Shocks to School Attendance
| dc.contributor.author | Oleche, Martine | |
| dc.contributor.author | Kamau, Paul | |
| dc.contributor.author | Muriithi, Moses | |
| dc.contributor.author | Njoka, John | |
| dc.contributor.author | Ngigi, Samuel | |
| dc.date.accessioned | 2024-04-05T06:04:08Z | |
| dc.date.available | 2024-04-05T06:04:08Z | |
| dc.date.issued | 2024-04-05 | |
| dc.description.abstract | The COVID-19 pandemic affected the way children experience education and, by extension, the learning capability. It is evidenced that the longer they stayed out of school, the greater the risk of the poorest among them dropping out completely. Furthermore, even when they returned back to school their performance was dismal (Miguel and Kremer, 2004; UN, 2020). Access to learning technology during the period of closure in Kenya seems to have favored disproportionately the private schools’ pupils at the expense of public-school pupils. This in a sense introduced inequality in school attendance which to large extent was not justifiable. In addition, it contravened the Sustainable Development Goal (SDG) 4 on quality education and Sustainable Development Goal (SDG)10 on reduction of inequality. It is therefore clear that the pandemic adversely affected quality and quantity of learning outcomes in Kenya and more severely the poor households. | |
| dc.identifier.uri | https://publication.aercafricalibrary.org/handle/123456789/3681 | |
| dc.language.iso | en_US | |
| dc.publisher | African Economic Research Consortium | |
| dc.title | Shocks to School Attendance | |
| dc.type | Article |