private and group tutoring in egypt: where is the gender inequality?

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significant (at the 10% level) and negative in sign for the primary level regression in the caseof private tutoring. This was the only case in which the gender variable has the expectedeffect.The absence of gender bias is a significant finding. This may result from parents - in an effortto get the most out of their daughter’s education- ensuring that she does not drop out and thatshe performs well. What is puzzling, however, is what sort of benefits parents are trying tomaximize. If an education premium in the labor market is the main motive for educatingchildren, we would expect parents to invest more in boys’ education since they have betterprospects in the labor market. An education premium in the marriage market, due to thebride-price system, may be the answer to the puzzle. Parents may want their daughter tocomplete her education so that she finds a richer and/or more educated husband and, hence,can achieve a higher social status through marriage (Lloyd et al. 2001).7
ReferencesAlderman, H., Behrman, J., Ross, D., Sabot, R. (1996). “Decomposing the gender gap incognitive skills in a poor rural economy,” Journal of Human Resources. 32 (1): 229–254.Assaad, R., and M. Arntz (2002). “Constrained Geographical Mobility and Gendered LaborMarket Outcomes under Structural Adjustment: Evidence from Egypt.” HumphreyInstitute of Public Affairs Paper. Unpublished.Behrman, Jere. (1988) “Intra-household Allocation of Nutrients in Rural India: Are BoysFavored? Do Parents Exhibit Inequality Aversion?” Oxford Economic Papers, 40 (1):32-54.Biswal, Bagala. (1999) “Private Tutoring and Public Corruption: a Cost-effective EducationSystem for Developing Countries,” The Developing Economies 37 (2): 222-240.Bray, Mark and Percy Kwok (2003). “Demand for Private Supplementary Tutoring:Conceptual Considerations, and Socio-economic Patterns in Hong Kong,” Economics ofEducation Review 22 (6): 611–620.El-Sanabary, Nagat (1993) “Middle East and North Africa” in King, Elizabeth M. and M.Anne Hill (eds.) (1993) Women’s Education in Developing Countries: Barriers, Benefitsand Policies, World Bank, Baltimore: The Johns Hopkins University Press: 136-174.Goujon, Anne, and Annababette Wils. (1998) “Diffusion of Education in Six World Regions,1960-90,” Population and Development Review 24 (2): 357-368.Knight, J., and Song, L. (2000). Differences in educational access in rural China. Mimeo.UK: Department of Economics, University of Oxford.Lloyd, Cynthia, Sahar E. Tawila, Wesley Clark, and Barbara Mensch. (2001). Determinantsof Educational Attainment among Adolescents in Egypt: Does School Quality Make aDifference?” Presented at the annual meetings of the Population Association of America.Washington. D.C.Mensch, Barbara S., Barbara L. Ibrahim, Susan M. Lee, and Omaima El-Gibaly. 2000.“Socialization to gender roles and marriage among Egyptian adolescents,” Policy.Research Division Working Paper no. 140. New York: Population Council.Moghadam, V. (2002) “Enhancing Women’s Economic Participation in the MENA Region.”In H. Handoussa and Z. Tzannatos, eds. Employment Creation and Social Protection inthe Middle East and North Africa. Cairo: The American University in Cairo Press.Newman, J.L., Gertler, P.J.(1994). “Family productivity, labor supply, and welfare in a lowincomecountry,” Journal of Human Resources 29 (4): 989–1026.Rosenzweig, M. and T. Paul Schultz. (1982) “Market Opportunities, Genetic Endowments,and Intrafamily Resource Distribution: Child Survival in Rural India,” AmericanEconomic Review 72 (4): 803–15.Sen, Amartya. (1990) “More Than 100 Million Women Missing,” New York Review of Books37: 61-66.World Bank (1996), World Development Report, Washington, D.C.: WorldBank.8
Page 1 and 2: PRIVATE AND GROUP TUTORING IN EGYPT
Page 3 and 4: 1. IntroductionAlthough technically
Page 5 and 6: 3. Evidence on Tutoring3.1. Tutorin
Page 7: Mindful of the potentially high cov
Page 11 and 12: Table 2: Percentage of Students Rec
Page 13 and 14: Table 4: Average Yearly Spending on
Page 15 and 16: Table 6: Percentage of Dropouts by
Page 17 and 18: Table 8: Private Tutoring ProbitsIn
Page 19 and 20: Table 9: Group Tutoring ProbitsProb
Page 21 and 22: Table 10: Marginal Effects for Prob
Page 23 and 24: Table 11: Spending (Tobit) Models C
Page 25 and 26: Table 13: Private Tutoring, by Educ
Page 27 and 28: Table 14: Group Tutoring, by Educat
Page 29: Table 15: Wife and Husband Educatio

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