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SUMMARY:Schooling without Learning: Family Background and Educational Perf
 ormance in Francophone Africa - Dr Rob Jan Gruijters\, REAL Centre
DTSTART:20181106T130000Z
DTEND:20181106T140000Z
UID:TALK114610@talks.cam.ac.uk
CONTACT:49145
DESCRIPTION:Influential reports about the 'learning crisis' in the global 
 South generally focus on low average levels of learning\, rather than on s
 ocial inequalities in learning. This study explores the association betwee
 n family socio-economic status (SES) and primary school learning outcomes 
 in 10 Francophone African countries. I develop and test a conceptual frame
 work that highlights three mechanisms through which family SES might contr
 ibute to learning: educational resources at home\, physical deprivation\, 
 and differences in school quality. I show that most of the effect of famil
 y background on learning outcomes operates through school quality\, which 
 results from a combination of the unequal distribution of resources (such 
 as teachers and textbooks) across schools and high socio-economic segregat
 ion between schools. Most countries in the region can improve equity as we
 ll as overall performance by redistributing resources across schools.
LOCATION:Donald McIntyre Building\, Faculty of Education\, 184 Hills Road\
 , Cambridge\, CB2 8PQ\, room GS5
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