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- Title
Ethnolinguistic Background and Enrollment in Primary Education: Evidence from Kenya*.
- Authors
Vimefall, Elin; Andrén, Daniela; Levin, Jörgen
- Abstract
In Kenya, educational enrollment rates increased significantly after 2003, when primary education became free of charge. Unfortunately, approximately one million school-aged children are still not enrolled in school. Earlier literature provides evidence that educational opportunities differ among children, due to poverty, gender and area of residence. Our paper provides new empirical evidence of the importance of children's ethnolinguistic background for their probability of being in school. Using data from the Kenya Integrated Household Budget Survey 2005/06, we found that Somali and Maasai children are least likely to be in school. Girls and boys from the Somali and Maasai groups, but also Mijikenda and Swahili girls, have a lower probability to be in school than their Kikuyu peers. This might indicate that gender norms are stronger in these groups.
- Subjects
KENYA; ANTHROPOLOGICAL linguistics; PRIMARY education; SCHOOL enrollment; SCHOOL children; ETHNOLINGUISTIC groups; ETHNICITY in children
- Publication
African Development Review / Revue Africaine de Développement, 2017, Vol 29, Issue 1, p81
- ISSN
1017-6772
- Publication type
Article
- DOI
10.1111/1467-8268.12241