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Gender Equality In Schools, Lusaka, Zambia

2275 words - 10 pages



BY :Brenda Mubita – BSW STUDENT 2015

Chapter One: Introduction

1.1 Background

Education is a crucial factor for nations to advance their social, cultural and economic well-being. Gender equality in education is directly proportional to gender equality in the labor force, in the household and in decision-making. Educating female’s lower mother and baby mortality rates generate higher educational attainment and achievement for next generations and improves economic conditions of nations (Schultz, 1993). ...view middle of the document...

5 Significance of the Study

The study of factors causing inequality in education in Lusaka district secondary schools will have the following importance:
(i) The study expected help the educational policy makers, educational planners and education decision-makers to come up with different perspectives on trying to make equal opportunity in education for girls and boys in secondary schools.
(ii) The study focus to enable policy makers, planners and decision makers to design gender sensitive programmes in school and colleges hence to create environment of equal access to education for all sexes. For this reason the existing policies on gender may be reviewed and modified for realization of equal access for both boys and girls.
(iii) The study also intends to help parents and other educational stakeholders to change their attitudes toward girls’ education. The information obtained from this study will create insights on importance of girls’ education for development of community and society at large, this will drive parents to create equal access to education to both girls and boys.
(iv) The study is expected to add the references on gender inequality in educational or related to factors causing gender inequality in education, impact of gender inequality in education and appropriate ways of addressing gender inequality in education.

Chapter Two: Literature Review

A World Education Report research (1995) has shown a long- standing imbalance in participation of formal education by women. The report stipulated that the literacy rate of the world’s women (71.2 per cent) is significantly lower than that of men (83.6 per cent).

Nearly two third of the world’s illiterate adults are women (565 million), most of whom live in Africa, Asia and Latin America. This situation is against international campaigns to widen women access to education.

Various international conventions have been passed concerning women’s access to education. They include the Universal Declaration of Human right (1948), UNESCO convention Against Discrimination in Education (1962), UN (1981) convention on the Elimination of all forms of Discrimination against Women and Millennium Development Goals (2000). However these conventions have seldom been implemented at national levels.

Again, according to the statistics of United Nations Department of Economic and Social Affairs (UNDESA) (2010), women account for two third of the world’s 774 million illiterate adults. Worse enough, there is still a significant gender gap between boys and girls as we move from primary to secondary and tertiary education.

The economic repercussions of these inequalities are far reaching, given the clear evidence that educated women invest more in their children and contribute to the welfare of the next generation (Dollar and Gatti, 1999).

Similarly, United Nation Educational Scientific and Cultural Organization (UNESCO) (2011) report reveals that globally some 39 million children of lower secondary...

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