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Gender Equity in Junior and Senior Secondary Education in Sub-Saharan Africa

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  • Esi Sutherland-Addy

Abstract

This thematic study is about gender equity in junior and senior secondary education in Sub-Saharan Africa (SSA). It consists of case studies of Ghana, Malawi, and Uganda, as well as, a review of studies undertaken over the past ten years on education in Africa with particular attention to girls' and secondary education. Gender equity at the primary level has been the focus of considerable attention within the education for all frameworks of action, but much less so at the secondary level. Evidence of gender inequity and inequality in terms of access, retention and performance in secondary education in SSA raises many questions. While transition rates from primary to secondary are higher for girls than boys, and the repetition rates are lower, girls still significantly trail behind boys in terms of secondary gross enrollment rate (GER). The purpose of this study is to document and analyze the extent and nature of gender disadvantage in junior and senior secondary education, to analyze the causes of this disadvantage and to identify strategies that may be effective in reducing or eliminating it. This thematic study will make a timely and useful contribution to the debate on Secondary Education and Training in Africa (SEIA) issues.

Suggested Citation

  • Esi Sutherland-Addy, 2008. "Gender Equity in Junior and Senior Secondary Education in Sub-Saharan Africa," World Bank Publications - Books, The World Bank Group, number 6500.
    • Handle: RePEc:wbk:wbpubs:6500
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    References listed on IDEAS

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    1. Leach, Fiona & Fiscian, Vivian & Kadzamira, Esme & Lemani, Eve & Machakanja, Pamela, 2003. "An Investigative Study of the Abuse of Girls in African Schools," Education Research Papers 12849, Department for International Development (DFID) (UK).
    2. Forsythe, Nancy & Korzeniewicz, Roberto Patricio & Durrant, Valerie, 2000. "Gender Inequalities and Economic Growth: A Longitudinal Evaluation," Economic Development and Cultural Change, University of Chicago Press, vol. 48(3), pages 573-617, April.
    3. Sayed, Yusuf & Lewin, Keith M., 2005. "Non-Governmental Schooling in Sub-Saharan Africa. Exploring the Evidence in South Africa and Malawi," Education Research Papers 12828, Department for International Development (DFID) (UK).
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    1. Nathalie Holvoet & Liesbeth Inberg, 2013. "Multiple Pathways to Gender-Sensitive Budget Support in the Education Sector: Analysing the Effectiveness of Sex-Disaggregated Indicators in Performance Assessment Frameworks and Gender Working Groups," WIDER Working Paper Series wp-2013-105, World Institute for Development Economic Research (UNU-WIDER).
    2. Langsten, Ray & Hassan, Tahra, 2018. "Primary education completion in Egypt: Trends and determinants," International Journal of Educational Development, Elsevier, vol. 59(C), pages 136-145.
    3. Akyeampong, Emmanuel & Fofack, Hippolyte, 2013. "The contribution of African women to economic growth and development in post-colonial Africa : historical perspectives and policy implications," Policy Research Working Paper Series 6537, The World Bank.
    4. Nathalie Holvoet & Liesbeth Inberg, 2016. "Do Gender Targets and Gender Working Groups Contribute to More Gender-Sensitive Budget Support? Evidence from 14 Sub-Saharan African Countries," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 28(5), pages 875-892, November.

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