Gender in Primary and Secondary Education

A handbook for policymakers and other stakeholders

image of Gender in Primary and Secondary Education
Gender in Primary and Secondary Education has been written in the context of rapidly expanding education systems worldwide, and particularly the rising enrolment of girls in schools. The author argues that now the challenge of gender mainstreaming goes beyond building schools and ensuring access, to sustaining these gains to secure the future of education for girls. Thus gender mainstreaming in education needs to address the more strategic questions of the relationship between education and wider development and change, and of the relationships between men and women in a rapidly changing world.

The handbook is divided into six chapters, examining key policy and ideological gender mainstreaming issues within education systems and identifying the scope for greater gender mainstreaming.

Essential reading for civil servants involved in education sector management, policy planners, education policy analysts and professionals, civil society organisers, and academics.



Policies and Programmes for Promoting Genderequitable Schooling

The analysis so far has raised many issues regarding the complex social constructions that give rise to inequalities between women and men, and girls and boys, in many spheres of human and social life, including schooling and education. These complexities indicate the important role that schools can play in addressing a range of inequalities faced by children in order to improve their chances and opportunities in adulthood. Breaking intergenerational transfers of poverty and inequality requires investment in children’s education today. However, the quality of schooling interventions matters, as does the ability of policies and programmes to locate schooling and the school within a wider set of socio-economic and political issues. Narrow sectoral approaches to education are failing to reach groups that are excluded on account of their social identity, geography or personal circumstances, and are failing to keep students at school.


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