Sammendrag
This dissertation provides a thorough discussion of the results from three different empirical studies on inequalities in educational outcomes and equity policy in Ethiopia. Specifically, the studies focus on gender and regional disparities and on how policy measures and educational opportunity impact equity in educational access, enrolment and attainment in Ethiopia. In gender-region analyses, large regional differences were found in academic achievement and disparity of gender gap. The central regions outperformed all other regions in academic achievement. Nevertheless, not all the emerging regions were underachievers. A large gender gap in general and STEM academic achievement in particular was found even in the central regions, favoring boys. However, this gender gap in achievement was less pronounced in the emerging regions, though girls were highly underrepresented in the schools. Affirmative action was found to enhance admission opportunity and enrollment equity. However, it is suggested that designing and implementing a comprehensive affirmative action strategy that focus on equal outcomes, rather than merely on equal opportunities is more impactful.
Artikkelliste
STUDY 1: Tesema, M.T. & Braeken, J. (2018). Regional inequalities and gender differences in academic achievement as a function of educational opportunities: Evidence from Ethiopia. International Journal of Educational Development, 60, 51-59. DOI: 10.1016/j.ijedudev.2017.10.023. The article is included in the thesis. Also available at: https://doi.org/10.1016/j.ijedudev.2017.10.023 |
STUDY 2: Tesema, M.T. & Braeken, J. (Submitted). Mapping Student Enrolment and Admission Eligibility for Higher Education in Ethiopia: Affirmative Action as Equity Instrument? International journal of educational development. To be published. The paper is not available in DUO awaiting publishing. |
STUDY 3: Tesema, M.T. & Braeken, J. (Submitted). Gender disparities in STEM enrolment and achievement: The role of regional socio-economic development in Ethiopia. To be published. The paper is not available in DUO awaiting publishing. |