Effects of Child Poverty on Child’s Learning Outcomes and Hours in Ghana: The Role of Ecological Zones

Abstract

Purpose- This paper investigates the relationship between child poverty, child’s learning outcomes and hours in Ghana, emphasizing the moderating role of ecological zones in this relationship. 

Methodology- A cross-sectional descriptive research design is employed using secondary data from the Ghana Living Standards Survey (GLSS 6 and 7). The FosterGreer-Thorbecke (FGT) poverty measures and logistic and quantile regression techniques analyze the relationship between poverty, learning hours, and outcomes across ecological zones.

Findings- The study finds that child poverty negatively influences learning hours and outcomes. Ecological zones moderate this relationship, with forest and savannah zones exhibiting more severe negative effects compared to coastal areas.

Implications- These findings highlight the need for region-specific educational policies and interventions to mitigate the adverse effects of poverty. The study underscores the importance of addressing disparities in infrastructure, resource allocation, and educational access across ecological zones.

Originality- This study uniquely models the moderating role of ecological zones, contributing to the literature on poverty and education. It offers empirical insights to inform targeted interventions and improve educational equity in Ghana.