Publications

Displaying 36 publications matching your filters.

Published in 2011

Progress in Gender Equality in Education: Uganda
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the four regions in Uganda by seeking answers to the following specific questions
Progress in Gender Equality in Education: Zambia
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the nine provinces in Zambia by seeking answers to the following specific questions.
Progress in Gender Equality in Education: Zanzibar
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the five regions in Zanzibar by seeking answers to the following specific questions.
Trends in the Magnitude and Direction of Gender Differences in Learning Outcomes
Published Thursday, September 1, 2011
Using data of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), gender differences in reading and mathematics in 15 SACMEQ school systems have been analysed. Results revealed that at the Grade 6 level, reading achievement was mostly in favour of girls while the mathematics achievement was mostly in favour of boys in 2007. While gender equality in Grade 6 participation has improved in many SACMEQ school systems, the size and the direction of gender differences in learning achievement have been very stable from 2000 to 2007, no matter who (boys or girls) performed better. Separate analyses by school location and socioeconomic status (SES) show that in rural schools and among lower SES groups across SACMEQ school systems, gender differences in both reading and mathematics have become slightly larger in 2007 than in 2000. There was a slight improvement in gender equality in achievement in reading and mathematics in urban schools, and a reasonable improvement in higher SES groups. These findings have led to the hypothesis that previous gender-related interventions have neglected the important quality aspect that may influence learning achievement, especially in rural schools and among lower socio-economic groups.
Progress in Gender Equality in Education: Zimbabwe
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the ten provinces in Zimbabwe by seeking answers to the following specific questions.
Progress in Gender Equality in Education
Published Thursday, September 1, 2011
The gender-balance issue ranks high in most educational HIV and AIDS prevention programmes in the countries of Southern and East Africa which is the region hardest hit by HIV and AIDS. Indeed, such programmes aim at “young people” – which is a group at risk, as it represents 45% of new HIV infections. Moreover, it has been observed that young women in Sub-Saharan Africa are more vulnerable as they are 8 times more exposed to HIV than are young men (UNESCO, 2011). The main reasons invoked for this are gender inequalities and an unequal sharing of power between men and women (UNAIDS IATT, 2009).
Progress in Gender Equality in Education: Botwsana
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the seven regions in Botswana by seeking answers to the following specific questions:
Progress in Gender Equality in Education: Kenya
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the eight provinces in Kenya by seeking answers to the following specific questions
Progress in Gender Equality in Education: Lesotho
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the ten districts in Lesotho by seeking answers to the following specific questions
Achievement Seychelles
Published Monday, August 1, 2011
The publication of the results of SACMEQ II for Seychelles in 2005 generated high level discussions amongst planners and practitioners at the Ministry of Education. Some of the major policy concerns then were related to the practice of streaming in primary schools, the status of mathematics education, literacy and numeracy in the early years and the development of a policy framework on assessment (Leste et al, 2005).

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