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Enrolling girls without learning: Evidence from public schools in Afghanistan

Author

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  • M. Niaz Asadullah
  • Md. Abdul Alim
  • M. Anowar Hossain

Abstract

While more girls are now attending school in Afghanistan than prior to 2010, there is a lack of evidence on how school attendance is helping their cognitive development. We use data from a large sample of all‐girls state‐funded school students to estimate for the first time the “learning profile” for Afghanistan. Students enrolled in grades 4 to 9 were assessed using the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA) test items. We find that higher grade progression (particularly in grades 6–9) leads to almost no gain in numeracy (addition and subtraction) skills that should have been achieved in early grades. Similar results follow from the analysis of student performance in the EGRA test, particularly in oral reading fluency (correct words read per minute) and oral reading comprehension (number of correct answers out of 12). These findings warn that simply enrolling girls in school without improving the relationship between grade completion and learning is unlikely to transform the lives of women in Afghanistan.

Suggested Citation

  • M. Niaz Asadullah & Md. Abdul Alim & M. Anowar Hossain, 2019. "Enrolling girls without learning: Evidence from public schools in Afghanistan," Development Policy Review, Overseas Development Institute, vol. 37(4), pages 486-503, July.
    • Handle: RePEc:bla:devpol:v:37:y:2019:i:4:p:486-503
    DOI: 10.1111/dpr.12354
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    Cited by:

    1. Xu, Sijia & Shonchoy, Abu S. & Fujii, Tomoki, 2022. "Assessing gender parity in intrahousehold allocation of educational resources: Evidence from Bangladesh," World Development, Elsevier, vol. 151(C).
    2. Utsumi, Yuji, 2022. "Armed conflict, education access, and community resilience: Evidence from the Afghanistan NRVA Survey 2005 and 2007," International Journal of Educational Development, Elsevier, vol. 88(C).
    3. Asadullah, M. Niaz & Webb, Amber & Islam, Kazi Md Mukitul, 2024. "SDG 4 mid-point challenge: Fixing the broken interlinkages between education and gender equality," International Journal of Educational Development, Elsevier, vol. 106(C).
    4. Surianshah, Sarimah, 2022. "Who Gains from Class Size Reduction? Another Look at Malaysia’s “Lost Boys Phenomenon†in Student Achievement," Jurnal Ekonomi Malaysia, Faculty of Economics and Business, Universiti Kebangsaan Malaysia, vol. 56(3), pages 119-143.
    5. Khudadad, Nahida & Mickelson, Roslyn Arlin, 2021. "School built environment, gender, and student achievement in Pakistan," International Journal of Educational Development, Elsevier, vol. 87(C).
    6. Vandenberg, Paul & Laranjo, Jade, 2021. "Vocational training and labor market outcomes in the Philippines," International Journal of Educational Development, Elsevier, vol. 87(C).
    7. Das, Upasak & Singhal, Karan, 2023. "Solving it correctly: Prevalence and persistence of gender gap in basic mathematics in rural India," International Journal of Educational Development, Elsevier, vol. 96(C).
    8. Hakim, Dani Rahman & Rosini, Iin, 2022. "Regional Income Inequality in Indonesia: The Role of Public and Private Investment," Jurnal Ekonomi Malaysia, Faculty of Economics and Business, Universiti Kebangsaan Malaysia, vol. 56(3), pages 87-101.

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