Female School Participation in West Africa : Success Factors

The United Nations' Special Initiative for Africa (UNSIA) focuses on selected low- enrollment African countries in an effort to help them find pragmatic, sustainable solutions to the problems that have depressed primary school enrollments for...

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Main Author:	Maige-Toure, Aminata
Format:	Brief
Language:	English
Published:	World Bank, Washington, DC 2012
Subjects:	ACADEMIC LEARNING ACADEMIC PERFORMANCE ACHIEVEMENT ADULT LITERACY CIVIL SOCIETY CLASSROOM CLASSROOM MANAGEMENT CLASSROOM STUDIES CLASSROOMS COMMUNITY INVOLVEMENT CULTURAL PRACTICES CURRICULUM DECENTRALIZATION DEMAND FOR EDUCATION DEVELOPING COUNTRIES DISCRIMINATION AGAINST WOMEN EDUCATING GIRLS EDUCATION FOR ALL EDUCATION PROJECTS EDUCATIONAL POLICY EDUCATIONAL RESOURCES EDUCATIONAL SUPPLY ENROLLMENT FEMALE EDUCATION FEMALE SCHOOLING FEMALE TEACHERS GENDER DIFFERENTIATION GENDER DISCRIMINATION GENDER ISSUES GENDER ROLES GIRLS GIRLS IN SCHOOL HUMAN RESOURCES HUMAN RIGHTS IMPROVEMENT OF EDUCATION IMPROVEMENT OF EDUCATION QUALITY JOB MARKET KNOWLEDGE BASE LEARNING LEVEL OF EDUCATION LITERATURE LOCAL COMMUNITIES NATIONAL POLICIES PARTICIPATING COUNTRIES PRIMARY SCHOOL PRIMARY SCHOOL ENROLLMENTS QUALITY OF TEACHING SCHOOL ADMINISTRATION SCHOOL CURRICULUM SCHOOL ENVIRONMENT SCHOOL LEVEL SCHOOL MAPPING SCHOOL MODEL SCHOOL PARTICIPATION SCHOOL POLICIES SCHOOL TEXTBOOKS SCHOOLING SCHOOLS SERVICE TRAINING SOCIAL DEVELOPMENT SOCIO-ECONOMIC STATUS TEACHER TEACHER TRAINING TEACHERS TEACHERS ASSOCIATIONS TEACHING TEACHING ENVIRONMENT TEACHING METHODS TEACHING-LEARNING TEACHING-LEARNING PROCESS TEXTBOOKS TRAINING OF TEACHERS USE OF TEXTBOOKS WOMEN TEACHERS
Online Access:	http://documents.worldbank.org/curated/en/2000/08/12355981/female-school-participation-west-africa-success-factors http://hdl.handle.net/10986/9835

id	okr-10986-9835
recordtype	oai_dc
spelling	okr-10986-98352021-04-23T14:02:47Z Female School Participation in West Africa : Success Factors Maige-Toure, Aminata ACADEMIC LEARNING ACADEMIC PERFORMANCE ACHIEVEMENT ADULT LITERACY CIVIL SOCIETY CLASSROOM CLASSROOM MANAGEMENT CLASSROOM STUDIES CLASSROOMS COMMUNITY INVOLVEMENT CULTURAL PRACTICES CURRICULUM DECENTRALIZATION DEMAND FOR EDUCATION DEVELOPING COUNTRIES DISCRIMINATION AGAINST WOMEN EDUCATING GIRLS EDUCATION FOR ALL EDUCATION PROJECTS EDUCATIONAL POLICY EDUCATIONAL RESOURCES EDUCATIONAL SUPPLY ENROLLMENT FEMALE EDUCATION FEMALE SCHOOLING FEMALE TEACHERS GENDER DIFFERENTIATION GENDER DISCRIMINATION GENDER ISSUES GENDER ROLES GIRLS GIRLS IN SCHOOL HUMAN RESOURCES HUMAN RIGHTS IMPROVEMENT OF EDUCATION IMPROVEMENT OF EDUCATION QUALITY JOB MARKET KNOWLEDGE BASE LEARNING LEVEL OF EDUCATION LITERATURE LOCAL COMMUNITIES NATIONAL POLICIES PARTICIPATING COUNTRIES PRIMARY SCHOOL PRIMARY SCHOOL ENROLLMENTS QUALITY OF TEACHING SCHOOL ADMINISTRATION SCHOOL CURRICULUM SCHOOL ENVIRONMENT SCHOOL LEVEL SCHOOL MAPPING SCHOOL MODEL SCHOOL PARTICIPATION SCHOOL POLICIES SCHOOL TEXTBOOKS SCHOOLING SCHOOLS SERVICE TRAINING SOCIAL DEVELOPMENT SOCIO-ECONOMIC STATUS TEACHER TEACHER TRAINING TEACHERS TEACHERS ASSOCIATIONS TEACHING TEACHING ENVIRONMENT TEACHING METHODS TEACHING-LEARNING TEACHING-LEARNING PROCESS TEXTBOOKS TRAINING OF TEACHERS USE OF TEXTBOOKS WOMEN TEACHERS The United Nations' Special Initiative for Africa (UNSIA) focuses on selected low- enrollment African countries in an effort to help them find pragmatic, sustainable solutions to the problems that have depressed primary school enrollments for so long. As part of this process, a four-country study was conducted between November 1998 and May 1999 in Burkina Faso, Guinea, Mali, and Mauritania. The study specially focused on identifying and understanding the practices likely to promote female school participation in a significant way. One of the study's main assumptions is that the body of knowledge on girls' education and the interest accorded to it in the last ten years in Africa should already have resulted in improved parents' and communities' attitudes, school policies, and classroom management approaches. These improvements should in turn lead to change in girls' behavior and performance in school, and thus greater female survival, confidence, achievement and retention. Moreover, this particular study will help identify ways of improving what we do to advance girls' schooling. 2012-08-13T09:39:38Z 2012-08-13T09:39:38Z 2000-08 http://documents.worldbank.org/curated/en/2000/08/12355981/female-school-participation-west-africa-success-factors http://hdl.handle.net/10986/9835 English Africa Region Findings & Good Practice Infobriefs; No. 164 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Africa
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	ACADEMIC LEARNING ACADEMIC PERFORMANCE ACHIEVEMENT ADULT LITERACY CIVIL SOCIETY CLASSROOM CLASSROOM MANAGEMENT CLASSROOM STUDIES CLASSROOMS COMMUNITY INVOLVEMENT CULTURAL PRACTICES CURRICULUM DECENTRALIZATION DEMAND FOR EDUCATION DEVELOPING COUNTRIES DISCRIMINATION AGAINST WOMEN EDUCATING GIRLS EDUCATION FOR ALL EDUCATION PROJECTS EDUCATIONAL POLICY EDUCATIONAL RESOURCES EDUCATIONAL SUPPLY ENROLLMENT FEMALE EDUCATION FEMALE SCHOOLING FEMALE TEACHERS GENDER DIFFERENTIATION GENDER DISCRIMINATION GENDER ISSUES GENDER ROLES GIRLS GIRLS IN SCHOOL HUMAN RESOURCES HUMAN RIGHTS IMPROVEMENT OF EDUCATION IMPROVEMENT OF EDUCATION QUALITY JOB MARKET KNOWLEDGE BASE LEARNING LEVEL OF EDUCATION LITERATURE LOCAL COMMUNITIES NATIONAL POLICIES PARTICIPATING COUNTRIES PRIMARY SCHOOL PRIMARY SCHOOL ENROLLMENTS QUALITY OF TEACHING SCHOOL ADMINISTRATION SCHOOL CURRICULUM SCHOOL ENVIRONMENT SCHOOL LEVEL SCHOOL MAPPING SCHOOL MODEL SCHOOL PARTICIPATION SCHOOL POLICIES SCHOOL TEXTBOOKS SCHOOLING SCHOOLS SERVICE TRAINING SOCIAL DEVELOPMENT SOCIO-ECONOMIC STATUS TEACHER TEACHER TRAINING TEACHERS TEACHERS ASSOCIATIONS TEACHING TEACHING ENVIRONMENT TEACHING METHODS TEACHING-LEARNING TEACHING-LEARNING PROCESS TEXTBOOKS TRAINING OF TEACHERS USE OF TEXTBOOKS WOMEN TEACHERS
spellingShingle	ACADEMIC LEARNING ACADEMIC PERFORMANCE ACHIEVEMENT ADULT LITERACY CIVIL SOCIETY CLASSROOM CLASSROOM MANAGEMENT CLASSROOM STUDIES CLASSROOMS COMMUNITY INVOLVEMENT CULTURAL PRACTICES CURRICULUM DECENTRALIZATION DEMAND FOR EDUCATION DEVELOPING COUNTRIES DISCRIMINATION AGAINST WOMEN EDUCATING GIRLS EDUCATION FOR ALL EDUCATION PROJECTS EDUCATIONAL POLICY EDUCATIONAL RESOURCES EDUCATIONAL SUPPLY ENROLLMENT FEMALE EDUCATION FEMALE SCHOOLING FEMALE TEACHERS GENDER DIFFERENTIATION GENDER DISCRIMINATION GENDER ISSUES GENDER ROLES GIRLS GIRLS IN SCHOOL HUMAN RESOURCES HUMAN RIGHTS IMPROVEMENT OF EDUCATION IMPROVEMENT OF EDUCATION QUALITY JOB MARKET KNOWLEDGE BASE LEARNING LEVEL OF EDUCATION LITERATURE LOCAL COMMUNITIES NATIONAL POLICIES PARTICIPATING COUNTRIES PRIMARY SCHOOL PRIMARY SCHOOL ENROLLMENTS QUALITY OF TEACHING SCHOOL ADMINISTRATION SCHOOL CURRICULUM SCHOOL ENVIRONMENT SCHOOL LEVEL SCHOOL MAPPING SCHOOL MODEL SCHOOL PARTICIPATION SCHOOL POLICIES SCHOOL TEXTBOOKS SCHOOLING SCHOOLS SERVICE TRAINING SOCIAL DEVELOPMENT SOCIO-ECONOMIC STATUS TEACHER TEACHER TRAINING TEACHERS TEACHERS ASSOCIATIONS TEACHING TEACHING ENVIRONMENT TEACHING METHODS TEACHING-LEARNING TEACHING-LEARNING PROCESS TEXTBOOKS TRAINING OF TEACHERS USE OF TEXTBOOKS WOMEN TEACHERS Maige-Toure, Aminata Female School Participation in West Africa : Success Factors
geographic_facet	Africa
relation	Africa Region Findings & Good Practice Infobriefs; No. 164
description	The United Nations' Special Initiative for Africa (UNSIA) focuses on selected low- enrollment African countries in an effort to help them find pragmatic, sustainable solutions to the problems that have depressed primary school enrollments for so long. As part of this process, a four-country study was conducted between November 1998 and May 1999 in Burkina Faso, Guinea, Mali, and Mauritania. The study specially focused on identifying and understanding the practices likely to promote female school participation in a significant way. One of the study's main assumptions is that the body of knowledge on girls' education and the interest accorded to it in the last ten years in Africa should already have resulted in improved parents' and communities' attitudes, school policies, and classroom management approaches. These improvements should in turn lead to change in girls' behavior and performance in school, and thus greater female survival, confidence, achievement and retention. Moreover, this particular study will help identify ways of improving what we do to advance girls' schooling.
format	Publications & Research :: Brief
author	Maige-Toure, Aminata
author_facet	Maige-Toure, Aminata
author_sort	Maige-Toure, Aminata
title	Female School Participation in West Africa : Success Factors
title_short	Female School Participation in West Africa : Success Factors
title_full	Female School Participation in West Africa : Success Factors
title_fullStr	Female School Participation in West Africa : Success Factors
title_full_unstemmed	Female School Participation in West Africa : Success Factors
title_sort	female school participation in west africa : success factors
publisher	World Bank, Washington, DC
publishDate	2012
url	http://documents.worldbank.org/curated/en/2000/08/12355981/female-school-participation-west-africa-success-factors http://hdl.handle.net/10986/9835
_version_	1764410836549369856

Female School Participation in West Africa : Success Factors

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