Education Research Gender, Education and Development - A Partially Annotated and Selective Bibliography



African family, inheritance law, religion and secular ideology, the arts, African
literature, and voluntary associations. This has been done by describing the women's
associations and complex roles within the extended structures in the African customary
and kinship organizations as well as the situation in the modem world.

The third topic concerns African women both as active in politics and as objects of
public policy. This includes issues relating to the political roles that women have taken
in both indigenous and modem societies, their participation in national liberation
movements in various countries in the Sub-Saharan region especially from the 1960s
when most people in Africa were fighting for political independence, the impact of
developmental policies on women, health, and contraception and technological issues.
Structural adjustment programmes and their effect on women in the region under
discussion have also been included. Illustrations from different countries have been
used throughout the book in discussing women's social, economic, health and political
issues.

ODAGA Odhiambo and HENEVELD, Ward, (1995) Girls and Schools in Sub-
Saharan Africa: From Analysis to Action,
World Bank Technical Paper No. 298,
Africa Technical Department Series, World Bank, Washington D.C.

The central focus of this study is to formulate an operational gender perspective for
reference in educational planning, programming, management, implementation, and
monitoring and evaluation across Sub-Saharan Africa.

In an effort to achieve this objective, research findings in the last five (5) years on the
constraints that girls experience in schools in this region have been summarized
indicating the status of female education and factors that generally constrain girls'
education. Under the section dealing with the status of female education, research
findings on access, persistence, literacy and access to employment are summarized.

The findings on the factors that affect female education have been grouped into three,
that is: socio-cultural and socio-economic factors; factors related to the school
environment; and political and institutional factors. Under the first group, direct cost of
schooling, opportunity cost of girls' education, attitude of parents/families on girls'
education, initiations and religion are highlighted. With regard to the second group of
constraints which concern school environment, the following factors have been
outlined: distance to school, teachers' attitude, curricula and learning materials, sexual
harassment, pregnancy, girls' expectations and motivation. In the third group, problems
dealing with financing and management of education, the limited involvement of
women in development initiatives, and political instability are summarized. The above
factors have further been grouped into two as: demand-side and supply-side factors.
The demand-side factors include the factors that limit the demand for female education,



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