Driver Category 3.1

Lack of adequate resources for, and unequal access to high quality education

The lack of a universal, free primary and secondary education system is a major factor behind education inequalities in some countries. This major driver covers everything to do with unequal levels of access to pre-primary, primary and secondary education. Adequacy of public expenditure on pre-primary to secondary education should also be looked at under this driver catergory.

All aspects of education policy are also included: appropriate and differentiated teaching methodologies, curriculum design and language delivery, rigid streaming and selection which tends to favour children from advantaged backgrounds and early tracking of children into academic and vocational paths. This driver category also includes aspects of education infrastructure and staffing (coverage and quality) that drive inequalities in education. All aspects of public expenditure that influence educational access and outcomes, including expenditure prioritisation by level. Aspects of state discrimination via education policy design and implementation is also captured in this driver category.

Any aspects that explain gaps in outcomes related to the existence of and access to private, fee-paying education should also be analysed under this driver category, including any financial aspects related to the bias towards private education. Other aspects that lead to privileged access by the wealthy to ‘premium education’ are also be covered in this driver category: for example, legacy places in prestigious universities and schools, the provision of private school fees as part of remuneration packages in top jobs, and any particular admission and selection practices in schools that benefit the well off.

Aspects of political capture that impact how education policy is developed and the sector’s privatisation aspects should be included here if relevant in a particular context.

Guiding Questions

General questions

Is achieving universal and free provision of education services a core commitment of the government?
What evidence exists regarding the steps the government is taking to achieve this?
What is the state of knowledge and debate within society on education inequalities?
Do the media report on problems with education services, quality and outcomes, for certain areas and groups?

Education policy

Are appropriately designed curriculums used in the classrooms?
Are appropriate languages of delivery used (particularly in the early grades of primary for children from ethnic minorities where education in the mother tongue is critical)?
Are differentiated teaching methodologies also in use?
Are rigid streaming and selection practices in use, particularly at secondary level?
Do schools undertake early tracking of children channelling them into academic and vocational paths?
What arrangements are in place to help mitigate the impact of students’ backgrounds on their educational achievements?
Is special, targeted educational support available for students who are struggling and/or at risk of dropping out?
Are rigid streaming and selection practices in use, particularly at secondary level?
Do schools undertake early tracking of children channelling them into academic and vocational paths?
What arrangements are in place to determine selection and admission to good secondary schools and universities?
Are ‘legacy places’ available in prestigious universities and schools that benefit advantaged students?
Are there scholarships available to promote equitable access to higher education for individuals from low-income backgrounds, young people with disabilities and/or from minority groups?
What is the state of debate about educational inequalities within the education sector?
Are efforts being made to push for more equitable policy design and expenditures that directly address educational disparities between groups?

Education budget

What is the level of public expenditure on education - in absolute terms, as a share of GDP and as a share of total expenditure?
Is education spending increasing – including on a per student/capita basis - or is it under pressure?
What are the different levels of education expenditure per student in different regions in the country?
Is there pronounced inequality between locations in terms of school budgets?
Is there evidence that public investment in education takes into account inequalities between groups and locations?
Is the education financing formula correcting for, or worsening, imbalances?

Education infrastructure and staffing

What is the assessment of the current state of education infrastructure?
Is primary and secondary education geographically accessible in all areas?
What are the key challenges in relation to staffing?
Is the coverage of teachers at different levels adequate?
In what areas/subjects are teachers particularly lacking?
What differences are there in teacher coverage when this is analysed by location and which locations are particularly disadvantaged?
Is analysis available on whether teachers are suitably qualified?

Private education

Does a private education system operate alongside state provided education at primary or secondary levels of education?
What share of pupils attend private schools at the primary and secondary level?
How common is it for some types of jobs to include the cost of fees for children to attend private education as a benefit?
Is this benefit appropriately taxed?
How does the quality of education compare between the public and the private education system?
Is it possible to analyse the evolving turnover, profit and tax contributions of private education facilities?

Indicators

Potential indicators to monitor the drivers of inequalities in this main driver category

% of national budget spent on education / % of GDP spent on education
Amount of education spending per student (national and per region)
% of national education budget spent on primary, secondary and tertiary levels
% of national education budget spent on teacher training and teaching and learning materials
Ratio of (qualified) teachers to students (nationally and per region; per level; and in public and private systems)
% of teachers (per level) who have received at least the minimum organized teacher training pre-service or in-service required for teaching at the relevant level
Amount of time for students to travel to reach primary/secondary school in different areas
% of population attending private, fee-paying schools (by level)
Number of scholarships/grants for poorer children/young adults to continue education beyond secondary education

Candidate Policies

To see related Candidate Policies in this main driver category please click here.