Abstract
Research shows that learning achievements inequalities exist between students from gold mining areas and those from non-gold mining ones. However, there is no evidence on factors that explain this "new" geographic educational inequality. Exploiting the gold mining boom in Burkina Faso, this study employed re-centered influence function decomposition to explore students' background and school factors which explain these learning achievements inequalities and also estimate the proportion of inequalities explained by unmeasured factors. Findings suggest that, relative to student background factors, most of the learning achievements inequalities between the two types of areas are explained by school factors. Moreover, unmeasured educational factors explain a non-negligible proportion of the inequalities, higher for students on the lower and upper tails of the learning achievements distribution. Suggestions for policymakers are discussed based on the findings of the present study.
Highlights
IntroductionThe community, and the country (Dziechciarz-Duda & Król, 2013; Pelinescu, 2015)
Education benefits the individual, the community, and the country (Dziechciarz-Duda & Król, 2013; Pelinescu, 2015)
This study examined tangible and intangible factors which account for learning achievements inequalities between gold mining areas (GMA) and non-gold mining areas (NGMA)
Summary
The community, and the country (Dziechciarz-Duda & Król, 2013; Pelinescu, 2015). In addition to rural-urban research, inspired by findings suggesting a natural resource curse on human capital, scholars are increasingly interested in educational outcomes of students from schools located in mining areas relative to non-mining ones (Adu-Gyamfi, 2014; Rau et al, 2015; Ouma et al, 2017). From this perspective, Botchwey and Crawford (2016) found that students in gold mining areas (GMA) have lower learning achievements than their peers in non-gold mining areas (NGMA) in Ghana.
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