09:00 〜 13:00
[1Z117] ウガンダの初等教育におけるコミュニティと家族の関与：社会経済的違いの検討
キーワード：ウガンダ、コミュニティと親の関与、社会経済的地位
Community and family members engaging in children’s education have been emphasized more than before because of COVID-19. A learning crisis is occurring in developing countries and studies have shown that household resources are important predictors of learning outcomes. However, there are debates about whether the effect of family involvement differs depending on the household’s SES and children’s age. Furthermore, studies have mainly focused on how “parents” are involved in education but it is important to go beyond that view, especially in the African context.
Hence, the research questions are the following: (1) How does the influence of family involvement in education on children’s learning outcomes differ depending on the household’s SES? (2) How does the influence of family involvement in education on children’s learning outcomes differ depending on the children’s age? Hierarchical linear regression was conducted based on the theoretical framework of Feinstein’s “Intergenerational Transmission of Educational Success” theory. The study first analyzed the main effects of community and family involvement factors and subsequently added interaction terms. The data used in the analysis is the Uwezo Uganda National Learning Assessment 2021.
The analysis revealed that community involvement factors did not show any statistical significance but family involvement factors are positively associated with learning outcomes. There was weak evidence that the effect of family involvement factors differs between low and high SES families implying that learning inequality may be maintained through the COVID-19 pandemic. However, children from lower SES households who received learning support from older siblings benefited more than children from higher SES households. Although learning inequalities may have been aggravated because of COVID-19, older siblings’ support could be important to overcome these issues. In addition, the analysis revealed that older children benefited more from family involvement in education.
Hence, the research questions are the following: (1) How does the influence of family involvement in education on children’s learning outcomes differ depending on the household’s SES? (2) How does the influence of family involvement in education on children’s learning outcomes differ depending on the children’s age? Hierarchical linear regression was conducted based on the theoretical framework of Feinstein’s “Intergenerational Transmission of Educational Success” theory. The study first analyzed the main effects of community and family involvement factors and subsequently added interaction terms. The data used in the analysis is the Uwezo Uganda National Learning Assessment 2021.
The analysis revealed that community involvement factors did not show any statistical significance but family involvement factors are positively associated with learning outcomes. There was weak evidence that the effect of family involvement factors differs between low and high SES families implying that learning inequality may be maintained through the COVID-19 pandemic. However, children from lower SES households who received learning support from older siblings benefited more than children from higher SES households. Although learning inequalities may have been aggravated because of COVID-19, older siblings’ support could be important to overcome these issues. In addition, the analysis revealed that older children benefited more from family involvement in education.
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