This document discusses the need to shift from affirmative action strategies that focus solely on increasing women's access to higher education institutions in Africa to more holistic gender-responsive strategies. It argues that enabling access is not enough, and strategies must also address issues that affect women's full participation and performance within higher education, including creating more supportive environments, addressing gender-based violence, increasing women's representation in STEM fields, and promoting women into leadership roles. It recommends policies and actions institutions can take to create gender equality, such as gender-sensitive hiring and promotion, implementing gender policies and committees, conducting research on gender in higher education, and ensuring infrastructure is responsive to women's needs.
The document evaluates the need for after-school care programs in disadvantaged South African communities like Khayelitsha and Hangberg. It finds that South African public schools often have unsafe environments, lack resources, and struggle with high dropout rates. Communities face issues like poverty, crime, and inadequate policing. After-school programs aim to provide support like counseling, mentorship, and safety training to address these challenges and help learners succeed. The evaluation recommends increased state funding and support for issues of education, safety, and social services in schools.
4 Widening Paritcipation in Higher Education in Ghana and Tanzania, Fiona LeachThe Impact Initiative
This document summarizes a research project on widening participation in higher education in Ghana and Tanzania. The project used both quantitative and qualitative data, including 100 equity scorecards and 400 interviews, to examine access, retention, and achievement across gender, age, and socioeconomic status in 4 programs at 2 public and 2 private universities in each country. Key findings included low representation of low-SES and mature students, especially women. The research impacted policies and practices at the university and national level in both countries. It also informed international organizations and was disseminated through publications and presentations globally.
Universities place importance on extra-curricular experience in university applications, though academic grades remain the most important factor. Extra-curriculars are particularly important when grades of applicants are similar, for competitive courses, and those with interviews. The value of extra-curriculars varies between institutions, courses, and types of applicants. While universities recognize their importance, there is no consensus on whether the admissions process emphasizes them enough. Extra-curriculars can demonstrate skills and experiences that make applicants stand out from their peers.
The world of higher education is changing quickly and dramatically. An Economist Intelligence Unit research program explores the changes shaping the higher-education market and identify the steps that institutions are taking to flourish and remain relevant in the 21st century.
Education is recognised as a basic input for empowering individual and overall development of the society. The universalisation of primary education continues to be a distant dream even after sixty years of indepencence, enormous funding and promises. Rather, the goal of universalisation has only been sparsely achieved and much has to do with the way access has been defined. The government’s approach of defining access in terms of attainment i.e., increasing literacy rate, enrolment ratios, infrastructure and teachers availability etc. and then making them affordable to the masses has proved to be grossly unsatisfactory. The approach has been narrowed in including a relevant aspect i.e., the attitude of providers which determines the willingness of first generation learners to join educational institutions and thus, affects access to primary education to a large extent. Keeping this in background, the present paper argues that mere availability and affordability of facilities cannot ensure access. It must be accompanied with an encouraging attitude and high commitment of education providers. Availability and Affordability would fail miserably in ensuring access if those who are involved in providing the facilities to the deprived section actually do not accept their role, acknowledge their responsibility and are not prepared to work tirelessly towards the end.The paper intends to measure the rural-urban disparity in attitude of teachers for which it uses data collected through a primary survey of six basic survey units- 4 villages and 2 wards from the Varanasi district of Uttar Pradesh.
This document discusses a Foundation Degree in Community Leadership program developed at the University of Central Lancashire for South Asian women in Burnley, Lancashire. The program was created to build skills for these women to become more effective community activists while also addressing cultural and family needs. There were significant challenges to make the program inclusive for these women, who face barriers like family disapproval of activities outside the home, caring responsibilities, and low self-esteem. The program organizers worked to gain community trust, locate the program in a familiar local school, and be flexible to accommodate students' family responsibilities. This inclusive and supportive program model has helped the women gain confidence and skills to become community leaders.
This document reviews literature on inequality in education. It finds that educational inequality exists due to various individual, social, and systemic factors. At the individual level, characteristics like socioeconomic status, gender, and ethnicity can influence educational attainment. At the social level, interactions and relationships within society can also impact inequality. Systemic factors like policies, school resources, and decentralization of education funding have been shown to exacerbate inequality between regions. The literature demonstrates that inequality is both a micro-level phenomenon stemming from individual differences, and a macro-level phenomenon influenced by broader social and institutional conditions.
Assessment of Student Welfare Programs in the State Universities and Colleges...ijtsrd
This study assessed the student welfare programs among state universities in Samar Island. The four 4 SUC's in Samar Island were selected as the locale of this study. These were the University of Eastern Philippines Main Campus Catarman , North West Samar State University Main Campus Calbayog City , Samar State University Main Campus Catbalogan City and Eastern Samar State University Main Campus Borongan City with the university presidents, deans directors of the Student Affairs and Services, personnel, and students as respondents. Frequency counts, percentages, and weighted mean computations were used to analyze the descriptive data obtained from the respondents of the study who were chosen through complete enumeration for presidents, deans directors and personnel and random sampling for the students, respectively. The status of implementation of the student welfare programs and services in different state universities in Samar Islands was rated very satisfactory on the different programs and services such as admission, career and placement service, economic enterprise development, food services, guidance and counseling, health services, information and orientation service, international student service, research, monitoring and evaluation of student affairs and services, safety and security, scholarship and financial assistance, services of students with special needs, student discipline, student handbook development, and student housing. Ronaldo A. Amit ""Assessment of Student Welfare Programs in the State Universities and Colleges of Samar Island"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23175.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23175/assessment-of-student-welfare-programs-in-the-state-universities-and-colleges-of-samar-island/ronaldo-a-amit
The document evaluates the need for after-school care programs in disadvantaged South African communities like Khayelitsha and Hangberg. It finds that South African public schools often have unsafe environments, lack resources, and struggle with high dropout rates. Communities face issues like poverty, crime, and inadequate policing. After-school programs aim to provide support like counseling, mentorship, and safety training to address these challenges and help learners succeed. The evaluation recommends increased state funding and support for issues of education, safety, and social services in schools.
4 Widening Paritcipation in Higher Education in Ghana and Tanzania, Fiona LeachThe Impact Initiative
This document summarizes a research project on widening participation in higher education in Ghana and Tanzania. The project used both quantitative and qualitative data, including 100 equity scorecards and 400 interviews, to examine access, retention, and achievement across gender, age, and socioeconomic status in 4 programs at 2 public and 2 private universities in each country. Key findings included low representation of low-SES and mature students, especially women. The research impacted policies and practices at the university and national level in both countries. It also informed international organizations and was disseminated through publications and presentations globally.
Universities place importance on extra-curricular experience in university applications, though academic grades remain the most important factor. Extra-curriculars are particularly important when grades of applicants are similar, for competitive courses, and those with interviews. The value of extra-curriculars varies between institutions, courses, and types of applicants. While universities recognize their importance, there is no consensus on whether the admissions process emphasizes them enough. Extra-curriculars can demonstrate skills and experiences that make applicants stand out from their peers.
The world of higher education is changing quickly and dramatically. An Economist Intelligence Unit research program explores the changes shaping the higher-education market and identify the steps that institutions are taking to flourish and remain relevant in the 21st century.
Education is recognised as a basic input for empowering individual and overall development of the society. The universalisation of primary education continues to be a distant dream even after sixty years of indepencence, enormous funding and promises. Rather, the goal of universalisation has only been sparsely achieved and much has to do with the way access has been defined. The government’s approach of defining access in terms of attainment i.e., increasing literacy rate, enrolment ratios, infrastructure and teachers availability etc. and then making them affordable to the masses has proved to be grossly unsatisfactory. The approach has been narrowed in including a relevant aspect i.e., the attitude of providers which determines the willingness of first generation learners to join educational institutions and thus, affects access to primary education to a large extent. Keeping this in background, the present paper argues that mere availability and affordability of facilities cannot ensure access. It must be accompanied with an encouraging attitude and high commitment of education providers. Availability and Affordability would fail miserably in ensuring access if those who are involved in providing the facilities to the deprived section actually do not accept their role, acknowledge their responsibility and are not prepared to work tirelessly towards the end.The paper intends to measure the rural-urban disparity in attitude of teachers for which it uses data collected through a primary survey of six basic survey units- 4 villages and 2 wards from the Varanasi district of Uttar Pradesh.
This document discusses a Foundation Degree in Community Leadership program developed at the University of Central Lancashire for South Asian women in Burnley, Lancashire. The program was created to build skills for these women to become more effective community activists while also addressing cultural and family needs. There were significant challenges to make the program inclusive for these women, who face barriers like family disapproval of activities outside the home, caring responsibilities, and low self-esteem. The program organizers worked to gain community trust, locate the program in a familiar local school, and be flexible to accommodate students' family responsibilities. This inclusive and supportive program model has helped the women gain confidence and skills to become community leaders.
This document reviews literature on inequality in education. It finds that educational inequality exists due to various individual, social, and systemic factors. At the individual level, characteristics like socioeconomic status, gender, and ethnicity can influence educational attainment. At the social level, interactions and relationships within society can also impact inequality. Systemic factors like policies, school resources, and decentralization of education funding have been shown to exacerbate inequality between regions. The literature demonstrates that inequality is both a micro-level phenomenon stemming from individual differences, and a macro-level phenomenon influenced by broader social and institutional conditions.
Assessment of Student Welfare Programs in the State Universities and Colleges...ijtsrd
This study assessed the student welfare programs among state universities in Samar Island. The four 4 SUC's in Samar Island were selected as the locale of this study. These were the University of Eastern Philippines Main Campus Catarman , North West Samar State University Main Campus Calbayog City , Samar State University Main Campus Catbalogan City and Eastern Samar State University Main Campus Borongan City with the university presidents, deans directors of the Student Affairs and Services, personnel, and students as respondents. Frequency counts, percentages, and weighted mean computations were used to analyze the descriptive data obtained from the respondents of the study who were chosen through complete enumeration for presidents, deans directors and personnel and random sampling for the students, respectively. The status of implementation of the student welfare programs and services in different state universities in Samar Islands was rated very satisfactory on the different programs and services such as admission, career and placement service, economic enterprise development, food services, guidance and counseling, health services, information and orientation service, international student service, research, monitoring and evaluation of student affairs and services, safety and security, scholarship and financial assistance, services of students with special needs, student discipline, student handbook development, and student housing. Ronaldo A. Amit ""Assessment of Student Welfare Programs in the State Universities and Colleges of Samar Island"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23175.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23175/assessment-of-student-welfare-programs-in-the-state-universities-and-colleges-of-samar-island/ronaldo-a-amit
Pathways to Opportunity Project: Increasing Educational Equity through Innova...Leslie Talbot
This paper details the complexities of in- and out-of-school challenges encountered by off-track youth. It outlines the tremendous opportunity these students present for high school innovation. The authors maintain that schools appropriately designed can effectively meet the academic and nonacademic needs of over-age and under-credited students. The authors provide recommendations school design and systems modifications that can be implemented in either public charter or district alternative high schools. It is the authors’ position (and experience) that schools implementing these design elements maintain safe and healthy climates and cultures, content and effective staff, and most importantly –greater performance gains and improved life circumstances for their students.
This document provides an overview of the Carnegie-South Africa Undergraduate Women's Scholarship Programme, which aimed to support young women studying primarily in science and engineering fields. It notes that while women's participation in higher education has increased overall, they remain underrepresented in certain disciplines like science and engineering. The scholarship programme sought to address this by providing full financial support to 150 students over three years. The overview discusses the South African policy context focusing on improving skills in these fields and increasing student success and throughput rates. It also examines factors beyond financial support that influence student experiences and outcomes.
Causative factors for dropout among middle class muslim familiesArif Shaikh
In this document causative factors are discussed for dropout of students from middle class Muslim families from Kothawa village in surat district, GUJARAT. It is social research (Academic Research) done as a part of Master of Social Work in Veer Narmad South Gujarat University (VNSGU), Surat
1. 1st international conference of women in science without bordersAbdeslam Badre, PhD
This document discusses remaining challenges for women in transitioning from education to careers in science in the Middle East and North Africa region. It notes that while women are earning more degrees in science, they still face inequality in securing science-based jobs and leadership roles. It identifies outdated PhD program structures, poor policy implementation, and inadequate infrastructure as hindering women's participation. The document proposes two initiatives: 1) restructuring PhD programs to be more flexible and professional, and 2) incentivizing regional universities to attract and retain more regional students to reduce brain drain. The goals are to better support women scientists and align research with local needs.
This document summarizes a study on the role of higher education in developing leaders for reform movements in the Philippines. It finds that higher education supported leaders' involvement in three key ways: by providing technical skills and knowledge, developing public service attitudes and values, and providing opportunities to build networks and leadership experience. While qualifications gave experts status, leaders' desires to enact reform often stemmed from experiences with social problems. Extra-curricular activities like student groups were particularly influential in building leadership skills. The networks formed in higher education also proved important for collaborating across sectors to achieve complex reforms. The study recommends that higher education prioritize equal access, exposure to diverse ideas and people, and develop critical thinking to better support development in the Philippines.
This document provides a summary of a study on gender differences in educational outcomes across Europe. Some key findings include:
- Girls generally outperform boys in reading, while boys have a small advantage in math and science in later school years. However, gender is only one factor influencing achievement.
- Most countries are concerned about gender inequality but policy frameworks vary widely in scope and focus. The most common goal is challenging gender stereotypes.
- While many policies have been implemented, such as addressing stereotypes in curriculum and materials, broader strategies are often lacking. Few countries explicitly aim for equal outcomes or have fully implemented gender mainstreaming.
- Further efforts are needed to understand and address the multiple factors influencing achievement beyond
Broucker & Jans (2012)_Boundaries_associated_with_massification_of_higher_edu...Nathalie Jans
This document discusses the massification of higher education in Flanders (Belgium) and the need for improved student orientation. It notes that while higher education enrollment is increasing, success rates for first-generation students are declining. This suggests the system has reached its limits with mass enrollment. The document examines factors influencing students' decision making and the need to better match students' abilities and interests with their chosen fields of study. It analyzes different European admission policies and argues that improved orientation could help students in Flanders make choices aligned with their capabilities.
This document discusses factors that hinder women's access to distance education in rural India. It notes that rural women suffer from various social and economic disadvantages. While efforts have been made to empower women, many rural women still face oppression and lack socioeconomic opportunities. Distance education can help empower rural women by allowing them to learn at their own pace while fulfilling family duties. However, rural women face several barriers to accessing distance education, including lack of family support, cultural norms that restrict women's education, isolation, lack of access to technology, and high costs of distance programs. Efforts are needed to address these barriers and develop effective support systems to promote distance learning for rural women.
This study explored barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India through qualitative interviews. The interviews found multiple barriers operating at individual, family, community and school levels. However, some enablers to education were also identified. Understanding these factors is important to address high dropout rates and design effective interventions to improve participation and retention in education.
Review: Examining The Existence of Shadow Education in South Korea: Is It Rea...Adam Chaesar
This document summarizes and reviews a research article examining the existence of shadow education in South Korea. It provides background on shadow education and discusses how it has become a major policy issue in South Korea. While government policies have aimed to limit private tutoring, it continues to grow due to factors such as low-quality formal schooling, students' desire to improve grades and exam scores, and reaction to education reforms. The document also discusses criticisms of shadow education, including that it can reduce student engagement, place financial burdens on families, and exacerbate inequality.
Gender Inequalities in the Context of Basic Education A Literature Reviewijtsrd
Gender inequality in education has been a buzzword in our educational system in recent decades. This paper identifies the factor that creates gender inequality in education and in the world in general. Our study focuses on the identified factors that elevate the existence of gender inequality in education. Based on the literature, recent studies and reports shows that there are 5 factors that contribute to the existence of gender inequality in education and these include poverty, geographical remoteness, armed conflict, lack of school infrastructure, and quality of education. The researchers strongly believed that our young learners are our future innovators and heroes, thus, without quality education none of these would be achieved. The results suggest that our educational system needs to collaborate with the private sector and provide innovative measures to address these issues of gender inequality in education. Crispina Ana N. Pacalda | Maristila Y. Nailon | Junhrey A. Vibar | Janette B. Cobrado | Roanne Shyn L. Brian | Regina P. Galigao "Gender Inequalities in the Context of Basic Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33554.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33554/gender-inequalities-in-the-context-of-basic-education-a-literature-review/crispina-ana-n-pacalda
Students Related Factors Influencing Their Performance in Ordinary Level Biol...ijtsrd
Poor performance in O L Biology at the CGCE examination can be attributed to reasons from varied sources. However, this study sought to investigate how students related factors influence their performance in Ordinary Level O L Biology at the Cameroon General Certificate of Education CGCE Examination.The instruments used to collect data were a questionnaire for teachers and students and the analysis of Biology GCE O L subject reports. The instruments were made up of few close and more open ended questions Triangulated study .The data obtained from student questionnaires were analyzed separately from that of teachers using frequencies and percentages. Thematic analysis was also employed to open ended items of the questionnaires. The results showed that Students were blamed for their poor performance in Biology O L at the CGCE examination for the following cluster of reasons Laziness, poor time management, misinterpretation of questions, do not follow instructions on question papers, speculation, phobia in drawing, poor communication skills, peer pressure, drug addiction, etc. Theophilus Koti Tamambang "Students Related Factors Influencing Their Performance in Ordinary Level Biology at the Cameroon General Certificate of Education (CGCE)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30850.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30850/students-related-factors-influencing-their-performance-in-ordinary-level-biology-at-the-cameroon-general-certificate-of-education-cgce/theophilus-koti-tamambang
Widening Higher Education Participation in Rural Communities in England: An A...นายถาวร ชุนการุณ
The document discusses three studies on parental participation in education in rural communities and schools. The first study examines an "anchor institution" model developed in England to increase higher education participation among mature female students in rural areas. The second study investigates how parental participation changed in Indonesian primary schools after they became state-funded. The third study describes how parents in Malang, Indonesia participate in improving quality at the elementary school level through aspects like learning, student affairs, facilities, and finances.
This study explored the gender gap in academic achievement in Malaysia by examining PMR exam results and learning styles of 411 Malaysian secondary students. The study found that females achieved significantly higher results than males in the PMR exams. It also found most students had active, visual, and sequential learning styles, but found no significant differences in learning styles between genders. However, gender, sensing learning style, and visual learning style were found to significantly predict academic achievement, suggesting accommodating these learning styles could help narrow the gender gap. Addressing the gender gap is important for developing human capital and workforce gender balance in Malaysia.
This document summarizes a study investigating the causes of dropout at the primary level in Punjab, Pakistan. It includes an introduction outlining the need for education and literacy rates. The objectives are to find the causes of dropout, analyze the role of stakeholders, and examine the role of school environment. The methodology involved surveys of teachers, head teachers, and parents using questionnaires. The findings suggest that dropout is largely due to harsh teacher behavior, lack of school facilities, and lack of parental interest. Recommendations include improving teacher behavior and providing basic school facilities.
The document summarizes a study examining social class and ethnic composition of entrants to higher education in the UK between 1996-2010. Some key findings were that the number of entrants rose substantially over this period across the four countries, and the proportion of entrants from intermediate and working-class backgrounds rose slightly in England and Wales. The study also found that success rates for admission to higher education were higher for applicants from professional/managerial classes and white ethnic backgrounds compared to intermediate/working classes and visible ethnic minorities. However, the authors note that this does not necessarily reflect unfairness if differences were due to qualifications.
This study investigated individual and psychosocial factors associated with high educator-learner interactions around HIV/AIDS and sexuality in South Africa. Younger educators and those in lower job categories interacted with learners on these issues more frequently than older colleagues. Favorable interactions were associated with good HIV/AIDS knowledge, personal experience with HIV/AIDS, and low stigmatizing attitudes. However, educators reported a lack of HIV/AIDS training support from the Department of Education. Younger educators also reported higher sexual risk behavior than older educators, undermining their credibility as educators. The findings highlight the need for formal HIV/AIDS training for educators to equip them to provide education and skills to learners.
The Office of Student Conduct at the University of Minnesota Duluth produced its annual report for the 2014-2015 fiscal year. The report provides an executive summary of the office's activities and outcomes over the past year. It notes an increase in reported cases of sex and gender violence as well as academic dishonesty cases. Key statistics on conduct cases, charges, sanctions, and demographics are presented. The report also shares stories from students and internal/external constituents, outlines the office's mission and goals, and provides breakdowns of data on cases by location, college, and other factors. It examines trends over time and considers factors that may have impacted the numbers. In conclusion, the Office of Student Conduct strives to support student learning
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
Lasting benefits of early college high schoolsMebane Rash
Early college high schools have been shown to significantly improve student outcomes. Students who attended early colleges were more likely to enroll in college, complete a postsecondary degree, and do so at higher rates and faster than similar students who did not attend early colleges. A cost-benefit analysis found that the lifetime benefits of early colleges for students were over $58,000 on average, far exceeding the average additional cost of around $3,800 per student over four years of high school compared to traditional high schools. The policy brief recommends that policymakers support the expansion of early college programs to help more students be better prepared for and complete postsecondary education.
Gender perspectives to the issues and challenges in higher education refreshe...VIBHUTI PATEL
Equal access to education for women and girls will be ensured.
Special measures will be taken to eliminate discrimination, universalize education, eradicate illiteracy, create a gender-sensitive educational system, increase enrolment and retention rates of girls and improve the quality of education to facilitate life-long learning as well as development of occupation/vocation/technical skills by women.
Reducing the gender gap in secondary and higher education would be a focus area. Sectoral time targets in existing policies will be achieved, with a special focus on girls and women, particularly those belonging to weaker sections including the Scheduled Castes/Scheduled Tribes/Other Backward Classes/Minorities. Gender sensitive curricula would be developed at all levels of educational system in order to address sex stereotyping as one of the causes of gender discrimination.
This document outlines a research proposal on factors affecting female participation in higher education programs at Hawassa University in Ethiopia. The study aims to identify reasons for low female enrollment in postgraduate programs, particularly in the Department of Governance and Development Studies. It will employ qualitative and quantitative methods like interviews, focus groups, and enrollment data analysis. The study seeks to understand socioeconomic, cultural, and institutional barriers to gender parity in education. It ultimately aims to inform policymakers on improving female access and participation in higher education.
Pathways to Opportunity Project: Increasing Educational Equity through Innova...Leslie Talbot
This paper details the complexities of in- and out-of-school challenges encountered by off-track youth. It outlines the tremendous opportunity these students present for high school innovation. The authors maintain that schools appropriately designed can effectively meet the academic and nonacademic needs of over-age and under-credited students. The authors provide recommendations school design and systems modifications that can be implemented in either public charter or district alternative high schools. It is the authors’ position (and experience) that schools implementing these design elements maintain safe and healthy climates and cultures, content and effective staff, and most importantly –greater performance gains and improved life circumstances for their students.
This document provides an overview of the Carnegie-South Africa Undergraduate Women's Scholarship Programme, which aimed to support young women studying primarily in science and engineering fields. It notes that while women's participation in higher education has increased overall, they remain underrepresented in certain disciplines like science and engineering. The scholarship programme sought to address this by providing full financial support to 150 students over three years. The overview discusses the South African policy context focusing on improving skills in these fields and increasing student success and throughput rates. It also examines factors beyond financial support that influence student experiences and outcomes.
Causative factors for dropout among middle class muslim familiesArif Shaikh
In this document causative factors are discussed for dropout of students from middle class Muslim families from Kothawa village in surat district, GUJARAT. It is social research (Academic Research) done as a part of Master of Social Work in Veer Narmad South Gujarat University (VNSGU), Surat
1. 1st international conference of women in science without bordersAbdeslam Badre, PhD
This document discusses remaining challenges for women in transitioning from education to careers in science in the Middle East and North Africa region. It notes that while women are earning more degrees in science, they still face inequality in securing science-based jobs and leadership roles. It identifies outdated PhD program structures, poor policy implementation, and inadequate infrastructure as hindering women's participation. The document proposes two initiatives: 1) restructuring PhD programs to be more flexible and professional, and 2) incentivizing regional universities to attract and retain more regional students to reduce brain drain. The goals are to better support women scientists and align research with local needs.
This document summarizes a study on the role of higher education in developing leaders for reform movements in the Philippines. It finds that higher education supported leaders' involvement in three key ways: by providing technical skills and knowledge, developing public service attitudes and values, and providing opportunities to build networks and leadership experience. While qualifications gave experts status, leaders' desires to enact reform often stemmed from experiences with social problems. Extra-curricular activities like student groups were particularly influential in building leadership skills. The networks formed in higher education also proved important for collaborating across sectors to achieve complex reforms. The study recommends that higher education prioritize equal access, exposure to diverse ideas and people, and develop critical thinking to better support development in the Philippines.
This document provides a summary of a study on gender differences in educational outcomes across Europe. Some key findings include:
- Girls generally outperform boys in reading, while boys have a small advantage in math and science in later school years. However, gender is only one factor influencing achievement.
- Most countries are concerned about gender inequality but policy frameworks vary widely in scope and focus. The most common goal is challenging gender stereotypes.
- While many policies have been implemented, such as addressing stereotypes in curriculum and materials, broader strategies are often lacking. Few countries explicitly aim for equal outcomes or have fully implemented gender mainstreaming.
- Further efforts are needed to understand and address the multiple factors influencing achievement beyond
Broucker & Jans (2012)_Boundaries_associated_with_massification_of_higher_edu...Nathalie Jans
This document discusses the massification of higher education in Flanders (Belgium) and the need for improved student orientation. It notes that while higher education enrollment is increasing, success rates for first-generation students are declining. This suggests the system has reached its limits with mass enrollment. The document examines factors influencing students' decision making and the need to better match students' abilities and interests with their chosen fields of study. It analyzes different European admission policies and argues that improved orientation could help students in Flanders make choices aligned with their capabilities.
This document discusses factors that hinder women's access to distance education in rural India. It notes that rural women suffer from various social and economic disadvantages. While efforts have been made to empower women, many rural women still face oppression and lack socioeconomic opportunities. Distance education can help empower rural women by allowing them to learn at their own pace while fulfilling family duties. However, rural women face several barriers to accessing distance education, including lack of family support, cultural norms that restrict women's education, isolation, lack of access to technology, and high costs of distance programs. Efforts are needed to address these barriers and develop effective support systems to promote distance learning for rural women.
This study explored barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India through qualitative interviews. The interviews found multiple barriers operating at individual, family, community and school levels. However, some enablers to education were also identified. Understanding these factors is important to address high dropout rates and design effective interventions to improve participation and retention in education.
Review: Examining The Existence of Shadow Education in South Korea: Is It Rea...Adam Chaesar
This document summarizes and reviews a research article examining the existence of shadow education in South Korea. It provides background on shadow education and discusses how it has become a major policy issue in South Korea. While government policies have aimed to limit private tutoring, it continues to grow due to factors such as low-quality formal schooling, students' desire to improve grades and exam scores, and reaction to education reforms. The document also discusses criticisms of shadow education, including that it can reduce student engagement, place financial burdens on families, and exacerbate inequality.
Gender Inequalities in the Context of Basic Education A Literature Reviewijtsrd
Gender inequality in education has been a buzzword in our educational system in recent decades. This paper identifies the factor that creates gender inequality in education and in the world in general. Our study focuses on the identified factors that elevate the existence of gender inequality in education. Based on the literature, recent studies and reports shows that there are 5 factors that contribute to the existence of gender inequality in education and these include poverty, geographical remoteness, armed conflict, lack of school infrastructure, and quality of education. The researchers strongly believed that our young learners are our future innovators and heroes, thus, without quality education none of these would be achieved. The results suggest that our educational system needs to collaborate with the private sector and provide innovative measures to address these issues of gender inequality in education. Crispina Ana N. Pacalda | Maristila Y. Nailon | Junhrey A. Vibar | Janette B. Cobrado | Roanne Shyn L. Brian | Regina P. Galigao "Gender Inequalities in the Context of Basic Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33554.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33554/gender-inequalities-in-the-context-of-basic-education-a-literature-review/crispina-ana-n-pacalda
Students Related Factors Influencing Their Performance in Ordinary Level Biol...ijtsrd
Poor performance in O L Biology at the CGCE examination can be attributed to reasons from varied sources. However, this study sought to investigate how students related factors influence their performance in Ordinary Level O L Biology at the Cameroon General Certificate of Education CGCE Examination.The instruments used to collect data were a questionnaire for teachers and students and the analysis of Biology GCE O L subject reports. The instruments were made up of few close and more open ended questions Triangulated study .The data obtained from student questionnaires were analyzed separately from that of teachers using frequencies and percentages. Thematic analysis was also employed to open ended items of the questionnaires. The results showed that Students were blamed for their poor performance in Biology O L at the CGCE examination for the following cluster of reasons Laziness, poor time management, misinterpretation of questions, do not follow instructions on question papers, speculation, phobia in drawing, poor communication skills, peer pressure, drug addiction, etc. Theophilus Koti Tamambang "Students Related Factors Influencing Their Performance in Ordinary Level Biology at the Cameroon General Certificate of Education (CGCE)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30850.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30850/students-related-factors-influencing-their-performance-in-ordinary-level-biology-at-the-cameroon-general-certificate-of-education-cgce/theophilus-koti-tamambang
Widening Higher Education Participation in Rural Communities in England: An A...นายถาวร ชุนการุณ
The document discusses three studies on parental participation in education in rural communities and schools. The first study examines an "anchor institution" model developed in England to increase higher education participation among mature female students in rural areas. The second study investigates how parental participation changed in Indonesian primary schools after they became state-funded. The third study describes how parents in Malang, Indonesia participate in improving quality at the elementary school level through aspects like learning, student affairs, facilities, and finances.
This study explored the gender gap in academic achievement in Malaysia by examining PMR exam results and learning styles of 411 Malaysian secondary students. The study found that females achieved significantly higher results than males in the PMR exams. It also found most students had active, visual, and sequential learning styles, but found no significant differences in learning styles between genders. However, gender, sensing learning style, and visual learning style were found to significantly predict academic achievement, suggesting accommodating these learning styles could help narrow the gender gap. Addressing the gender gap is important for developing human capital and workforce gender balance in Malaysia.
This document summarizes a study investigating the causes of dropout at the primary level in Punjab, Pakistan. It includes an introduction outlining the need for education and literacy rates. The objectives are to find the causes of dropout, analyze the role of stakeholders, and examine the role of school environment. The methodology involved surveys of teachers, head teachers, and parents using questionnaires. The findings suggest that dropout is largely due to harsh teacher behavior, lack of school facilities, and lack of parental interest. Recommendations include improving teacher behavior and providing basic school facilities.
The document summarizes a study examining social class and ethnic composition of entrants to higher education in the UK between 1996-2010. Some key findings were that the number of entrants rose substantially over this period across the four countries, and the proportion of entrants from intermediate and working-class backgrounds rose slightly in England and Wales. The study also found that success rates for admission to higher education were higher for applicants from professional/managerial classes and white ethnic backgrounds compared to intermediate/working classes and visible ethnic minorities. However, the authors note that this does not necessarily reflect unfairness if differences were due to qualifications.
This study investigated individual and psychosocial factors associated with high educator-learner interactions around HIV/AIDS and sexuality in South Africa. Younger educators and those in lower job categories interacted with learners on these issues more frequently than older colleagues. Favorable interactions were associated with good HIV/AIDS knowledge, personal experience with HIV/AIDS, and low stigmatizing attitudes. However, educators reported a lack of HIV/AIDS training support from the Department of Education. Younger educators also reported higher sexual risk behavior than older educators, undermining their credibility as educators. The findings highlight the need for formal HIV/AIDS training for educators to equip them to provide education and skills to learners.
The Office of Student Conduct at the University of Minnesota Duluth produced its annual report for the 2014-2015 fiscal year. The report provides an executive summary of the office's activities and outcomes over the past year. It notes an increase in reported cases of sex and gender violence as well as academic dishonesty cases. Key statistics on conduct cases, charges, sanctions, and demographics are presented. The report also shares stories from students and internal/external constituents, outlines the office's mission and goals, and provides breakdowns of data on cases by location, college, and other factors. It examines trends over time and considers factors that may have impacted the numbers. In conclusion, the Office of Student Conduct strives to support student learning
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
Lasting benefits of early college high schoolsMebane Rash
Early college high schools have been shown to significantly improve student outcomes. Students who attended early colleges were more likely to enroll in college, complete a postsecondary degree, and do so at higher rates and faster than similar students who did not attend early colleges. A cost-benefit analysis found that the lifetime benefits of early colleges for students were over $58,000 on average, far exceeding the average additional cost of around $3,800 per student over four years of high school compared to traditional high schools. The policy brief recommends that policymakers support the expansion of early college programs to help more students be better prepared for and complete postsecondary education.
Gender perspectives to the issues and challenges in higher education refreshe...VIBHUTI PATEL
Equal access to education for women and girls will be ensured.
Special measures will be taken to eliminate discrimination, universalize education, eradicate illiteracy, create a gender-sensitive educational system, increase enrolment and retention rates of girls and improve the quality of education to facilitate life-long learning as well as development of occupation/vocation/technical skills by women.
Reducing the gender gap in secondary and higher education would be a focus area. Sectoral time targets in existing policies will be achieved, with a special focus on girls and women, particularly those belonging to weaker sections including the Scheduled Castes/Scheduled Tribes/Other Backward Classes/Minorities. Gender sensitive curricula would be developed at all levels of educational system in order to address sex stereotyping as one of the causes of gender discrimination.
This document outlines a research proposal on factors affecting female participation in higher education programs at Hawassa University in Ethiopia. The study aims to identify reasons for low female enrollment in postgraduate programs, particularly in the Department of Governance and Development Studies. It will employ qualitative and quantitative methods like interviews, focus groups, and enrollment data analysis. The study seeks to understand socioeconomic, cultural, and institutional barriers to gender parity in education. It ultimately aims to inform policymakers on improving female access and participation in higher education.
Promoting affirmative action in higher education a case study of the universi...Alexander Decker
The document summarizes a case study on the University for Development Studies' Bridging Programme for girls in Ghana, which aims to promote gender equity in higher education. Some key points:
1) Before the program, there was a large gender gap in university enrollment favoring males; after the program was implemented, the gender gap was reduced.
2) The program provides admissions to female students from poorer backgrounds and rural areas who have weaker academic qualifications than normal admissions requirements.
3) Once enrolled through the program, the female students were able to compete favorably with students admitted through the normal process.
4) The program has helped increase female representation in university enrollment, but support from local governments could help sponsor
The document summarizes a continental summit on revitalizing higher education in Africa to be held in Dakar, Senegal in March 2015. It notes that while African higher education has expanded, quality has suffered due to limited resources. The summit aims to create a platform for stakeholders to identify strategies for transforming African higher education to better serve the continent's needs. It will bring together 500 participants from academia, government, the private sector and others over three days of sessions. The goals are to build support for investing in higher education, create a shared vision for the future, and ensure initiatives are coordinated to strengthen the sector.
Achieving gender parity in enrollment through capitation grant and school fee...Alexander Decker
The document discusses strategies used by the Ghanaian government to improve enrollment and attendance in basic schools, including the Capitation Grant and School Feeding Programme. It analyzes whether these programs have addressed disparities in enrollment and attendance between rural boys and girls in the Northern Region of Ghana. The study found that while overall enrollment has increased for both sexes, girls' enrollment exceeds boys' and boys' attendance rates are higher than girls'. It concludes that achieving parity in enrollment and attendance through these programs alone is a myth rather than a reality due to challenges in rural communities.
A presentation on 'practical actions to increase the numbers and experiences of African women in science' by Oley Lucretia Clara Dibba-Wadda at the Global Forum on Women in Scientific Research (GoFoWiSeR), Dakar, Senegal 2019
This document summarizes a study analyzing patterns of growth and equity in tertiary education systems across Sub-Saharan Africa. The study finds that while tertiary education enrollment has expanded significantly in many countries, persistent inequities remain that constrain the development of inclusive, competitive tertiary education systems. The authors argue that addressing inequities in access is crucial for tertiary education to fulfill its role in supporting economic and social development goals. Data limitations pose challenges for analyzing equity and measuring policy effectiveness across Sub-Saharan African countries.
This document discusses several topics related to schooling for girls and women's issues in developing countries, including:
1) Education is a basic human right, yet many developing countries remain patriarchal societies where girls face barriers to education such as early marriage, lack of access to schools, and cultural pressures.
2) There are differences in primary education completion rates between boys and girls in some developing countries according to census data, despite laws guaranteeing equal access.
3) The concept of culture and how expectations about gender roles and relations are shaped by culture. While gender relations vary between societies, women generally have less autonomy and influence than men.
4) Cultures and traditions are not static and change over
In addition to analyzing the characteristics of gender equality in tertiary education enrolment in Africa, this paper empirically studies the key drivers of gender equality in tertiary education enrolment, using cross-sectional time series data from 1970 to 2012. Our results show that the coefficient associated with the level of real GDP per capita is positive and statistically significant. Our results also suggest that higher domestic investment, increased economic globalization, the quadratic element of political globalization, economic globalization, ethnic fractionalization, increased democracy, and Christian dominance in a country increase gender equality in tertiary education enrolment in the continent. However, increases in the level of political globalization and increased incidence of civil wars tend to lower it. The policy implications and lessons of these results are discussed.
2.Education and Gender Issues in Context of Pakistan
Pakistan, spanning 803,940 square kilometers, shares borders with India, Iran, Afghanistan, and the Arabian Sea. Divided into three territories and four provinces, Punjab is the most populous, with women making up less than half of the population. According to the Constitution of Pakistan, the state shall: ‘remove illiteracy and provide free and compulsory secondary education within minimum possible period’ (Article 37-B, Constitution of Pakistan, 1973). In addition, Article 25 of the Constitution states: ’All citizens are equal before the law and entitled to protection of law, and that nothing in the article shall prevent the State from making any special provision for the protection of women and children.’ The Constitution thus supports efforts towards ensuring gender equality and equity in education.
Education and Gender Issues in Pakistan: A Policy Overview
2.1 National Educational Policy 1998-2010: Bridging Gaps and Improving Quality
The government's commitment to international and national agreements is reflected in the National Educational Policy, focusing on enrollment, urban-rural gender balance, and curriculum reform.
2.2. Education Sector Reforms Action Plan 2001-2004: Targeting Gender Disparities
This plan emphasizes gender-desegregated data and women's inclusion, aiming to bridge educational gaps and promote female participation.
2.3. Pakistan Poverty Reduction Strategy Paper (PRSP 2004): Addressing Challenges
PRSP addresses challenges like infrastructure and teacher shortages, recognizing education as vital in poverty reduction strategies.
2.4. MDGs and Gender Equality: Slow Progress in Pakistan
While MDGs emphasize gender issues, progress in Pakistan is slow. The National Policy and Action Plan 2001 tackles child labor, focusing on education as a key strategy.
2.5. National Plan of Action for Women: Empowering Through Education
This plan aims for gender equality in education by 2013, addressing barriers and recommending formal and informal approaches.
2.6. Challenges in Implementation: CEDAW and National Commission on the Status of Women
Effective implementation of CEDAW and the National Plan of Action faces challenges, with resource constraints hindering gender inequality monitoring.
2.7. Gender Reform Action Plan (2003): Policy Interventions for Women's Education
This plan emphasizes policy interventions for women's education, addressing socio-economic indicators and violence against women.
2.8. Educational Landscape in Pakistan: Class Divisions and Power Structures
Feudal, tribal, and patriarchal power structures impact education. Public schools dominate, but private schools in urban areas offer increased opportunities for girls.
2.9. Education Systems in Pakistan: Access Challenges and Preferences
The public, private, non-formal, and madrassah systems coexist. Traditional customs and religious restrictions often limit girls' access to education.
A Qualitative Analysis Of Teenage Pregnancy In MauritiusTracy Drey
This document summarizes a research article that analyzes the relationship between gender-separate education and economic growth in Mauritius from 1960-2010. It finds that both female and male education are important for explaining economic growth, and that they have nearly the same level of productivity. The research also finds evidence of bi-directional causation between female/male education and economic growth, as well as indirect effects through capital stock accumulation as a proxy for investment. In general, it establishes that both female and male education are significant contributors to economic growth in Mauritius over the period studied.
This document summarizes the state of higher education in Africa. It finds that enrollment rates in higher education in Sub-Saharan Africa are the lowest in the world at only 5%. While enrollment has increased over the past 40 years, progress has been much slower than in other regions. The output of academic research in Africa is also very low. The international development community, including the World Bank, has historically placed little emphasis on higher education in Africa due to a belief that primary and secondary education are more important for poverty reduction. However, recent evidence suggests higher education can also promote economic growth.
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
The document outlines several problems facing higher education in Pakistan:
1. Academic problems such as inefficient resource use, unequal faculty distribution between public and private sectors, lack of monitoring and standardization of private universities, overemphasis on quantitative over qualitative education, and inadequate research support.
2. Management problems like ineffective governance structures, inefficient regulatory bodies, politicization of faculty and students, and poor recruitment and development of staff.
3. Practical problems like lack of internship opportunities and weak coordination between universities and industry.
4. Financial problems including inadequate funding, unreasonable private university fees, lack of foreign investment, and no concept of debt financing in education.
5. Social problems such as lack of
The document discusses the education system in Pakistan and identifies several key problems:
1) The education system does not align with local needs and realities, using different mediums across public and private schools.
2) There is disparity between provinces in infrastructure, resources, and education quality. Literacy rates are especially low for women.
3) Poverty prevents many children from attending school, and dropout rates are high. Madrassas provide free religious education instead.
4) Corruption wastes education funds, and accountability is lacking. Ghost schools exist only on paper.
Introduction to RECOUP research: objectives, themes, methods, preliminary fin...RECOUP
The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
This document proposes an evaluation plan for the Girls' Empowerment through Education and Health Activity (ASPIRE) project in Malawi. ASPIRE aims to improve education and health outcomes for 125,000 adolescent girls through activities like health education, teacher training, infrastructure improvements, and community sensitization. The evaluation will assess progress toward short-term outcomes after one year and gather feedback to improve program implementation before expanding to more schools. Key evaluation questions focus on outcomes achieved, unintended impacts, participant satisfaction, and implementation challenges encountered.
The physical classroom learning nowadays is no longer applicable for the current younger generations (Gen Y). Internet and distance learning which is generally known as online education plays a vital roles in the country’s education system. It is undeniable that online education provides ample of benefits to young learners. Nevertheless, there are also many negative implications from online education. Limited collaborative learning, increase in time and effort are the several negative implications from online education. This study examines the implications of online education among students especially in a private higher learning institution and its effect towards Malaysian national education system. Information has been collected through surveys, interviews and together with secondary data, and were analysed using SPSS. The studies found that there are various serious issues regarding online education and on its effect on the quality of Malaysian Education System to certain extend. Several problems have been identified and these issues have to be solved in order to sustain the quality of education for future generations. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of online education, evaluate and review the method used in teaching and upgrade to maintain the quality of online education in private higher education institution.
7 national higher education policies towards asean community by 2015 v2gatothp
The document discusses national higher education policies in Southeast Asian countries towards achieving the goals of the ASEAN Community by 2015. It outlines the three pillars of the ASEAN Community - political and security, economic, and socio-cultural. It then summarizes higher education trends in individual Southeast Asian countries and common challenges faced in the region. Finally, it proposes future policy discussions and regional strategies to address issues around quality assurance, research, cross-border education, and sustainable development.
7 national higher education policies towards asean community by 2015 v2
policy_brief_gender_en
1. This policy brief is produced by the Forum of
African Women Educationists (FAWE) at the
request of the Association for the Development
of Education in Africa (ADEA) for the Summit
on Higher Education on Revitalizing Higher
Education for Africa’s future (Dakar, Senegal,
March 10-12, 2015).
F
A
W
E
FAWE
Executive Summary
Associated with the massive expansion in the higher
education sector in Africa over the past twenty years
has been a perceptible growth in the participation of
women. This growth is partially attributable to advoca-
cy for girls’ and women’s education leading to policy
changes which have facilitated growth in initial enroll-
ments. Different manifestations of affirmative action
– the most pervasive intervention have focused on in-
creased access. However, after a number of years of im-
plementation and evaluation, the effects of affirmative
action reveal that this focus on access, while necessary,
has led to the neglect of qualitative indicators of gender
equality in higher education. Thus, facilitating access for
women has not taken into consideration the fact that
environments in higher education institutions (HEIs) are
not necessarily conducive for their academic and career
advancement.
The argument presented in this policy brief is that there
is need to shift to more holistic gender responsive strat-
egies. Such strategies move beyond simply enabling
women’s access to HEIs to issues affecting women’s
ability to fully participate, and perform within these in-
stitutions. Based on the Forum for African Women Ed-
ucationalists’ research, the key priorities for addressing
the gender inequalities in African HEIs are highlighted.
Therefore, in response to the challenges of women’s
under-representation in the science, technology and
commerce faculties, the unconducive environment of
HEIs which perpetuates gender inequality and the lack
of women in leadership roles in HEIs, the following key
recommendations are proposed:
1. Put in place gender-sensitive recruitment and pro-
motion process in HEIs.
2. Establish bodies/committees to implement and
monitor the impact of gender policies within insti-
tutions.
3. Urgently initiate research on Higher Education,
particularly from a gender perspective, to produce
responsive and relevant policy.
4. Re-invigorate the implementation of scholarship
programs and pre-science courses aimed at moti-
vating and upgrading the skills of girls interested in
pursuing science programs
5. Accelerate gender policy dissemination and trans-
late the policy into tangible actions.
6. Initiate/enhance deliberate policy provision to en-
sure that the HEI environment takes cognizance of
the needs of female students and lecturers in the
areas of infrastructure, academic program, social
environment etc.
Introduction
Higher Education Institutions (HEIs) serve to equip peo-
ple with the intellectual capacities needed to pursue
national and regional development advancements, yet
individual country data illustrates that women continue
to be under-represented at all levels of HEIs. The need
for women to participate in such processes is well ar-
ticulated in tandem with the persistent campaign for
the effective participation of girls and women in edu-
Tackling Gender Inequality in Higher
Education Institutions in Africa: From
Affirmative Action to Holistic Approaches
There is need to shift to more
holistic gender responsive strategies.
Such strategies move beyond enabling
women’s access to higher education
institutions (HEIs) to issues affecting
women’s ability to fully engage and
perform within these institutions. They
should address the challenges of
women’s under-representation in the
science, technology and commerce
faculties, the unconducive environment
of HEIs which perpetuates gender
inequality and the lack of women in
leadership roles in HEIs.
2. 2
Tackling Gender Inequality in Higher Education Institutions in Africa
African Higher Education Summit (Dakar, Senegal, March 10-12, 2015)
cation at all levels. However, as current trends illustrate,
women’s access to and their performance in higher ed-
ucation remains deeply inequitable: African universities
tend to be overwhelmingly male-dominated. Gender
imbalance in HEIs is a common phenomenon across the
continent. This imbalance is a result of cultural, socio-
logical, economic, psychological, historical and political
factors. Furthermore, it is also a result of institutional
frameworks, which, having largely been male dominat-
ed spaces are not sensitive to the needs of women and
therefore lock women out of decision-making spaces,
influential roles and academic excellence. While sever-
al initiatives across the continent are underway to ad-
dress gender inequality, much still remains to be done;
in particular: a shift from the singular focus on women’s
entry into HEIs to a holistic approach that transforms
HEIs into gender-responsive spaces that produce gen-
der equality. This argument will be supported through
the discussion of four priority areas:
1. Conducive environment of HEIs for female students
and academic
2. Gender based violence in HEIs
3. Women representation in Science, Technology and
Commerce faculties
4. Women in leadership in HEIs
Current Status/Priority Areas
In todays’ knowledge-intensive global economy, ac-
cess to higher education is a priority. Furthermore, it is
widely accepted that educating a woman has multiple
impacts on a society’s development as higher education
empowers women to participate in the social, econom-
ic and political lives of their communities and countries.
Thus, women’s access to and effective participation and/
or engagement in higher education is a pre-requisite for
gender equity and equality in society and an important
strategy for poverty alleviation and development in Afri-
can countries.
Women’s access to higher education has therefore, more
and more, become a priority in several African countries
as part of the agenda of building more equal and just
societies. Given the large disparities in enrollment to
higher education, the focus of achieving gender equality
in education has been on the enrollment of women. The
key intervention adopted by most African governments
has been Affirmative Action (AA) policies, which often
entail lowering entry requirements for female students
in recognition of the deficits that accrue at primary and
secondary levels of education and enabling women to
engage in key areas of a country’s economic, political and
social spheres. The positive correlation between AA ini-
tiatives and the improvement in female enrollment rates
highly suggests that AA is improving women’s access to
higher education. While the number of females enrolling
in HEIs continues to increase, there is still a significant
disparity in favor of males in both public and private uni-
versities as evidenced below. This data represents en-
rollment in one private and one public higher education
Figure 1: Total Number of students
enrolled at public university, 2006 - 2010
Source: FAWE. 2013, FAWE Research Series Vol. 3, p. 123.
Figure 2: Total Number of students enrolled at private
university, 2006 - 2010
Source: FAWE. 2013, FAWE Research Series Vol. 3, p. 123.
Figure 3: Total Number of Post-Graduate Students
enrolled at the University of Ghana (2006 -2010)
Source: FAWE.2010. Women in African Higher Education: University of
Ghana Project, p. 6.
3. Policy brief
3
African Higher Education Summit (Dakar, Senegal, March 10-12, 2015)
institution in Dar es Salam, Tanzania, and post-graduate
student enrolment in the University of Ghana.
However, enrolling women is merely the first hurdle in ad-
dressing gender equality in HEIs. The focus on access is
premised on the assumption that institutions are egalitar-
ian in their functioning and that the gender gap that ex-
ists is solely a result of past and external inequalities. This
line of reasoning leads to the conclusion that bringing in
more women will automatically produce gender equality.
It does not. Access has been viewed as an end in itself,
while it contributes to closing the gender gap, it cannot
be seen as the key indicator for equality. The focus on
access and in some instances performance (quantitative
data) overlooks the fact that these are not the sole indi-
cators of gender equality in education. Qualitative data,
such as a women’s ability to regularly attend class and
participate within classes, their interest in participating
in traditionally male-dominated fields and how they bal-
ance the competing priorities of family and academic re-
sponsibilities, also provides vital information. Thus, what
is equally important, other than access, is what happens
once women are in HEIs.
§§ Are they able to fully participate and engage
as students in institutions which are male dom-
inated at student, academic staff and manage-
ment levels?
§§ Are HEI environments responsive to the needs
of women?
FAWE’s research in countries across the continent indi-
cates that the answer to both questions is a resounding
“No”. In order to promote gender equality in HEIs, these
qualitative aspects have to be taken into consideration
by the institutions. The following discussion on FAWE’s
proposed priority areas illustrates and supports this
negative response.
Conducive Environment: Gender Inequality
in HEIs
HEIs are not necessarily (as often assumed) gender neu-
tral spaces. In fact there is evidence to suggest that they
may operate in ways that reproduce gender inequality
and injustice instead of challenging it. Universities have
institutional cultures that continue to privilege masculine
norms of behavior, academic prowess and status. Wom-
en have gained access into HEIs only to face a series of
challenges within the institutions. Their experience in
HEIs is of key importance in facilitating optimal educa-
tional and career outcomes.
While there is a common notion that once enrolled,
women are prone to ‘drop-out’, there is little evidence
to support this. The term ‘drop-out’ infers that the rea-
sons for leaving are wholly in the personal lives of women
rather than the institutions. If HEIs do not transform to
take into consideration gender-inequalities, they work to
give women access to an environment which may in fact
“push-out” women.
To avoid this situation of institutions themselves serving
as impediments to the effective participation of wom-
en (both staff and students), institutions need to focus
on ensuring that they create a gender-responsive en-
vironment, attending equally to the needs of men and
women and hence contributing to effective, efficient and
human-centred development. Below are some of the
challenges girls face in HEIs, based on a study done in
Kenyatta University (KU) and Jomo Kenyatta University
of Agriculture and Technology (JKUAT) in Kenya, which
can be inferred as common experiences on several cam-
puses across the continent:
Teaching Methods
Students identified teaching approaches as a major im-
pediment to their attendance, especially in the science
and technology courses. Teaching methods can limit
students’ ability to understand the content and limit their
participation.
When asked which of their students – male or female
– participate more in class, two male lecturers gave
the following responses:
“… girls have to be forced to talk. They are shy and have
no confidence. They are sometimes overwhelmed by
how fast the boys think.” (KU, male lecturer, History,
2011).
‘Boys ask the most questions in class; only one lady
tries.’ (JKUAT, male lecturer, Engineering, 2011).
(FAWE. 2011, FAWE Research Series Vol. 2, p. 104)
As female students are more likely to lack the confidence
to speak in public (as a result of cultural and social con-
structs), the question and answer methods of teaching,
which is dominant in most universities (and secondary
and primary levels as well), is not suitable for them and
therefore limits their participation and opportunities
to enhance their understanding of the content. Con-
sequently, it is more effective to combine this method
with other gender-sensitive approaches. For instance,
an increase in the use of group work exercises presents
increased opportunity for women to participate. While
gender responsive pedagogy advocacy has been direct-
ed towards primary and secondary teachers/instructors,
the need for it is also evident at university level.
Sanitation
The lack of access to clean, easily accessible, well-func-
tioning and private sanitation facilities and sanitary tow-
els remains a problem at higher education levels as girls
are negatively affected, especially during their menstru-
al periods. For instance, in Kenyatta University, female
students spend a lot of time looking for clean toilets
in times of water shortage. Furthermore, students from
poor households cannot buy monthly supplies of san-
4. 4
Tackling Gender Inequality in Higher Education Institutions in Africa
African Higher Education Summit (Dakar, Senegal, March 10-12, 2015)
itary towels, affecting their attendance and academic
performance.
Security
Limited on-campus accommodation, coupled with eve-
ning classes, often affects female students’ ability to at-
tend classes out of fear of being attacked on their way to
and from evening classes.
Sexual harassment
Gender polices which aim to curtail sexual offences are
in place in the universities. The policies outline students’
rights and responsibilities, and the steps to follow in cas-
es of harassment. However, students confirmed that sex-
ual harassment was still a reality, especially for first-year
students. Furthermore, a majority of students indicated
they were unaware of the existence of such polices.
Sexual and reproductive health
The lack of easy access to sexual and reproductive
health services and utilities has led to absenteeism.
Students from both universities reported that although
contraceptives such as condoms were available in the
hostels, female condoms and morning after pills had to
be sourced from a facility situated a long way from the
hostels. It was also reported that students seen going to
this facility was labelled ‘loose’, meaning they were of
poor moral standards.
Family responsibilities
While pregnant students have to take time off from
school for medical check-ups, those with young children
miss classes to attend to their children. This is particularly
an issue for students who chose to further their studies
to Masters and PhD level; who are often married and/or
have children. Thus, the lack of mechanisms to enable
women to fulfil both their family and academic responsi-
bilities acts as a deterrent for further study and, for those
already enrolled, it negatively affects their participation.
Translating polices into action/ monitoring
Where gender policies do exist, implementation and
monitoring is problematic. Without bodies or persons
designated to ensuring that the strategies in these pol-
icies are acted upon, and their effect monitored, they
often remain reference documents that are used to il-
lustrate a commitment that efforts have been made to
address gender inequality rather than an actual commit-
ment to doing so. Positive interventions in recognition of
this issue have been developed in certain institutions. For
instance, Kenyatta University has set up the Gender and
Affirmative Action Implementation Centre with the man-
date of implementing gender policies in the institution.
Taking into consideration the above, institutions that at-
tempt to address such challenges improve the learning
experience of their female students, creating an envi-
ronment which addresses their needs and ability to ful-
ly participate as students within the university. Thus, the
failure to do so evidently affects their experience, illus-
trating that while they may have access to HEIs, they face
challenges within the institution which negatively affects
their ability to fully engage, participate and perform well.
The above also illustrates the need for each institution
to conduct a situation analysis that informs the devel-
opment of context-specific policies and interventions to
address issues affecting students’ performance.
Gender-Based Violence
Gender-based violence (GBV) is a major human rights
problem on the continent and, increasingly, within HEIs.
A study conducted by FAWE at Kenyatta University in-
dicated that 5% of males in comparison to 8% of females
reported gender based violence as affecting their aca-
demic participation . Girls/young women are dispropor-
tionately victims of physical and sexual abuse in HEIs;
they are raped, sexually assaulted and sexually harassed
by male students and even by their lecturers. The threat
of GBV results in irregular attendance, bad performance
and low self-esteem, it is an environment which pushes
out girls from HEIs.
“Male sexual aggression is institutionalized and
considered as normal, and girls respond on the whole
with resignation and passivity.”
– Itegi & Njuguna, 2013. Gender Based Violence in
Educational Institutions and its Impact on Girls’
Education, p. 278
Among the causes of GBV are poverty, traditional be-
liefs and some aspects of modernity and particularly
the socialization of girls and boys. Students in HEIs are
predominantly young adults, many of whom have been
raised in patriarchal cultures. Furthermore, HEIs tend
to be male dominated, creating male tolerant cultures
and environments. For instance, a FAWE study in Addis
Ababa University (Ethiopia) revealed that there is a per-
ception amongst male students that girls cannot refuse
to go out with them and that those who refuse are ver-
bally and physically abused.
Several cases of GBV go unreported due to fears of vic-
timisation, punishment or ridicule. This is also a result
of unclear reporting mechanisms which means that stu-
dents are unaware of how to address GBV. In Kenyatta
University, a confidential mobile phone line which victims
of sexual violence can use to report was created. While
this led to an increase in reported cases, interviews with
students at the university indicated that most cases still
go unreported due to fear of victimisation. This highlights
the need to focus on the prevention of GBV, which, from
FAWE’s experience is best addressed through policy ad-
vocacy and implementation, alongside community sensi-
tisation.
5. Policy brief
5
African Higher Education Summit (Dakar, Senegal, March 10-12, 2015)
Representation in non-traditional fields
Science, Technology and Commerce courses lead to stra-
tegic and marketable careers. Therefore, women’s enroll-
ment in these sectors is crucial to maximize their career
opportunities. Traditionally, however, these fields have
been dominated by male students mainly as a result of
the gender-stereotypes surrounding their study. Parents’
lack of expectation and therefore lack of encouragement
for their daughters to perform well in these courses, in
addition to the teachers’ minimal effort in ensuring girls
engagement in the subject areas negatively affects girls’
interest to participate in the three subject areas.
While the proportion of disparity across countries differs,
the female student population in these traditionally male
dominated fields across African higher education insti-
tutions is consistently lower than that of male students.
This translates to the academic staff as well, as illustrated
in Kenyatta University where, in 2009 in the School of
Engineering, of the 37 academic staff members, only 3
were female. This implies that female students in these
departments lack role models with which to identify. Fur-
thermore, female lecturers are more likely to understand
the learning styles of female students and encourage
them through different methods to participate and en-
gage with the content.
Despite this, those who gain access to these fields per-
form well. This can be attributed to, for instance as seen
at the University of Dar es Salaam in Tanzania, the in-
troduction of remedial classes for female students. Ad-
ditionally, the university introduced programs that assist
Form 5 leavers improve their A-level science grades to
enable them to not only gain entry into university but
also to prepare them for the level of difficulty; serving
as a foundational year for female students to excel once
accepted. In recognition of the challenges students face
at secondary level in relation to traditionally non-female
subjects; universities are obligated to address this issue
to encourage enrollment (given the support system) as
well as good performance.
“When laboratory assignments are done in groups,
female students are forced to participate” – KU,
Female Lecturer, Engineering Faculty, 2011
(FAWE. 2011, FAWE Research Series Vol. 2, p. 104)
Women in Leadership
There is a paucity of women involved in the leadership
levels of HEIs, compounded by the lack of gender-re-
sponsive policies. Where there are policies in place, their
translation into practice is not adequately or effectively
done or monitored, resulting in the maintenance of the
status quo. In some institutions where there are no for-
mal gender-responsive strategies for recruitment (such
as in University of Swaziland, 2009), the tendency to
hire males is greater in most of the departments with
historically strong male bias, such as the Agricultural
and Earth Sciences.
“In order for a gender-responsive approach to
permeate institutional thinking and action, it needs
to become an explicit consideration at all levels of the
institutions operations.”
FAWE.2009. Kenyatta University: Baseline Study, p. 4.
Management
Women are generally concentrated at lower level de-
cision-making positions in HEIs. While there are a few
exceptions, such as in Kenya, where the first female
Vice-Chancellor was appointed to lead Kenyatta Univer-
sity, women remain in positions in which they are unable
to make or influence decisions, limiting their ability to
contribute to the transformation of universities into gen-
der-responsive institutions. In fact, in 2009, despite hav-
ing a female Vice-Chancellor, Kenyatta University’s man-
agement was dominated by males with only 2 females
out of 11 members. Another example is the admissions
committee at Buistema University in Uganda, which has
1 female, and 7 males and is chaired by a male, while
the Academic Affairs Committee has only 1 female and 6
males and is also chaired by a male. In total, the compo-
sition of the University Senate is: 5 females and 18 males
which means that only 22% of the decision-making body
is female. This similar occurrence is reflected at the Uni-
versity of Ghana in which females are under-represented
in the university’s apex decision-making body, the Uni-
versity Council, as illustrated in Figure 5.
While a common argument is that there is no guarantee
that the inclusion of women will lead to more gender-re-
sponsive decisions/policy-making, it makes it more likely
as the inclusion of women’s perspectives on certain is-
sues will often lead to decisions that take into consid-
Figure 4: Total Number of students enrolled in Computer
Science at public university, 2006 -2010 (1 Public Uni. In
Dar es Salam, Tanzania)
Source: FAWE. 2013, FAWE Research Series Vol. 3, p. 1
6. 6
Tackling Gender Inequality in Higher Education Institutions in Africa
African Higher Education Summit (Dakar, Senegal, March 10-12, 2015)
eration both male and female needs, leading to more
gender-responsive decisions and policies.
Academia
Women in academia tend to occupy junior untenured
positions, publish less and are only marginally present
in managerial positions. Figure 6 and 7 representing the
gender distribution of staff, and Tables 1 and 2 repre-
senting academic appointments with respect to gender
in Zambia’s Copperbelt University and the Kenyatta
University, illustrate not only the lack of female academ-
ic staff in HEIs, but also that they tend to occupy lower
level positions. This is mainly a result of, as mentioned
earlier, the unconducive working environment for wom-
en’s upward mobility.
Issues affecting women’s upward mobility in HEIs, ac-
cording to staff interviewed at the University of Swazi-
land are pregnancy and maternal obligations which in-
terfere with their research and committee involvement,
both of which are used as the key criteria for promo-
tions. Research, especially fieldwork, necessitates leav-
ing campus/home and going to the research sites which
is often not possible due to maternal obligations. While
committee meetings are often ad hoc and can go on
until late, once again interfering with maternal obliga-
tions. Furthermore, some respondents stated that as
they were in the “softer disciplines” it was difficult for
them to publish in some journals as they tend to require
quantitative research; skills which many women do not
have. Deliberate efforts need to be made and targeted
initiatives developed so that African women can assume
positions of responsibility in greater numbers within ac-
ademia, as an end in itself, but also to increase the num-
ber of positive role models for female students.
Figure 6: Gender Distribution of Academic Staff (2009 –
Copperbelt University, Zambia)
Figure 7: Gender Distribution of Academic Staff (2009 –
Kenyatta University, Kenya)
Table 1: Academic Appointments with Respect to
Gender (2009 – Copperbelt University, Zambia)
Academic Appointment
Total Number of Staff
Male Female
Associate Professor 6 0
Senior Lecturer 20 2
Lecturer I 35 0
Lecturer II 54 6
Lecturer III 52 13
Total 167 21
Table 2: Academic Appointments with Respect to
Gender (2009 – Kenyatta University, Kenya)
Academic Appointment
Total Number of Staff
Male Female
Professors 29 2
Assoc. Professors 39 15
Senior Lecturers 91 38
Lecturers 211 104
Asst. Lecturers 47 21
Tutorial Fellows 90 56
Research Assistants 2 1
Total 509 237
Figure 5: University of Ghana Council Membership
(2006 - 2010)
Source: FAWE.2010. Women in African Higher Education: University of
Ghana Project, p. 15.
7. Policy brief
7
African Higher Education Summit (Dakar, Senegal, March 10-12, 2015)
Recommendations
}} Achieving a gender-balanced human resource
requires a gender-sensitive recruitment and pro-
motion process. HEIs should therefore amend
their recruitment and promotion policies using a
gender lens.
}} National policies dealing with GBV need to be
translated into specific guidelines in order to fa-
cilitate implementation in HEIs. In particular, the
development of mechanisms to enable students
to freely report GBV cases and the development
of anti-GBV initiatives (e.g. sensitization cam-
paigns) to act as a preventative measure.
}} As in Kenyatta University, HEIs should establish
Gender and Affirmative Action Implementation
Centres to implement and monitor the impact of
Gender policies within the institution.
}} The dearth of reliable and comparable data on
Higher Education and gender requires urgent at-
tention. To produce responsive and relevant pol-
icy, research must be conducted on Higher Ed-
ucation, particularly from a gender perspective
to provide up-to date evidence on which to de-
velop targeted policies and programs to address
female student’s needs.
}} Scholarships and pre-Science courses aimed at
motivating and upgrading the skills of girls inter-
ested in pursuing science programs should be
implemented.
}} Ministries of Education and individual universities
should enhance dissemination and implementa-
tion (translating policy into tangible actions) of
gender policies and programmes to improve
their impact in addressing inequalities.
}} Put in place deliberate policy provision to ensure
that HEI environment (infrastructure, academic
programme, social environment etc.) takes cog-
nizant of the needs of female students and lec-
turers.
The author, Co-Authors
Hendrina Doroba,
FAWE Executive Director.
Martha Muhwezi and
Boikanyo Modungwa
Hendrina Doroba has over 30 years of work experience
and has an excellent understanding of gender and
education issues, and the challenges that exist
particularly in sub-Saharan Africa.
References
Forum for African Women Educationalists (FAWE). 2013. FAWE Research Series Vol. 3: Strengthening Gender Research to improve
Girls; and Women’s Education in Africa.
Forum for African Women Educationalists (FAWE). 2011. FAWE Research Series Vol. 2: Strengthening Gender Research to improve
Girls and Women’s Education in Africa.
Forum for African Women Educationalists (FAWE). 2010. FAWE Research Series Vol. 1: Strengthening Gender Research to improve
Girls and Women’s Education in Africa.
Forum for African Women Educationalists (FAWE). 2010. Copperbelt University Gender Profile for Decision Making Positions
(Unpublished).
Forum for African Women Educationalists (FAWE).2010. Situation Analysis of Gender Issues at Busitema University, Uganda
(Unpublished)
Forum for African Women Educationalists (FAWE).2010. African Women In Institutions Of Higher Education: The Case Study Of
The University Of Swaziland (Unpublished)
Forum for African Women Educationalists (FAWE).2010. Women in African Higher Education: University of Ghana Project
(Unpublished)
Forum for African Women Educationalists (FAWE) .2009. Kenyatta University: Baseline Study of Gender Composition of
Management, Staff and Students (Unpublished)
Forum for African Women Educationalists (FAWE). 1998. Creating an Enabling and Empowering Environment for Women in
Tertiary Education: A Handbook for African Universities.
Iliyasu, Zubairu. Abubakar, Isa, S. Aliyu, Muktar, H. Galadanci, Hadiza, S. and Salihu, Hamisu, M. 2011. Prevalence and Correlates of
Gender-based Violence among Female University Students in Northern Nigeria. African Journal of Reproductive Health, Vol.
15, No. 3, pp. 111 – 120.
Itegi, Florence, M. and Njuguna, Felicita, W. 2013. Gender Based Violence in Educational Institutions and its’ Impact on Girls’
Education: A comparative study of selected countries. Research Journal in Organisational Psychology & Educational Studies,
Vol. 2, No. 5, pp. 276-279.
Mama, Amina. 2008. Rethinking Africa Universities: Gender and Transformation. In “rewriting Dispersal; Africana Gender studies.”
Online: www.barnard.edu/sfonline/africa/mama_01.htm
Mama, Amina. 2003. Restore, Reform but do not Transform: The Gender Politics of Higher Education in Africa. JHEA/RESA, Vol.
1, No. 1, pp. 101 -125.
Teferra, Damtew and Altbach, Philip G. 2004. “African Higher Education: Challenges for the 21st Century”, Higher Education, Vol.
47, No. 1, pp. 21-50
8. Forum of African Women Educationists (FAWE)
FAWE is a pan-African Non-Governmental Organization working in 33 African countries to empower girls and women through
gender-responsive education.
FAWE believes that through education of women and girls, livelihoods are improved for entire communities and civic educa-
tion and liberties are enhanced. Educated girls become educated women who have the knowledge, skills and opportunity to
play a role in governance and democratic processes and to influence the direction of their societies.
FAWE works hand-in-hand with communities, schools, civil society, Non-Governmental Organizations and ministries to achieve
gender equity and equality in education through targeted programs.
It encourages its partners to enact policies and provide positive learning environments that treat girls and boys equally.
Its work influences government policy, builds public awareness, demonstrates best educational practice through effective
models, and encourages the adoption of these models by governments and institutions of education. This has led to increased
rates of girls’ enrollment, retention and completion of school in countries in which our National Chapters operate.
Through FAWE’s work, girls and women across sub-Saharan Africa have the chance to attend school and overcome material
deprivation and social and political exclusion.
More on FAWE at www.fawe.org
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