Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/267421 
Erscheinungsjahr: 
2022
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 15684
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
There is hardly any study on learning inequalities during the COVID-19 pandemic in a low-income, multi-country context. Analyzing 34 longitudinal household and phone survey rounds from Burkina Faso, Ethiopia, Malawi, Mali, Nigeria, Tanzania, and Uganda, we find that while countries exhibit heterogeneity, the pandemic generally results in lower school enrolment rates. We find that policies targeting individual household members are most effective for improving learning activities, followed by those targeting households, communities, and regions. Households with higher education levels or living standards or those in urban residences are more likely to engage their children in learning activities and more diverse types of learning activities. Furthermore, we find some evidence for a strong and positive relationship between public transfers and household head employment with learning activities for almost all the countries.
Schlagwörter: 
COVID-19
education
learning activities
enrolment
sub-Saharan Africa
household surveys
JEL: 
D0
H0
I2
O1
Dokumentart: 
Working Paper

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