled to develop the human resources necessary to address students’ educational needs (Krönke & Olan’g, 2020; United Nations, 2019; UNESCO Institute of Statistics, 2016. This policy paper uses Afrobarometer survey data to look at digital infrastructure, the availability of digital devices at the household level, and digital literacy among African adults. While rates of digital literacy among children are likely to differ, it is important to understand these dynamics among adults for at least two reasons. First, adults are likely to shape children’s access to and experience with technology. Second, understanding current levels of access to devices and levels of digital literacy among adults provides a baseline against which future assessments can measure progress over time. Survey findings from Afrobarometer Round 7 (2016/2018) show a substantial digital divide both across and within countries, reflected in uneven access to resources such as electricity and unequal access to and use of smartphones and computers. The results suggest that government efforts to redress widespread inequalities need to be increased drastically to avoid the widening of an education gap among their citizens. The paper also discusses the potential benefits of providing smartphones and computers to those who currently do not have access to such devices.
Topic:
Education, Infrastructure, Inequality, Digital Economy, and Digitalization
Political Geography:
Africa

3. Democratic Dividend: The Road to Quality Education in Africa

Author:
Matthias Krönke
Publication Date:
04-2020
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
Education is a powerful tool to fight poverty, enable upward socioeconomic mobility, and empower people to live healthier lives. But while the global adult literacy rate continues to increase, from 81% in 2000 to 86% in 2018 (World Bank, 2019), the challenge of access to quality education remains particularly severe in Africa. Even before the COVID-19 crisis, globally one out of five children aged 6-17 years were not in school; more than half of these children live in sub-Saharan Africa. Additionally, many African pupils attend schools that are inadequately equipped, creating a difficult learning environment. For example, more than half of the schools in sub-Saharan Africa do not have access to basic drinking water, handwashing facilities, the Internet, or computers (United Nations, 2019). COVID-19 may exacerbate these challenges as pupils lose school time, unequal access to online learning heightens inequalities, and health care and social-safety costs and economic losses put pressure on limited resources. Africans are aware of education challenges. Across 34 African countries surveyed by Afrobarometer between late 2016 and late 2018, one in five respondents (21%) cited education as one of the most important problems their governments should address, placing it among citizens’ top five priorities (Coulibaly, Silwé, & Logan, 2018). Not surprisingly, younger people placed substantially greater emphasis on education than their elders. At a global level, the United Nations (UN) has highlighted the importance of quality education by including it in its Sustainable Development Goals (SDGs). SDG 4 calls for governments to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To this end, the UN outlines specific targets to be achieved by 2030, including ensuring that “all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” An important step toward this goal is that by 2030, all girls and boys should be able to “complete free, equitable and quality primary and secondary education” (United Nations, 2019). Many African governments have made important commitments to universal education. Of the 34 countries surveyed by Afrobarometer in 2016/2018, 33 have made school attendance compulsory (for periods ranging from five to 11 years), and 33 provide free primary education. (See Appendix Table A.2 for details.) Many governments also commit substantial portions of their yearly budgets to improving education. For example, in Côte d’Ivoire, eSwatini, Ghana, Malawi, Senegal, Tunisia, and Zimbabwe, more than 25% of total government expenditures go to education (World Bank, 2020). Afrobarometer surveys point to slow but steady progress as fewer Africans go without formal education and more attend school beyond the primary grades. But in some countries, two-thirds of adults still have no formal schooling, and significant gender gaps continue to disadvantage girls and women. Overall, just a slim majority of Africans think their government is doing a good job on meeting educational needs. Factors that contribute to these evaluations include whether citizens find it easy to obtain school services and whether they think schools are transparent about their budgets and responsive to reports of teacher misconduct. More fundamentally, our analysis finds that more democratic countries are seen as better able to provide public education. Citizens are more likely to be satisfied with government performance on education if immediate avenues of transparency and accountability at the school level are embedded in a broader political system that encourages these qualities.
Topic:
Education, Poverty, Democracy, and Inequality
Political Geography:
Africa

4. Gains and Gaps: Perceptions and Experiences of Gender in Africa

Author:
Carmen Alpin Lardies, Dominique Dryding, and Carolyn Logan
Publication Date:
11-2019
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
Key findings Africans share at least some of the SDG ambitions to create more equal societies. Across 34 countries, substantial majorities support women’s right to run for political office (71%) and to own and inherit land (72%). They are less committed, however, to full economic equality: A much slimmer majority (53%) favour equal access to paying jobs for women, compared to 42% who believe men should have preference. And even a woman’s fundamental right to physical safety has less-than-universal support: More than one in four Africans (28%) – including 24% of women – still see wife-beating as justifiable. In Gabon and Liberia, seven in 10 citizens share this view. While most Africans say girls and boys now have equal access to education, significant gender gaps in educational achievement remain. Even among the youngest cohort, more women than men have no formal education, and more men than women have post-primary schooling. Large majorities also say that women have achieved equal access to jobs. But women are less likely to participate in the labour market (55% vs. 67% of men), and among those who do, women are more likely to be unemployed (52% vs. 39%). About one in eight women (12%) say they experienced discrimination based on their gender during the past year. One in three (32%) Liberian women report this experience. Women lag behind men in ownership of assets and are substantially less likely to have decision-making power over household resources. Women also trail men on indicators of digital access and connection. And the gap may be widening: Although women’s Internet use has doubled over the past five years, the gender gap in regular Internet use has increased. Africans are divided on the question of whether women are making progress; 49% say equal opportunities and treatment for women are better than a few years ago, but almost as many say they are the same (31%) or worse (19%). Nonetheless, almost two-thirds (64%) give their governments positive marks on promoting equal rights. There is, in short, some disconnect between popular satisfaction with equality performance and significant – and sometimes growing – gaps in actual achievement.
Topic:
Education, Gender Issues, Poverty, Inequality, Sustainable Development Goals, and Feminism
Political Geography:
Africa