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World Bank Working Paper
The situation for girls is particularly critical in the Central Eastern division, with only 39 percent and 29 percent of female students passing the JCE and MSCE exams, respectively. Wider disparities between boys and girls can be found within CDSSs. See table 5A.7 in Appendix 5.2 for more information.
Equity in Distribution of Public Resources for Education For a given cohort (generation), each child will benefit from different amounts of public education resources, due to the different pathways. Those who will never attend school will not benefit from any public resources allocated to the education system, while students will benefit from an increasing amount of resources, according to the number of years they spend in the system. In order to estimate the share of public resources granted to each group of individuals according to their highest education level, it is necessary to determine the distribution of individuals and the respective amount of public resources used for their studies (see table 5.9). Table 5.9: Distribution of Public Education Spending According to the Highest Level Attended (Pseudo-Cohort of 100 Children) Cohort Highest Access Level Rates Attended Level (%) (%) No school 0.1 S1 99.9 3.1 S2 96.8 9.2 S3 87.6 11.3 S4 76.3 10.5 S5 65.8 13.3 S6 52.5 6.8 S7 45.7 11.0 S8 34.7 17.7 F1 17.0 0.0 F2 17.0 3.9 F3 13.1 0.0 F4 13.1 11.8 Higher* 1.30 1.3
Public Spending Per individual Public Unit Cost 0 3,019 3,019 3,019 3,019 3,019 3,019 3,019 3,019 30,292 30,292 30,292 30,292 780,479
Per cohort
Number Accumulated of Cost During Accumulated Years Studies (in MWK) 0 0 1 3,019 93 1 6,039 556 1 9,058 1,023 1 12,078 1,262 1 15,097 2,013 1 18,117 1,234 1 21,136 2,326 1 24,155 4,267 1 54,447 — 1 84,739 3,305 1 115,031 — 1 145,323 17,148 4 3,267,240 42,474
% of Total 0.0 0.1 0.7 1.4 1.7 2.7 1.6 3.1 5.6 0.0 4.4 0.0 22.7 56.1
Cumulative Distribution
Cohort (%) 0.0 3.2 12.4 23.7 34.2 47.5 54.3 65.3 83.0 83.0 86.9 86.9 98.7 100.0
Public Spending (%) 0.0 0.1 0.9 2.2 3.9 6.5 8.2 11.2 16.9 16.9 21.2 21.2 43.9 100.0
Sources: Calculation from EMIS 2007 database, UN Population, and results from Chapter 3 * The GER is used here for higher education, with 18–21 year olds as the reference population group, and assuming a four year duration of the cycle. Construction of the table: For each level the proportion of individuals for whom the level was the highest attended was computed. For example, the access rate to Standard 1 is 99.9 percent and the access rate to Standard 2 is 96.8 percent, so for 3.1 percent (99.9 – 96.8) of pupils Standard 1 was the highest level they attended. For each highest level attended, the resources accumulated by an individual were computed. For instance, a pupil having Form 2 as highest level attended accumulated 8 (number of years of primary education) x 3,019 (public unit cost for one year in primary) + 2 (number of grades attended in secondary education) x 30,292 (public unit cost for one year in secondary) = MK84,736. Finally, a computation was done of the accumulated public spending for all the individuals with the same highest level attended by multiplying the percentage of cohort that end up at this level per the cumulated cost for one pupil with that highest level attended. The distribution of public spending according to the highest level attended was obtained. Finally, a computation was made of the cumulative distribution of individuals and the public education resources spent for them. For example, the 34 percent of the cohort who leave school in Standard 4 or before get only 3.9 percent of the public resources dedicated to education.