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Eliminating global learning poverty: The importance of equalities and equity

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  • Crouch, Luis
  • Rolleston, Caine
  • Gustafsson, Martin

Abstract

This paper explores the quantitative relationships between average levels of learning achievement across countries, changes in average levels of learning achievement, the inequality of distribution of achievement (akin to income or wealth inequality in general development analysis), and the proportion of students learning at or below an absolute minimum (akin to poverty in general development analysis). The paper uses a variety of data from cross-national and national assessments: aggregate data, micro (student-level) data, school-level data, and time-series data. The paper shows how various factors such as gender or wealth impact learning levels, but also shows that ‘systems-related’ inequality, not directly related to such factors, is typically much larger than inequality associated with any of those factors. The paper shows that countries progress from very low average levels of achievement to middle levels more by reducing the percentage of students with very low scores (that is, by paying attention to the ‘bulging’ left-hand tail of the distribution) than by increasing the percentage of high performing students. The availability of micro data from a particular case allows exploration of the relationship between inequality measures and measures of the percentage of students below a low level of achievement and shows that, at least in that case, the reduction in inequality that accompanies improvements in the average levels takes place mostly through a reduction in the percentage below a low level. Unlike in the case of income, where vast reductions in income poverty seem possible without reducing income inequality, the evidence presented here suggests that this typically does not happen with learning levels: inequality reduction, reductions in percentages below a low level, and improvements in the averages are all empirically connected. More work is needed to show whether that connection is also causal.

Suggested Citation

  • Crouch, Luis & Rolleston, Caine & Gustafsson, Martin, 2021. "Eliminating global learning poverty: The importance of equalities and equity," International Journal of Educational Development, Elsevier, vol. 82(C).
  • Handle: RePEc:eee:injoed:v:82:y:2021:i:c:s0738059320304090
    DOI: 10.1016/j.ijedudev.2020.102250
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    References listed on IDEAS

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    1. Francisco H. G. Ferreira & Jérémie Gignoux, 2014. "The Measurement of Educational Inequality: Achievement and Opportunity," The World Bank Economic Review, World Bank, vol. 28(2), pages 210-246.
    2. repec:hal:pseose:halshs-00646594 is not listed on IDEAS
    3. Freeman R B. & Machin, S. J. & Viarengo, M.G, 2011. "Inequality of Educational Outcomes: International Evidence from PISA," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, vol. 11(3).
    4. Veruska Oppedisano & Gilberto Turati, 2015. "What are the causes of educational inequality and of its evolution over time in Europe? Evidence from PISA," Education Economics, Taylor & Francis Journals, vol. 23(1), pages 3-24, February.
    5. Abhijeet Singh, 2014. "Emergence and evolution of learning gaps across countries: Linked panel evidence from Ethiopia, India, Peru and Vietnam," CSAE Working Paper Series 2014-28, Centre for the Study of African Economies, University of Oxford.
    6. Paul Glewwe & Sofya Krutikova & Caine Rolleston, 2017. "Do Schools Reinforce or Reduce Learning Gaps between Advantaged and Disadvantaged Students? Evidence from Vietnam and Peru," Economic Development and Cultural Change, University of Chicago Press, vol. 65(4), pages 699-739.
    7. Shenila Rawal & Geeta Kingdon, 2010. "Akin to my teacher: Does caste, religious or gender distance between student and teacher matter? Some evidence from India," DoQSS Working Papers 10-18, Quantitative Social Science - UCL Social Research Institute, University College London.
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    Cited by:

    1. Stumbrienė, Dovilė & Želvys, Rimantas & Žilinskas, Julius & Dukynaitė, Rita & Jakaitienė, Audronė, 2022. "Efficiency and effectiveness analysis based on educational inclusion and fairness of European countries," Socio-Economic Planning Sciences, Elsevier, vol. 82(PB).
    2. Crawfurd, Lee, 2021. "Accounting for repetition and dropout in contemporaneous cross-section learning profiles: Evidence from Rwanda," International Journal of Educational Development, Elsevier, vol. 85(C).
    3. van Pinxteren, Bert, 2023. "The relevance of medium of instruction and mother tongue for different types of educational systems," International Journal of Educational Development, Elsevier, vol. 103(C).
    4. Crouch, Luis & Kaffenberger, Michelle & Savage, Laura, 2021. "Using learning profiles to inform education priorities: An editors’ overview of the Special Issue," International Journal of Educational Development, Elsevier, vol. 86(C).

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