Titlebook: Education and Development; Outcomes for Equalit Muna B. Ndulo,N‘Dri T. Assié-Lumumba Book 2020 The Editor(s) (if applicable) and The Author

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A Plea for Time in a State of Nature: ,, Africa, with emphasis on outcomes that promote good governance and sustainable development. Growth, development, and poverty reduction depend on knowledge and skills, which require investment in education. In this book, readers are challenged to think critically about access to education, curricula

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https://doi.org/10.1057/9780230612426e action. Is it not time to move away from the descriptions of issues to actions, toward alternative solutions needed and to the implementation of those recommendations? This chapter seeks to address equity issues and what it means to strive to reach equity in an unequal world. My focus is higher ed

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https://doi.org/10.1057/9781137415141as almost exclusively focused on the role of education in shaping inequality within, rather than between, countries. Using data from Sub-Saharan Africa from 1965–2010, we ask two questions: (1) Did education work as an economic equalizer during that time period? (2) If so, which aspect (quantity vs.

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https://doi.org/10.1007/978-1-4302-0864-8d simulates the magnitude of the impact on future wage differentials. Using municipality and household-level data, in repeated cross-section regressions, I find that the policy reduced the inequality of access to primary school by increasing the enrollment probability for traditionally disadvantaged

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Modeling the Comet Nucleus Interior,or developing, newly formed nations. Education was not only seen as the most viable means to social and economic development but also as a panacea to a plethora of many other sociocultural, political, and economic problems. However, girls from many geographically isolated regions and marginalized gr