以能力为基础的教育和抱负:毛里塔尼亚塔利班儿童的案例

Q4 Social Sciences International Journal of Education Economics and Development Pub Date : 2020-03-27 DOI:10.1504/ijeed.2020.10027909

JÃ©rÃ´me Ballet, Augendra Bhukuth, Bilal O. Hamzetta, R. Vos

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引用次数: 0

摘要

围绕发展中国家教育的辩论主要集中在与学校有关的因素和与家庭有关的因素对学习机会和学业成功的各自重要性。关于发达国家的研究已经突出了有关儿童愿望的问题。在发展中国家，这些问题仍在研究中。我们的研究填补了这一空白。这篇文章的目的是对儿童志向的决定因素进行分析。为此，我们使用能力的理论框架。这个框架是创新的，因为它没有适用于发展中国家的这个问题。我们的研究涉及毛里塔尼亚塔利班儿童的案例研究。我们使用了116名儿童的数据库。研究结果表明，文化因素和父母对儿童学业的参与是决定性的，而教育质量和物质生活条件对儿童学业的影响不显著。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Education and aspirations in a capability-based approach: the case of talibé children in Mauritania

The debate surrounding education in developing countries has mainly centred on the respective importance of school-related and family-related factors to both academic access and academic success. Studies on developed countries have already highlighted issues regarding the aspirations of children. In developing countries these issues are still under study. Our study fills in this gap. The aim of this article is to present an analysis of the determinants of children's aspirations. For this we use the theoretical framework of capabilities. This framework is innovative as it was not applied on this issue on developing countries. Our study concerns a case study of talibe children in Mauritania. We use a database on 116 children. The results indicate that cultural factors and parental involvement in children's schooling are decisive, in contrast to the quality of education and material living conditions, which have no significant effect.

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来源期刊

International Journal of Education Economics and Development Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： IJEED primarily publishes papers promoting advancement of education economics at all levels. It fills the gap in our understanding of the links between education and the development of individuals, societies and economies. IJEED is particularly interested in international comparisons and detailed studies of educational institutions and outcomes in developing economies. The latter is what distinguishes the journal from other journals whose focus is education economics more generally. Theoretical and empirical analyses at both micro and macro levels receive equal attention. Topics covered include: -Formal and informal education/training; role of voluntary organisations -Economic education and teaching of economics -Higher education: responsiveness to demands of society -Supply of education; education quality, measurement and issues -Teacher/instructor training and quality; dealing with bullying at schools -Access to education; education costs; public vs. private financing -Private school/higher education: private entrepreneurship''s role -Enrolment/drop-out rates, completion rates, and gender imbalance -Returns to education and labour market outcomes -Apprenticeships, training, skills upgrading; implementation, outcomes -Regional, rural/urban, and ethnic disparities in provision of education -Incentives, education delivery and outcomes -Education, health and happiness -International flows of human capital and brain drain -Any other relevant topic