The Implications of Ethnicity, Gender, Urban–Rural Residence, and Socioeconomic Status for Progress Through School among Children in Nigeria

Abstract

This study examines the role of ethnicity, gender, urban–rural residence, and socioeconomic status on children’s progress through school. It also investigates other correlates of progress through school within the categories of ethnicity, gender, urban–rural residence, and socioeconomic status. The study finds ethnic and income gaps in progress through school. In particular, the results show that Hausa–Fulani children and poor children are less likely on average to progress through school than Yoruba children and non-poor children. The preceding results have numerous policy implications. To address the lack of progress through school that arises from late entry, policies must implement early childhood nutrition and food programs. To reduce lack of progress through school among poor children, policy makers must focus on poverty eradication, learning enhancement, and remedial education programs. To address the problem of lack of progress through school among Hausa–Fulani children, it is vital for policies to establish mobile schools, visiting female teachers, and separate school facilities, especially for Hausa–Fulani girls. Results also indicate that work interferes with children’s progress through school; particularly among poor children, rural children, and Hausa–Fulani children. To address this problem, policies need to implement educational stipends that are given to the households in which these children belong on the condition that they are released from work-related distractions during school time.