Enrolment status disparity: evidence from secondary education in Myanmar
Enrolment status disparity: evidence from secondary education in Myanmar
复制标题
入学状况差异：来自缅甸中等教育的证据
DOI：
10.1108/ijced-09-2019-0047
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发表时间：
2019
影响因子：
0.8
通讯作者：
Yoshida Natsuho
中科院分区：
文献类型：
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作者：
Yamashita J;Kawabata Y;Okubo K;Yoshida Natsuho;入江 樂・人羅 勇気・高田 健太郎・岡田 茂・松永 茂樹;Yoshida Natsuho
本文的目的是探索个人入学轨迹，以充分了解新兴国家缅甸不同社会经济地位（SES）群体中学教育入学状况的实际差异。设计/方法/方法基于纵向数据的入学轨迹图和个体入学模式，研究了不同社会经济地位群体（高、中、低）的入学状况差异。分析使用了来自仰光市区公立学校的932名学生的样本。结果显示，理想入学轨迹案例（即在缅甸官方年龄进入中等教育并完成所有年级而不重复）在最高经济地位阶层中有所增加，而具有多样化和复杂入学轨迹的案例在较低经济地位阶层中有所增加。此外，社会经济地位最低的超龄学生（尤其是男孩）更有可能表现出较差的入学模式。独创性/价值通过分析入学率轨迹而不是横断面平价指数的差异，研究结果为缅甸当前社会经济地位的入学率不平等提供了更清晰、更详细的证据。这一更完整的证据可以有效地实现全世界公平和普及的中等教育。
PurposeThe purpose of this paper is to explore individual enrolment trajectories to fully understand the actual disparity in secondary education enrolment statuses among the different socio-economic status (SES) groups in a newly emerged nation, Myanmar.Design/methodology/approachThe differences in enrolment statuses among various SES groups (high, middle and low) were examined based on enrolment trajectory diagrams and individual enrolment patterns using longitudinal data. The analyses utilised a sample of 932 students from government schools in the urban Yangon Region.FindingsThe results revealed that the ideal enrolment trajectory cases (i.e. entering secondary education at Myanmar’s official age and completing all grades without repetition) increased for the highest-SES level, whilst the cases with diverse and complex enrolment trajectories increased for the lower-SES levels. Additionally, over-aged students in the lowest-SES level (boys in particular) were more likely to demonstrate worse enrolment patterns.Originality/valueBy analysing disparities with enrolment trajectories rather than with the cross-sectional parity index, the findings offer clearer and more detailed evidence for the current enrolment status inequalities by SES level in Myanmar. This more complete evidence could allow for an effective accomplishment of worldwide equitable and universal secondary education.