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ERIC Number: ED362453
Record Type: RIE
Publication Date: 1990-Dec
Pages: 115
Abstractor: N/A
The Economic and Social Impacts of Girls' Primary Education in Developing Countries.
Floro, Maria; Wolf, Joyce M.
This document explores the evidence that exists worldwide on the impact of girls' education, particularly primary education. It indicates areas in which impact of education is probably occurring, especially in those areas that have received little or no attention in the literature or that have been studies with methodologies that limit what can be learned. The literature review incorporates research conducted throughout the world to gain a broad perspective of the impact of girls' education. By reviewing data from countries in Africa, Asia, and Latin America, the researchers were able to capture and consider the diverse circumstances that influence the impact of education on women, and to identify trends throughout the world. A need exists to focus on studying specifically the impact of educating girls because of the relatively lesser access of girls to education, and equally importantly, the different types of impacts that literate women, as compared to literate men, might have on their societies. The economic role women play in their societies has been long underestimated by the assumptions underlying how economic input is measured. The social roles women play have been underestimated by a narrow definition of what those roles are and how they affect society. This report concludes that girls' primary education results in more active participation by women in the labor force. The positive outcomes of girls' primary education are conditioned by the prevailing economic, social, and cultural environments. (Contains approximately 400 references.) (DK)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Agency for International Development, Washington, DC. Office of Education and Women in Development.
Authoring Institution: Creative Associates, Inc., Washington, DC.
Grant or Contract Numbers: N/A