Is Functional Literacy a Prerequisite for Entering the Labor Market? An Analysis of Determinants of Adults Literacy and Earnings in Ghana
The authors analyze the determinants of literacy and earnings in Ghana. They link literacy and earnings with various other factors, including age, gender, family educational background, distance to school, and income. Literacy and age are negatively correlated, suggesting that efforts to strengthen the supply and quality of basic education programs in recent years have succeeded in raising literacy rates. Parents' education is positively associated with literacy. Distance to the nearest primary school, residence in a rural area, and poverty are negatively associated with literacy. Functional literacy appears to be a prerequisite for entering the labor market, which may partly explain the lack of returns to education other than middle school and technical and professional training. The policy implications of this study: Basic education and literacy programs should target girls and poorer households, especially in rural areas.
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Bibliographic Details
| Main Authors: |
Blunch, Niels-Hugo,
Verner, Dorte |
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| Language: | en_US |
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| Published: |
World Bank, Washington, DC
2000-08
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| Subjects: | access to education,
adult illiteracy,
adult illiteracy rate,
adult literacy,
basic education,
basic education programs,
basic literacy,
basic skills,
civil rights,
curriculum,
developing countries,
economic growth,
education expenditures,
education programs,
education sector,
educational levels,
enrollment,
enrollment rates,
enrollment ratio,
functional literacy,
gender gap,
girls,
gross enrollment,
gross enrollment ratio,
human development,
illiteracy,
illiteracy rate,
illiteracy rates,
income levels,
labor market,
languages,
level of education,
literacy programs,
literacy rate,
literacy rates,
literacy skills,
literature,
living standards,
minority groups,
negative impact,
per capita income,
primary enrollment,
primary school,
primary school pupils,
primary schooling,
quality of education,
reading,
right to education,
rural areas,
school enrollments,
school facilities,
teachers,
tertiary education,
urban areas,
vocational training,
parent education,
gender & education,
girls' education, |
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| Online Access: | http://hdl.handle.net/10986/21374
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