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CIES 2017: Equity at the Policy Level (group panel)

  • Sheraton Atlanta, Macon Room (South Tower) 165 Courtland Street Northeast Atlanta, GA, 30303 United States (map)

Chair: Carina Omoeva, FHI 360

Discussant: Amy Jo Dowd, Save the Children


  • Education Finance Review for Equity, Andrew Wainer, Save the Children
  • UPE, Twenty Years Later: Evidence from Ethiopia, Malawi and Uganda, Wael Moussa, Carina Omoeva, FHI 360
  • Mapping Inequality in the Right to Education Index: A Thematic Analysis, Tony Baker, Alyson Krupar, RESULTS
  • Equity-based Stepping Stone Targets: Planning to reach the most marginalized, Sebastien Hine, Save the Children


With the expansion of access to basic education in the developing world, educational attainment has risen dramatically over the past 5 decades (Barro and Lee, 2015; Banerjee et al., 2013). However, inequality in education within developing countries persist. The consequences of such gaps in educational attainment are not measured or addressed in the literature. Additionally, educational policies implemented or proposed in these countries seldom include provisions for minority or disadvantaged groups such as children with disabilities or children from low socioeconomic backgrounds. Although girls’ education has increasingly played an integral role in policy and program design, female educational attainment remains low.

The panel addresses the issue of education inequality by reviewing and cataloguing institutional drivers of inequality in educational outcomes, measurement of educational inequality indices related to access by gender, children with disabilities, and location, and over an individual lifecycle. In addition, the panel will present an evaluation of universal primary education in select east African countries and assess the short- and long-term impacts on eligible individuals. The objective of the panel is to initiate a discussion about the importance of education inequality from a policy context and outline the potential impacts of existing educational policies on attainment outcomes between. Lastly, the panel will discuss equity-based stepping stone targets (ESSTs) using assessment data to examine equity implications of heterogeneous targets between groups and the rates at which these targets are achieved. and the rates at which these targets are achieved.

The panel will be structured as a series of four papers. Carina Omoeva will act as chair for the session and XXX will be the discussant. The first presentation will be by Andrew Wainer, who will present an extensive review of the literature on education finance and patterns that exist in financing for equity by examining reviews and analyses of specific education finance policies and creating a policy catalogue that sets the stage for further analysis and evaluation. The second presentation will be by Wael Moussa, who will present the long-term evaluation of universal primary education (UPE) policies in Ethiopia, Malawi, and Uganda. Tony Baker will present findings from the 2016 Right to Education Index in relation to inequality in educational accessibility, availability, acceptability, and adaptability in 15 countries. Lastly, Sebastien Hine will present his findings on the analysis of the ESSTs and its implications on improving learning for the most marginalized groups.