Educating out of Poverty? A Synthesis Report on Ghana, India ... - DfID

Contents
Contents
The Research Team i
Preface and Acknowledgements ii
Contents v
List <strong>of</strong> Tables, Figures and Boxes vi
Acronyms viii
Executive Summary ix
1. Introduction 1
1.1 Background 1
1.2 Research questions 2
1.3 What is ‘Basic Education’? 3
1.4 Country studies 4
1.5 Comparison <strong>of</strong> the formal education systems <strong>of</strong> the six countries 6
1.6 Comparison <strong>of</strong> the training systems <strong>of</strong> the six countries 10
1.7 Overview <strong>of</strong> the report 11
2. Linking Education, Skills and Context 13
2.1 A theoretical framework for investigating the linkages between education, 13
training and poverty reduction
2.2 The conceptual and methodological challenges <strong>of</strong> linking education, skills and 16
poverty reduction
2.3 The ‘farmer education fallacy in development planning’ and the importance 20
<strong>of</strong> context
2.4 Beyond basic education 22
2.5 Education, skills, poverty reduction, growth and equity – some key issues 23
3. <strong>Poverty</strong>, Skills and Development 27
3.1 <strong>Poverty</strong> and the poor in the national contexts 28
3.2 Skills, poverty and economic growth in national policy 33
3.3 External financing and education policy 39
4. Research Evidence from the Six Countries 43
4.1 Economic returns to education 44
4.2 Education and employment 49
4.3 Education and enterprise 52
4.4 Education and agriculture 53
4.5 Other returns to education 54
4.6 International and inter-state correlations: capturing the externalities 58
4.7 Lessons from history 60
4.8 Equality and post-basic education 62
4.9 Skills training and poverty reduction 65
5. Education, Training and Enabling Environments 71
5.1 The delivery context 73
5.2 The transformative context: education as part <strong>of</strong> a wider multi-sectoral approach 78
5.3 A disabling environment for education and training? 85
5.4 Conclusion on a two-way relationship <strong>of</strong> education and training with their 89
enabling environments
DFID v