that is, socio-cultural and socio-political factors. The supply-side factors are viewed as
those that reinforce gender inequalities by strengthening stereotypes about female roles
and low academic expectations, that is, school related and political and institutional
factors.
Key areas that require interventions and research have been noted. The study also offers
suggestions and approaches that can be used to reduce the gender gap in access to
education, attainment and achievement in the region. An overview of programs and
projects that are already in the stage of implementation has been provided.
The importance of moving from analysis to action has also been given prominence. An
approach for identifying and planning effective interventions has been offered. Set
questions for assessing gender issues in education at the local and national levels have
been provided. At the local level the questions are for assessing households, the school,
the community, and participant groups, such as students and teachers. At the national
level, questions are for assessing policy and macro-development planning.
BROWNE, A.W. & BARRETT, H.R. (1991) 'Female education in Sub-Saharan Africa:
the Key to development ?', Comparative Education, 27 (3), p. 275-285.
Browne & Barrett bring together clearly the three themes of this Bibliography in their
study of gender, education and development in sub-Saharan Africa. Since
improvements in health, nutrition and education are not just ends in themselves but are
the catalysts for development and since within the developing world sub-Saharan
Africa has the lowest life-expectancy, the highest infant mortality rate and one of the
highest levels of illiteracy (World Bank, 1990), the basis for long-term development in
the region is undermined. The authors argue that education is "the key to the process of
human-centred development", (p275) because of its effects both on health & nutrition
& also the key to economic growth, and they present evidence to show that women's
education has a pivotal role in all this.
As far as health is concerned, the authors establish a strong relationship between
women's literacy and lower infant mortality rates in sub-Saharan Africa in general and
in the Gambia in particular. Secondly, since the region is one of "female farming", it is
suggested that "investment in woman's education would yield significant returns in food
production and agricultural output, as well as improving nutrition for the household",
(p281). Again, this is illustrated by the example of the Gambia where horticultural
schemes have succeeded best when led by a literate woman.
It is pointed out that although education can be seen as intrinsic to both human and
economic development, the goal of universal primary education is actually receding.
The figures for girls' enrolment continue to be lower than those for boys and their drop-