summarises various projects on girls' education in a variety of countries.
Chapter 4 Les facteurs qui influencent la scolarité is a substantial study of the following
factors:
socio-economic and cultural constraints
- poverty
- early marriage
- locus of authority
- control of sexuality
- family systems (eg patrilocal)
- sexual division of labour
Problems of infrastructure and services
- access (roads, transport)
- buildings
- incomplete educational systems
- teachers (supply and quality)
- lack of single-sex schools for girls
Inappropriate types of education
Inequalities within education itself
The final chapter makes a series of suggestions for possible action and intervention to
improve girls' chances in education. The author points out that central political change
is usually ineffective because of regionally disparity and that equally changes at school
level alone are insufficient to ensure real progress. A pluridimensional and integrated
approach is needed. Firstly, quality education adapted to the environment should be the
aim: good quality buildings and resources should be provided in rural areas, systems
with multiple entry points and opportunities to catch up should be developed and
national policy on education should be flexible in local circumstances. "Une politique
participatoire" should involve villages in the building of schools and planning
curriculum and materials to fit in with community development. Non-formal education
should be part of community, development programmes.
There is a need to improve the image of the school (a school building should reflect its
importance) and to develop a climate of security and confidence, especially as far as
women teachers in rural areas are concerned. Motivating and convincing parents is also
essential. Girls' education should be encouraged by adapting to parental wishes,
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