Socio-economic differences in disability by age in sub-Saharan Africa: A cross-national study using the World Health Survey
Bibliographic record
Abstract
This study aims to examine the relationship between socio-economic status (as measured by education) and multiple disability measures among adults in eighteen sub-Saharan African countries, and to determine whether the strength of this relationship varies across age groups. The analysis uses data drawn from the 2002–04 World Health Survey. The findings indicate that low education is positively associated with poor functional health, and the functional health gap between educational levels remains stable across age. These findings suggest that in sub-Saharan African countries, the undereducated are less successful in postponing disability to later ages.Cette étude examine la relation entre le niveau d’éducation et les incapacités parmi les adultes dans 18 pays d’Afrique subsaharienne, et détermine si cette relation varie selon les groupes d’âge. L’analyse a utilisé les données de l’enquête mondiale de santé 2002–2004. Nos résultats indiquent que le manque d'éducation était positivement associé à des niveaux plus élevés d'incapacités, et le différentiel d’état de santé fonctionnelle entre les différents niveaux d'éducation augmentait entre les groupes d’âges. Ces résultats suggèrent qu’en Afrique subsaharienne, les individus faiblement éduqués ont moins de succès dans le report de l’incapacité dans la vieillesse.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".