Measuring of Educational Inequality in Medical Sciences Sector from 2010 to 2016: A Descriptive Study in Iranian Provinces

• Main Authors: V Yazdi Feyzabadi, MH Mehrolhassani, F Monajemi, SS Pourhosseini
• Format: Article
• Language: fas
• Published: Tehran University of Medical Sciences 2019-01-01
• Series: مجله اپیدمیولوژی ایران
• Subjects: inequality; educational performance; gini index; medical sciences; iran
• Online Access: http://irje.tums.ac.ir/article-1-6147-en.html
• ISSN: 1735-7489; 2228-7507

Background and Objectives: Access to equal educational opportunities is one of the fundamental rights in each country, and elimination of inequalities, especially in the higher education system, is one of the most important priorities. This study aimed to measure educational inequality in the medical sciences sector in Iranian provinces. Methods: In this study, educational inequality in medical sciences was measured using the Gini coefficient. The study indexes included the number of students, faculty members, staff, majors and educational budget. Data were analyzed using Stata 14 software. Results: During the study years, the Gini coefficient of the number of female students, male students, and faculty members showed a more or less decreasing trend from 0.51 to 0.46, from 0.53 to 0.46, and from 0.59 to 0.53, respectively. However, the values of inequality in the number of personnel working in educational sector and educational budget showed a slight increasing trend from 0.49 to 0.50 and from 0.53 to 0.54, respectively. According to the academic majors, the lowest Gini coefficient was related to non-continuous bachelor’s degree that varied from 0.13 to 0.17, and the highest value was related to fellowship degree ranging from 0.66 to 0.69 in the study years.     Conclusion: Despite reduced inequality in some educational indicators, there is a high inequality in the number of academic majors of some postgraduate degrees, number of students by gender, and educational budget, which requires policy makers to focus more on balanced distribution of educational infrastructures among provinces to provide equal educational opportunities.