Disability, Poverty, and Schooling in Post-civil War in Sierra Leone
Disability, Poverty, and Schooling in Post-civil War in Sierra Leone
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DOI：
10.1057/s41287-020-00288-7
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发表时间：
2020-06-03
影响因子：
2.5
通讯作者：
Trani，Jean-Francois
中科院分区：
文献类型：
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作者：
Bakhshi，Parul;Babulal，Ganesh M.;Trani，Jean-Francois
塞拉利昂在内战后对教育进行了投资，但不清楚残疾人是否从这一努力中受益。2009年，我们在塞拉利昂随机选择的17个地点进行了一次家庭实地调查。调查结果显示，学龄前残障人士、多重残障人士、女童、高龄儿童、最贫穷人士及居住在农村地区的人士接受中小学教育的可能性较低。除残疾开始年龄外，同样的预测因素与识字几率较低相关。我们的调查结果表明，学习的质量和公平要求制定优先考虑弱势群体的政策，特别是在冲突后背景下。
Sierra Leone has invested in education after the civil war but it is unclear if persons with disabilities have benefited from this effort. In 2009, we conducted a household field survey in 17 randomly selected localities of Sierra Leone. Findings show that persons disabled before school-going age, those with multiple disabilities, girls, elderly children, the poorest, and those residing in rural areas were less likely to participate in primary and secondary education. The same predictors were associated with lower odds of being literate except the age of disability onset. Our findings indicate that quality and equity in learning require policy that prioritize vulnerable groups especially in post-conflict context.