Publication: What Drives the Choice of Faith-Inspired Schools by Households? Qualitative Evidence
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Published
2014-06-10
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1557-0274
Date
2014-10-28
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Why do some parents send their children to faith-inspired schools (FISs), while others choose to rely on public schools? Within FISs, are the motivations to send a child to a Christian school different from those to send a child to an Islamic school? How well are FISs performing—along various dimensions—according to the students’ parents? This article provides tentative answers to those questions using qualitative and small sample data collected in 2010 in Burkina Faso and Ghana.
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Do FISs reach the poor in priority? How much do they cost for households? And how do FISs compare with public schools and private secular schools in these areas? This article provides tentative answers to these questions using evidence from multi-purpose household surveys.Publication Faith-Inspired Education in Ghana : A Historical Case Example(Taylor and Francis, 2014-06-10)In order to understand the current role of faith-inspired schools (FISs) in Africa and some of the debates about the magnitude of the services they provide, it is useful to consider their presence in a historical perspective. Faith-inspired schools have a long and distinguished tradition in sub-Saharan Africa. The purpose of this article is to sketch that history using the case of Ghana, a country where FISs date back to early Islamic schools and, as of the 16th century, to Christian missionary activities.Publication Making Quality Care Affordable for the Poor : Faith-Inspired Health Facilities in Burkina Faso(Taylor and Francis, 2014-03-12)Faith-inspired institutions (FIIs) play an important role in improving health care in many African countries through the delivery of facility-based care, training of the health workforce, involvement in community-based activities, and participation in health promotion campaigns. FIIs represent a wide array of faiths and diverse motivations and goals. While a number of factors shape the approaches taken by FIIs in planning their activities, an often expressed priority is to serve the poor for whom care often remains unaffordable. Many faith-based providers also aim to provide preventive and/or curative care to those who are at a disadvantage or marginalized. In the case of Burkina Faso, significant progress has been achieved to facilitate access to care—examples include, among others, the construction of new facilities, vaccination campaigns, and the reduction or elimination of selected fees. As a result, many health statistics such as the rate of assisted childbirth, the use of health services, vaccination, and infant mortality have improved. Nevertheless, available household survey data suggest that apart from cases when an individual does not seek care because there is no need for it, or self-medicates when ill or sick, the main reason for not seeking care is cost.Publication Public, Private, and Faith-Inspired Schools in Ghana : A Comparative Assessment(Taylor and Francis, 2014-06-10)There is no doubt that the contribution of private schools, both faith-inspired and secular, is significant in Africa: private schools fill a gap left by insufficient public education and they provide choice to households. Yet detailed evidence on their market share and characteristics is often not available. How large is the market share of private secular and faith-inspired schools (FISs) in Africa in comparison to public schools? Is it correct to assume that while private secular schools are often affordable only for wealthier families, FISs do reach the poor and provide services at low cost to households? Is it also correct to assume that the education provided by private schools, whether faith-inspired or secular, is on average of better quality than that provided by public schools, or at least that the satisfaction of parents with the schooling provided to their children is higher in private schools than in public schools? The purpose of this article is to consider these questions through a case study of Ghana.
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