Does the pattern of ICT possession exacerbate inequality in educational opportunities between students with and without disabilities? Evidence from Egypt

Somaya El-Saadani, Soha Metwally, Wafaa Abdelaziz
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Abstract

PurposeThis study aims to analyze to what extent distance education is feasible and efficient with the limited technological infrastructure in Egypt. The study answers this question from the perspective of households' preparedness level regarding possessing information and communication technologies (ICTs). In addition, it assesses whether the pattern of students' ICT ownership is influenced by disability- and socioeconomic-based inequality in education and whether the pattern of ICT ownership exacerbates such biases.Design/methodology/approachA three-stage probit model with double sample selection (PMDSS) was applied to estimate the factors likely to influence ICT possession, considering the selection process for school enrollment and education continuation. The authors utilized nationally representative data from the Egypt Labor Market Panel Survey 2018.FindingsAbout 40% of students aged 12–25 did not have ICTs. Most socioeconomically poor households, particularly those living in Upper Egypt, were the least likely to obtain ICTs and rely on distance education. In addition, female students, particularly those with disabilities, had the lowest chance of benefitting from distance learning.Research limitations/implicationsThe persistent structural deprivation of school enrollment and educational progression has led to the positive selection of well-off children in education, which is extended to ICT possession and internet use. Without addressing these structural biases, the study suggests that distance education will likely exacerbate educational inequalities.Originality/valueThe study analyzed the extent to which Egyptian families were prepared in 2018 regarding ICT possessions for distance education for their children, particularly those with disabilities. Furthermore, it investigated whether access to distance learning was influenced by disability- and socioeconomic-based inequalities in education.
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拥有信息和通信技术的模式是否加剧了残疾学生和非残疾学生之间教育机会的不平等?来自埃及的证据
目的 本研究旨在分析在埃及技术基础设施有限的情况下,远程教育在多大程度上是可行和有效的。本研究从家庭对拥有信息和通信技术(ICTs)的准备程度角度回答了这一问题。此外,研究还评估了学生拥有信息和通信技术的模式是否受到基于残疾和社会经济原因的教育不平等的影响,以及拥有信息和通信技术的模式是否加剧了这种偏差。 设计/方法/途径 考虑到入学和继续接受教育的选择过程,研究采用了双样本选择三阶段概率模型(PMDSS)来估计可能影响信息和通信技术拥有量的因素。作者利用了 2018 年埃及劳动力市场小组调查中具有全国代表性的数据。研究结果约 40% 的 12-25 岁学生没有信息和通信技术。大多数社会经济贫困家庭,尤其是生活在上埃及的家庭,最不可能获得信息和通信技术,也最不可能依赖远程教育。此外,女学生,特别是残疾学生,从远程教育中受益的机会最少。研究局限性/影响入学和教育进展方面持续存在的结构性贫困导致富裕儿童在教育中的积极选择,并延伸到信息和通信技术的拥有和互联网的使用。如果不解决这些结构性偏差,研究表明远程教育很可能会加剧教育不平等。原创性/价值该研究分析了埃及家庭在 2018 年为其子女(尤其是残疾子女)接受远程教育在信息和通信技术的拥有方面所做的准备程度。此外,研究还调查了远程教育的获得是否受到基于残疾和社会经济的教育不平等的影响。
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