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State and wealth inequalities in foundational literacy and numeracy skills of secondary school-aged children in Nigeria: A multilevel analysis

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  • Azubuike, Obiageri Bridget
  • Browne, William J.
  • Leckie, George

Abstract

We investigate state and wealth inequalities in foundational literacy and numeracy skills of secondary school-aged children in Nigeria. We analyse the 2015 Nigerian Education Data Survey using multilevel logistic regression. Our findings reveal significant inequalities in foundational literacy and numeracy skills across states and socioeconomic groups within Nigeria. Over and above the stark household wealth effect, we find a substantial impact of community and state wealth on foundational literacy and numeracy skills, emphasizing the importance of contextual factors operating at multiple geographic scales in shaping the learning outcomes of children in Nigeria. Our results reiterate the learning crisis challenge previously identified among primary school-aged children in Nigeria and underscore the urgent need for targeted interventions to also address educational inequalities among secondary school-aged children in Nigeria.

Suggested Citation

  • Azubuike, Obiageri Bridget & Browne, William J. & Leckie, George, 2024. "State and wealth inequalities in foundational literacy and numeracy skills of secondary school-aged children in Nigeria: A multilevel analysis," International Journal of Educational Development, Elsevier, vol. 110(C).
    • Handle: RePEc:eee:injoed:v:110:y:2024:i:c:s073805932400138x
    DOI: 10.1016/j.ijedudev.2024.103112
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