This research studied the educational exclusion of rural girls in Peru. It found that while primary school enrollment was similar for boys and girls, far fewer girls attended high school. Girls faced numerous barriers to continuing their education, such as economic hardships, gendered social expectations, and domestic duties like farming, cooking, and childcare. Possible solutions proposed increasing economic support, improving teaching methods, challenging gender biases, and fostering earlier girls' school enrollment.

1. WHEN ACCESS IS NOT
ENOUGH: EDUCATIONAL
EXCLUSION OF RURAL
GIRLS IN PERU
Maria Teresa Domingo
Berenguer
Juan Pedro García Alberola
Inmaculada Luque Blasco
Arancha Martín Quílis
Gema Pascual Borrell

2. INDEX
1. INTRODUCTION
2. RESEARCH
3. RESEARCH RESULTS
4. FACTORS INFLUENCING
GIRLS' SCHOOLING
5. GIRLS DUTIES
6. POSITIVE RESULTS
7. CONSEQUENCES
8. POSSIBLE SOLUTIONS
9. BIBLIOGRAPHY

3. INTRODUCTION
• 1990's: Several studies were developed to
investigate the causes and dimensions of
educational exclusion or rural girls in Andean
areas of Peru, specially in secondary education.
• The results were: A 17,6% of girls are illiterate
vs a 6% of boys.

4. RESEARCH
• This research have been made in four Andean
villages of Peru over one school year.
• The study deals with the causes of exclusion in
the education of girls in these rural areas.
• And these are the results of this research:

5. RESEARCH RESULTS
• In Peru the number of primary school
children are more or less the same. But in
high school but men dominate women.
• There is a much higher percentage of
schooling men than women.
• The number of years they spend in school
men are superior to women.

6. FACTORS INFLUENCING
GIRLS' SCHOOLING
• Precarious economic conditions.
• Differential social and cultural expectations of
girls.
• Structure of the family.
• Low expectations in girls capacities
• Girls believe they learn more al home.
• Teachers learning style based on instruction
and punishment (not attractive).
• Teachers feel frustrated and demotivated

7. GIRLS' DUTIES
• Girls are more required than boys to contribute in the family
economic survival which compete with time demanding to
school.
* Agricultural work:
o Feeding animals
o Cutting grass.
o Collecting firewood
* Domestic work:
o Washing dishes, knitting and sewing.
o Cooking for all the family.
o Taking care of the sibling.
o Teachers ask girls to cook and clean for them.

8. POSITIVE RESULTS
• Girls and women are more persistent in their
studies if they reach high school and have a much
lower dropout rate than men.
• The girls have fewer opportunities and take
advantage of them.
• Girls get grouped to give support ones to each
other in order to avoid boys teasing them.
• Step by step, families are more aware of the
schooling advantages.

9. CONSEQUENCES
• This gender inequality in education, makes girls
can not develop as normal citizens in today's
world.
• Girls and women must be employed at the field
and help the family.
• Men prefer to get married with women with
studies (single motherhood)
• Ability to read and write is more required for
boys than for girls (boys will be the head of the
family).

10. POSSIBLE SOLUTIONS
• Educate teachers and parents in boys and girls
equality.
• Innovation of learning methodologies and
strategies.
• Avoid girls' preconceptions and prejudices.
• Government economic aids (Bursaries).
• Free breakfast.
• Authorities: fostering sooner girls' enrolment.
• More attractive learning procces (avoiding
punishment).

11. BIBLIOGRAPHY
• Ames, P. (2005) "When access is not enough:
educational exclusion of rural girls in Peru."
• In S. Aikman and E. Unterhalter (eds) Beyond Access:
Transforming Policy and Practice for Gender Equality in
Education. Oxfam:Oxford pp.149-165.