The Education of Girls in Africa

Fafo-report 2017:39, 2017

A scoping study concerning knowledge about trends and sub-variations In this report we take stock of the state of knowledge on gender and education in West Africa. Girls still face many challenges, but their situation is also rapidly changing. We find that the main barriers to girls' education are also barriers to many boys' education. Some of the barriers affect boys and girls differently, but an obstacle unique to girls is the notion that girls should do other things rather than go to school. Barriers are also related to vulnerabilities, like disabilities; unstable or poor urban living conditions, including homelessness; being on the move; and being affected by conflict or violence. New global targets including out-of-school secondary school-aged girls make it more important to understand the local alternative costs of schooling. These are linked to a gendered labour market, marriage practices and changing claims on girls related to the religious revival in the area.

International Journal of Inclusive Education, 2008

1998

Background to Sida's WID policy 8 2.2.2 Education 9 2.3. UNICEF 10 2.3.1 Gender and education 10 2.3.2 Education 2.4 Conclusion 12 CHAPTER 3-MALAWI 3.1.

Education Research Papers, 1998

Background to Sida's WID policy 8 2.2.2 Education 9 2.3. UNICEF 10 2.3.1 Gender and education 10 2.3.2 Education 2.4 Conclusion 12 CHAPTER 3-MALAWI 3.1.

Khazar journal of humanities and social sciences, 2017

African Journal of …

Northern Nigeria"s high gender inequity in education places the majority of young girls at a severe disadvantage. This cross-sectional study examined enrolment, dropout, and primary school completion rates in three communities in Kaduna State. Less than half of young people (6 -25 years) living in northern Nigeria are currently enrolled in school and the majority of students are males (60%). This study"s findings indicate there are nearly twice as many boys graduating from primary school as compared to girls, and the dropout rate for boys is close to half (3%) of the dropout rate for girls (5.4%). Sustained imputs are needed to boost female enrolment in junior secondary schools, create girl-friendly school environments, and to better enable communities to understand the value of girls' education (Afr.

World Bank Technical Papers, 1995

Findings reports on ongoing operational, economic and sector work carried out by the World Bank and its member governments in the Africa Region. It is published periodically by the Africa Technical Department on behalf of the Region.

Journal of Women's Entrepreneurship and Education (2012, No. 3-4, 114-136)

This paper examines the issue of gender inequality in education in sub-Saharan Africa. It argues that in sub-Saharan African countries, the provision of education for boys and girls is uneven, and biased through gender, location, class and region- resulting to high illiteracy rates for girls and women. The paper concludes that political instability and violence, poverty and economic challenges, negative cultural values, female genital mutilation, early marriage, and sexual harassment are some of the leading contributors to gender inequality in education. Other factors that exacerbate gender inequality are lack of gender responsiveness among the teachers, ineffective teaching, and lack of learning materials, poor learning environment, and impact of HIV/AIDS. The paper contends that gender inequality in education holds back the growth of individuals, the development of countries and the evolution of societies to the disadvantage of both men and women if not addressed-should be at the beginning. Strategies and interventions that have the potential to eliminate gender disparities in education in developing countries are discussed in this paper.