Girls and Schools in Sub-Saharan Africa : From Analysis to Action
The review of the literature demonstrates the variation, complexity and inter-relatedness of the factors that constrain female education in Africa. These factors are similar to yet different from those exhibited elsewhere in the developing world. T...
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| Format: | Brief |
| Language: | English |
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Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/1996/01/2672799/girls-schools-sub-saharan-africa-analysis-action http://hdl.handle.net/10986/9979 |
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okr-10986-99792021-04-23T14:02:48Z Girls and Schools in Sub-Saharan Africa : From Analysis to Action World Bank ACADEMIC ACHIEVEMENT ADULT LITERACY CHILD CARE CLASSROOMS COMMUNITY PARTICIPATION CURRICULA DIRECT COSTS DROP-OUT RATES ECONOMIC FACTORS EDUCATION SECTOR EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ADMINISTRATORS EDUCATIONAL INSTITUTIONS EDUCATIONAL OPPORTUNITIES EDUCATIONAL OUTCOMES EDUCATIONAL PLANNING EDUCATIONAL SYSTEMS EDUCATORS ENROLLMENT FAMILIES FEMALE EDUCATION FEMALE PARTICIPATION FEMALE STUDENTS FEMALE TEACHERS GENDER BIAS GENDER GAP GENDER SENSITIVITY GIRLS HOUSEHOLD DECISIONS IN-SERVICE TRAINING COURSES INFORMATION CAMPAIGNS INTERVENTION INTERVENTIONS LEARNING LEARNING ACHIEVEMENT LEARNING MATERIALS LIBRARIES LITERACY PROGRAMS MANAGERS MORTALITY MOTHERS PARENTS POLICY REVIEW PREGNANCY REPETITION REPETITION RATES SAFETY SCHOLARSHIPS SCHOOL ENVIRONMENT SCHOOL FACILITIES SCHOOL FACTORS SCHOOL LIBRARIES SCHOOLING SCHOOLS SEXUAL HARASSMENT STIPENDS STUDENT PARTICIPATION TEACHER TEACHERS TEACHING TEXTBOOKS TRAINING COURSES TUTORING VIOLENCE GIRLS EDUCATION GIRLS SCHOOLS CIVIL STRIFE ASSISTANCE FISCAL AUSTERITY POLITICAL INSTABILITY DROUGHT DAMAGE POVERTY EDUCATION SYSTEMS EDUCATION QUALITY STUDENT PARTICIPATION SCHOOL DROPOUT RATES ACADEMIC ACHIEVEMENT TEACHERS GENDER INEQUALITY CHILD MORTALITY FACTORS MATERNAL MORTALITY INDICATORS FAMILY WELFARE AGRICULTURAL PRODUCTION SOCIOECONOMIC FACTORS CULTURAL FACTORS POLITICAL FACTORS NONGOVERNMENTAL ORGANIZATION The review of the literature demonstrates the variation, complexity and inter-relatedness of the factors that constrain female education in Africa. These factors are similar to yet different from those exhibited elsewhere in the developing world. There is a growing body of scholarly review of strategies to enhance female education and their efficacy. On the supply side, these practices include building more schools, improving the school environment, training more female teachers, and removing gender bias in textbooks. On the demand side, they include launching information campaigns to promote the benefits of female education and providing stipends and scholarships as incentives to parents. The following table presents a summary of some of these promising strategies. The study draws several conclusions from this detailed catalogue of policy and program approaches: First, it is difficult to assess the cost-effectiveness of most of the initiatives. Second, since girls' education is constrained by several related factors at the home, school, community and government levels, the most promising approaches appear to be those which address supply and demand-side factors simultaneously. Third, most of the successful initiatives have been conceived and managed by non-governmental organizations on a relatively small scale with little direct government involvement but with strong community engagement. Fourth, the success of many of the initiatives must be treated cautiously as their effectiveness has yet to be proven. Fifth, despite this growing body of knowledge about the complex problems of female education, few significant programs and projects have been implemented to reduce the gender gap in education, particularly in Sub-Saharan Africa, and those implemented have had limited impact. 2012-08-13T10:02:47Z 2012-08-13T10:02:47Z 1996-01 http://documents.worldbank.org/curated/en/1996/01/2672799/girls-schools-sub-saharan-africa-analysis-action http://hdl.handle.net/10986/9979 English Africa Region Findings & Good Practice Infobriefs; No. 54 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ 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 ACHIEVEMENT ADULT LITERACY CHILD CARE CLASSROOMS COMMUNITY PARTICIPATION CURRICULA DIRECT COSTS DROP-OUT RATES ECONOMIC FACTORS EDUCATION SECTOR EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ADMINISTRATORS EDUCATIONAL INSTITUTIONS EDUCATIONAL OPPORTUNITIES EDUCATIONAL OUTCOMES EDUCATIONAL PLANNING EDUCATIONAL SYSTEMS EDUCATORS ENROLLMENT FAMILIES FEMALE EDUCATION FEMALE PARTICIPATION FEMALE STUDENTS FEMALE TEACHERS GENDER BIAS GENDER GAP GENDER SENSITIVITY GIRLS HOUSEHOLD DECISIONS IN-SERVICE TRAINING COURSES INFORMATION CAMPAIGNS INTERVENTION INTERVENTIONS LEARNING LEARNING ACHIEVEMENT LEARNING MATERIALS LIBRARIES LITERACY PROGRAMS MANAGERS MORTALITY MOTHERS PARENTS POLICY REVIEW PREGNANCY REPETITION REPETITION RATES SAFETY SCHOLARSHIPS SCHOOL ENVIRONMENT SCHOOL FACILITIES SCHOOL FACTORS SCHOOL LIBRARIES SCHOOLING SCHOOLS SEXUAL HARASSMENT STIPENDS STUDENT PARTICIPATION TEACHER TEACHERS TEACHING TEXTBOOKS TRAINING COURSES TUTORING VIOLENCE GIRLS EDUCATION GIRLS SCHOOLS CIVIL STRIFE ASSISTANCE FISCAL AUSTERITY POLITICAL INSTABILITY DROUGHT DAMAGE POVERTY EDUCATION SYSTEMS EDUCATION QUALITY STUDENT PARTICIPATION SCHOOL DROPOUT RATES ACADEMIC ACHIEVEMENT TEACHERS GENDER INEQUALITY CHILD MORTALITY FACTORS MATERNAL MORTALITY INDICATORS FAMILY WELFARE AGRICULTURAL PRODUCTION SOCIOECONOMIC FACTORS CULTURAL FACTORS POLITICAL FACTORS NONGOVERNMENTAL ORGANIZATION |
| spellingShingle |
ACADEMIC ACHIEVEMENT ADULT LITERACY CHILD CARE CLASSROOMS COMMUNITY PARTICIPATION CURRICULA DIRECT COSTS DROP-OUT RATES ECONOMIC FACTORS EDUCATION SECTOR EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL ADMINISTRATORS EDUCATIONAL INSTITUTIONS EDUCATIONAL OPPORTUNITIES EDUCATIONAL OUTCOMES EDUCATIONAL PLANNING EDUCATIONAL SYSTEMS EDUCATORS ENROLLMENT FAMILIES FEMALE EDUCATION FEMALE PARTICIPATION FEMALE STUDENTS FEMALE TEACHERS GENDER BIAS GENDER GAP GENDER SENSITIVITY GIRLS HOUSEHOLD DECISIONS IN-SERVICE TRAINING COURSES INFORMATION CAMPAIGNS INTERVENTION INTERVENTIONS LEARNING LEARNING ACHIEVEMENT LEARNING MATERIALS LIBRARIES LITERACY PROGRAMS MANAGERS MORTALITY MOTHERS PARENTS POLICY REVIEW PREGNANCY REPETITION REPETITION RATES SAFETY SCHOLARSHIPS SCHOOL ENVIRONMENT SCHOOL FACILITIES SCHOOL FACTORS SCHOOL LIBRARIES SCHOOLING SCHOOLS SEXUAL HARASSMENT STIPENDS STUDENT PARTICIPATION TEACHER TEACHERS TEACHING TEXTBOOKS TRAINING COURSES TUTORING VIOLENCE GIRLS EDUCATION GIRLS SCHOOLS CIVIL STRIFE ASSISTANCE FISCAL AUSTERITY POLITICAL INSTABILITY DROUGHT DAMAGE POVERTY EDUCATION SYSTEMS EDUCATION QUALITY STUDENT PARTICIPATION SCHOOL DROPOUT RATES ACADEMIC ACHIEVEMENT TEACHERS GENDER INEQUALITY CHILD MORTALITY FACTORS MATERNAL MORTALITY INDICATORS FAMILY WELFARE AGRICULTURAL PRODUCTION SOCIOECONOMIC FACTORS CULTURAL FACTORS POLITICAL FACTORS NONGOVERNMENTAL ORGANIZATION World Bank Girls and Schools in Sub-Saharan Africa : From Analysis to Action |
| geographic_facet |
Africa |
| relation |
Africa Region Findings & Good Practice Infobriefs; No. 54 |
| description |
The review of the literature
demonstrates the variation, complexity and inter-relatedness
of the factors that constrain female education in Africa.
These factors are similar to yet different from those
exhibited elsewhere in the developing world. There is a
growing body of scholarly review of strategies to enhance
female education and their efficacy. On the supply side,
these practices include building more schools, improving the
school environment, training more female teachers, and
removing gender bias in textbooks. On the demand side, they
include launching information campaigns to promote the
benefits of female education and providing stipends and
scholarships as incentives to parents. The following table
presents a summary of some of these promising strategies.
The study draws several conclusions from this detailed
catalogue of policy and program approaches: First, it is
difficult to assess the cost-effectiveness of most of the
initiatives. Second, since girls' education is
constrained by several related factors at the home, school,
community and government levels, the most promising
approaches appear to be those which address supply and
demand-side factors simultaneously. Third, most of the
successful initiatives have been conceived and managed by
non-governmental organizations on a relatively small scale
with little direct government involvement but with strong
community engagement. Fourth, the success of many of the
initiatives must be treated cautiously as their
effectiveness has yet to be proven. Fifth, despite this
growing body of knowledge about the complex problems of
female education, few significant programs and projects have
been implemented to reduce the gender gap in education,
particularly in Sub-Saharan Africa, and those implemented
have had limited impact. |
| format |
Publications & Research :: Brief |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Girls and Schools in Sub-Saharan Africa : From Analysis to Action |
| title_short |
Girls and Schools in Sub-Saharan Africa : From Analysis to Action |
| title_full |
Girls and Schools in Sub-Saharan Africa : From Analysis to Action |
| title_fullStr |
Girls and Schools in Sub-Saharan Africa : From Analysis to Action |
| title_full_unstemmed |
Girls and Schools in Sub-Saharan Africa : From Analysis to Action |
| title_sort |
girls and schools in sub-saharan africa : from analysis to action |
| publisher |
Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/1996/01/2672799/girls-schools-sub-saharan-africa-analysis-action http://hdl.handle.net/10986/9979 |
| _version_ |
1764411370069032960 |