The determinants of schooling investments among primary school aged children in Ethiopia

Abstract

Ethiopia has made tremendous progress in expanding primary education since the mid-1990s. Yet the country continues to face daunting challenges, as it works to meet the goal of primary education for all by 2015. This paper aims to inform policy design by examining the lessons to be learned from three recent Ethiopian household surveys regarding the key barriers to primary schooling, and discussing the implications of the results for policy design. The paper in-depth analysis generates both policy-relevant insights, and suggestions for modifications to future Ethiopian data collection efforts that would enhance the ability to draw inferences of relevance to education. The publication of this paper is intended not only to disseminate results for Ethiopia, but also to draw attention to its highly practical approach to data analysis. It is expected that the paper would inspire similar analyses in other settings, particularly in Africa, so that primary education policy development can be under girded by as solid a technical foundation as possible.

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