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The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ) is a consortium of 15 ministries of education in Southern and Eastern Africa that undertakes integrated research and training activities to monitor and evaluate the quality of basic education and generate information decision-makers can use to plan and ...
Schools were supposed to receive equal resources but there was an undoubted inequality. It was not until 1968 that Black students in the South had universal secondary education. [103] Research reveals that there was a shrinking of inequality between racial groups from 1970 to 1988, but since then the gap has grown again. [1] [103]
The mission of AJOL is to support African research and counter the "North-South" and "West-East" inequality of information flow by facilitating awareness of and access to research published in Africa. [5] Information from developed countries is not necessarily as relevant or appropriate for Africa as that from within the continent.
As of 2013, the global competitiveness survey [10] ranked South Africa last out of 148 for the quality of maths and science education and 146th out of 148 for the quality of general education, behind almost all African countries despite one of the largest budgets for education on the African continent. The same report lists the biggest obstacle ...
Schools not only provide education but also a setting for students to develop into adults, form future social status and roles, and maintain social and organizational structures of society. [4] [5] Tracking is an educational term that indicates where students will be placed during their secondary school years. [3] "Depending on how early ...
Education disparities can be seen in different enrollment rates, dropout rates, and survival rates among the sexes. Often these phenomena happen together. This can also include a difference in the quality of education received. In Kenya, gender disparities in education may be created or perpetuated by policy, ethnicity, region, religion, and age.
The Hausa didn't have the conical clan as their system of social organization (in Africa, this system predominated mostly among southern African peoples), but had a complex system of hereditary social stratification as well. The following excerpt is from Frank A. Salamone's "The Hausa of Nigeria":
The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.