COMMISSIONED BY:
THE BRITISH DEVELOPMENT DIVISION IN CENTRAL AFRICA (BDDCA)
OF THE
OVERSEAS DEVELOPMENT ADMINISTRATION (ODA)
BY
DR NICOLA SWAINSON
MAY 1995
1.1 Background
1.2 Structure
1.3 Limitations
CHAPTER 2: THE OVERALL BENEFITS OF FEMALE EDUCATION
2.1 Introduction
2.2 The importance of female participation in education
CHAPTER 3: MANIFESTATIONS OF GENDER INEQUALITY IN EDUCATION: MALAWI. ZAMBIA AND ZIMBABWE.
3.1 Educational expenditure patterns
3.2 Enrolments
3.3 Performance and attainment
3.4. Literacy
CHAPTER 4: FACTORS SHAPING GENDER INEQUALITIES IN EDUCATION
4.2 Girls' labour contributions
4.3 Family, community and social class
4.3.1 Parental attitudes and influence
4.3.2. Initiation and early marriage
4.3.3. Sexuality and sexual harassment4.4.1. Girls and the school environment
4.4.2. Teachers: expectations and attitudes
4.4.3. Single sex schools
CHAPTER 5: POLICY OPTIONS: AN OVERVIEW
5.1. Introduction
5.2 Expanding educational provision
5.3 Type of school provision and organisation
5.4 School inputs
5.5. Community involvement and awareness
5.6. Improving girls' health and nutrition
5.7 Recruiting more female teachers
5.8 Reducing direct costs
CHAPTER 6: GENDER AND ADULT EDUCATION: A MISSING PRIORITY
6.1. The role of NGOs
6.2. Adult education and literacy
6.3. Lok Jumbish - Rajistan
6.4. Bundibugyo-Uganda
6.5. Lessons for Southern Africa
CHAPTER 7: GOVERNMENT AND DONOR INTERVENTIONS
7.2.1. The GABLE Project
7.2.2 The Malawi Primary Community Schools Project (ODA)7.3 Zambia
7.4 Zimbabwe
7.5 Regional and continent wide donor initiatives
7.5.1 UNICEF
7.5.2 The Forum of African Women Educationalists (FAWE)
7.5.3. The Donors to African Education (DAE)
CHAPTER 8: RESEARCH PRIORITIES AND RECOMMENDATIONS
8.1 Research Priorities
8.2. Policy Recommendations