We go beyond previous studies of vertical inequality in Ethiopia, by investigating ethnic group-based, or horizontal, educational inequality. Currently, there are no known studies of differential schooling patterns across cultural groups in Ethiopia. The research draws on the Young Lives prospective longitudinal study of 929 children in later childhood. We investigate the extent to which ethnic group differences in schooling participation and progression can be explained by individual differences in socio-economic status. The findings show that poor educational participation and progression remain challenges for certain minority ethnic groups. Household wealth helps to explain the effect of ethnicity on educational outcomes. However, it cannot fully account for the ethnic gap. We conclude that conventional research, which emphasizes addressing individual differences in educational outcomes, or vertical inequalities, may downplay the role of cultural group-based inequalities in children's opportunities to learn.

Highlights

We analysed ethnic group differences in children’s educational outcomes in Ethiopia.

We drew on the Young Lives prospective longitudinal survey of childhood poverty. We used multiple regression analysis techniques. We found significant differences in schooling participation/performance between ethnic groups. We found that socio-economic status could not fully account for the ethnic gap.

Keywords: Horizontal inequality; Educational inequality; Access to education; Schooling participation; Ethiopia; Ethnicity

Article written using Young Lives data from the UK Data Archive by researchers from the Department of Education, University of Oxford.

Reference

Nardos Tesfay and Malmberg, Lars Erik (2014) 'Horizontal Inequalities in Children's Educational Outcomes in Ethiopia', International Journal of Educational Development 39: 110-120

The full version of the article is available on the journal website.