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ERIC Number: EJ1056618
Record Type: Journal
Publication Date: 2014-Dec
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0020-8566
Increasing the Number of Female Primary School Teachers in African Countries: Effects, Barriers and Policies
Haugen, Caitlin S.; Klees, Steven J.; Stromquist, Nelly P.; Lin, Jing; Choti, Truphena; Corneilse, Carol
International Review of Education, v60 n6 p753-776 Dec 2014
Girls' education has been a high development priority for decades. While some progress has been made, girls are often still at a great disadvantage, especially in developing countries, and most especially in African countries. In sub-Saharan Africa, less than half of primary school teachers and only a quarter of secondary school teachers are women, and enrolment figures for girls are low. One common policy prescription is to increase the number of women teachers, especially in the many countries where teaching remains a predominantly male profession. This policy prescription needs to be backed by more evidence in order to significantly increase and improve its effective implementation. The available research seems to suggest that girls are more likely to enrol in schools where there are female teachers. Moreover, increasing the number of trained teachers in sub-Saharan Africa depends on more girls completing their school education. To date, however, there has been no comprehensive literature review analysing the effects of being taught by women teachers on girls' educational experience. This paper aims to make a start on filling this gap by examining the evidence on the effects in primary schools, especially in African countries. It also identifies and examines the barriers women face in becoming and staying teachers, and considers policies to remedy their situation.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa
Grant or Contract Numbers: N/A