Dr Pauline Rose Centre for International Education University of Sussex, UK

1. Educating out of poverty? Educational approaches to breaking the cycle of poverty in sub-Saharan Africa Dr Pauline Rose Centre for International Education University of Sussex, UK

2. Millennium Development Goals:do they add up? • Education MDG: all children complete primary schooling by 2015 • Poverty MDG: half of the world’s population will remain poor by 2015

3. Intuitively, a main means of escaping poverty is education taken in its broadest sense (formal and informal schooling, skills training and knowledge acquisition). Harper et al., 2003: 545

4. Conventional wisdom

5. Educating poverty research? • Considerable recent advances in poverty conceptualisation • Recognises education as playing an important role in defining and reducing poverty • But recognition is often based on narrow conceptualisation of education (human capital).

6. Translation into policy…. • Children of mothers who receive five years of primary education are 40% more likely to live beyond the age of 5 DFID Girls’ Education Strategy, 2005 • Research ‘proves’ that a farmer with at least 4-5 years of schooling is more productive than someone who remains illiterate Ethiopia Education Sector Development Plan, 2000

7. Poverty of educational research? • Seeks to understand dynamics within education, with particular concern for a broad set of learning outcomes • Recognises the multi-dimensional political, economic, social processes that exclude children from enrolling, attending, participating and achieving in school. • But limited concern with how children apply the knowledge, skills and understandings they gain at school in their lives after schooling • Overall limited conceptualisation of education’s role in reducing poverty • Perhaps concern that holistic multi-dimensional approach to poverty detracts from in-depth understanding of specific causes of educational exclusion?

8. Exceptions... Longitudinal research in Morocco (based on ethnographic observation and statistical analysis): girls retained more academic skills than boys, but were much less likely to be employed, a finding which calls into question certain claims about the impact of schooled knowledge and literacy on employment in developing countries. Wagner, 1989: 307

9. Source: Rose and Dyer, 2006

10. Who has not completed school? - Ethiopia Source: DHS data (Filmer 2003)

11. Educational policy initiatives for breaking the poverty cycle • Untargeted primary school fee abolition • Conditional cash/food transfers • School feeding programmes • Non-formal education provision

12. Abolition of primary school fees: Malawi • Access Pro-poor • Massive increase in primary enrolment after 1994 Free Primary Education, but poorest still most likely not to be in school, and continued low survival rates, particularly for poorest and girls • Quality Anti- poor • Large numbers of untrained teachers, large class size and limited facilities particularly for lower classes, with resources concentrated at the upper level where the poorest are less likely to be enrolled • Increase in years of schooling required to achieve basic literacy and numeracy • Relevance Anti-poor • Qualification inflation: Mass primary education, secondary a requisite • Suitability of academic vs. vocational curriculum in schools • Wide age range in lower classes • Appropriateness of language of instruction • Fit Anti-poor • Schooling conflicts with child work, affecting girls and the poorest Source: Kadzamira and Rose, 2003

13. Alternative basic education - Ethiopia • BRAC NFE model implemented via INGOs • Addressing demand-side constraints – timing, relevance, flexibility • Opportunities for mainstreaming into formal schools? Post-schooling opportunities? • Sustainability - exit strategy?

14. Breaking the cycle through PRSPs? there is no innovative teaching/learning reform proposed in the PRSPs that could be regarded as having been designed to address the specific needs of the poor while at the same time seeking quality improvement, relevance and meeting the target of integrating them in the development process Caillods and Hallak, 2004: 75.

15. Where do we go from here? Need for evidence-based policy and strategies to recognise dynamics of education and poverty together: • Interdisciplinary research, bringing together the expertise of currently unconnected scholars of poverty and those of education • Undertake research to shed light on how educational processes (in-school, and between school and communities/livelihoods) influence escape from poverty. • Adopt longitudinal design, combining quantitative and qualitative methods.