Publications

Displaying 40 publications matching your filters.

Published in 2011

Primary School Performance in Botswana, Mozambique, Namibia, and South Africa
Published Tuesday, October 18, 2011
PROGRESS IN GENDER EQUALITY IN UGANDA PRIMARY EDUCATION
Published Monday, October 3, 2011
This document, not published by IIEP, has been presented on the occasion of the IIEP Policy Forum on Gender Equality in Education held on the 3-4 October, 2011 in Paris, France. The views and opinions expressed in this paper are those of the authors and do not necessarily represent the views of UNESCO or IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries
TRENDS IN GENDER EQUALITY IN LEARNING ACHIEVEMENT IN SOUTHERN AND EASTERN AFRICA: EXPLORATION OF CHARACTERISTICS OF EDUCATIONAL ENVIRONMENT AND CURRICULUM AREAS
Published Monday, October 3, 2011
The purpose of this paper is to study the gender differences in learning achievement by exploring in Southern and Eastern African countries the educational environment and curriculum contents. The study is based on the data archive of a large-scale assessment administered by a consortium known as Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) during 2000 and 2007. The examination of the progress in gender equality in various educational dimensions revealed that many countries have improved the gender balance in school participation while the quality issue tended to remain unchanged between 2000 and 2007. However, by comparing the characteristics of groups of schools within two countries, it was suggested that gender differences in achievement may not always be related to the availability of school resources and/or the wealth of the pupils. By examining different domains of reading and mathematics subjects, it seemed that boys tended to do better in the ‘documents’ domain of reading and the ‘measurement’ domain of mathematics while girls tended to do better in the ‘expository’ domain of reading and the ‘number’ domain of mathematics.
IS THERE GENDER EQUITY IN SCHOOL MANAGERIAL POSITIONS? NJORA
Published Monday, October 3, 2011
In a hypothetical school system that had perfect levels of “gender equity” (with respect to staffing and promotion policies) it would be expected that about 50 percent of the school heads and about 50 percent of the teachers would be female. However, some educationists might argue that this form of equal representation may be undesirable in primary schools. For example, Zhang et al (2008) contend that one would expect more female teachers at the primary school level because in many countries female teachers (perhaps because of their motherly connection with young children) are often reported to produce better pupil educational outcomes.
ARE THERE ANY DISPARITIES BETWEEN GIRLS AND BOYS IN THE RESPONSE OF THE EDUCATION SECTOR OF HIV AND AIDS?
Published Monday, October 3, 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: Malawi
Published Sunday, October 2, 2011
Policy Brief Number 6 This policy brief deals with progress in ‘gender equality’ in primary education for the six divisions in Malawi by seeking answers to the following specific questions
Achievement Namibia
Published Thursday, September 1, 2011
In 1995, the Namibian Ministry of Education participated in SACMEQ’s foundation research programme, the SACMEQ I Project, so as to establish post-independence benchmarks for the conditions of schooling and the quality of education in primary schools.
Progress in Gender Equality in Education: Namibia
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the thirteen regions in Namibia by seeking answers to the following specific questions
Progress in Gender Equality in Education: Seychelles
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief deals with progress in ‘gender equality’ in primary education for the six regions in Seychelles by seeking answers to the following specific questions
Progress in Gender Equality in Education: South Africa
Published Thursday, September 1, 2011
Policy Brief Number 6. This policy brief covers key gender-related issues in education in South Africa with a view to showing whether there have been any significant changes in ‘gender equality’ between 2000 and 2007, both at the provincial and national levels. The following questions formed the basis of the investigation

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