Educational Gender Inequality in Sub‐Saharan Africa: A Long‐Term Perspective

Baten, Jöerg; Haas, Michiel de; Kempter, Elisabeth; Selhausen, Felix Meier zu

doi:10.1111/padr.12430

Cited by 50 publications

(18 citation statements)

References 95 publications

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“…The analysis of male cohort trends and of the potentially resulting gender dynamics in SSA labor markets poses a promising avenue for further research. A recent example of a cohort-based examination of gender inequality in SSA that also relies on IPUMS International data is provided by Baten et al (2021), who focus on education. In addition, the interaction of female school attendance, fertility, and labor force participation during adolescence that our results point to may warrant a more in-depth investigation.…”

Section: Discussionmentioning

confidence: 99%

Female Labor Force Participation in Sub‐Saharan Africa: A Cohort Analysis

Backhaus¹,

Loichinger²

2022

Population & Development Rev

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Female labor force participation rates have been stagnating despite rising female education in sub‐Saharan Africa since the turn of the millennium. Using representative and repeated census data from a heterogeneous sample of 13 sub‐Saharan African countries, this paper analyzes female labor force participation from a demographic perspective. We show that enrollment in education is substantially higher among the most recent female cohorts than among the earlier‐born ones. The higher enrollment mechanically depresses female labor force participation, weakening the relationship between female labor force participation and education. After taking this cohort trend into account, we find a strong and positive association between female labor force participation and female education. We further find a cohort trend toward higher female employment in the nonprimary sector and a positive association between female employment in the nonprimary sector and female education. The higher investments in education by younger female cohorts, together with the demographics of sub‐Saharan African countries, have implications for a potentially arising “demographic dividend”.

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Section: Discussionmentioning

confidence: 99%

Female Labor Force Participation in Sub‐Saharan Africa: A Cohort Analysis

Backhaus¹,

Loichinger²

2022

Population & Development Rev

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“…Despite a large body of literature on the transition to higher education, there is little information on the factors that influence child transition from primary to secondary school in Kenya's Hulugho subcounty. Moreover, in the Hulugho sub-county, Kenya lacks enough and accurate recorded knowledge on the link between academic assistance, teaching capacity, support programs, physical facilities and family background, as well as pupils transition from primary to secondary school [19,20]. This has deprived the Hulugho sub-county in Kenya of vital information that would have aided in the transfer of pupils from primary to secondary school.…”

Section: Despitementioning

confidence: 99%

Factors Influencing Pupil Transition from Primary to Secondary School In Hulugho Sub-County, Kenya

Roble¹,

Maalim²,

Muriithi³

2023

AJESS

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The study investigated factors influencing transition of pupils from primary to secondary schools in Hulugho sub-county in Kenya. The study, which used quantitative approach, adopted positivist paradigm and employed correlational research design. The target population was the six primary school principals, two secondary school principals, 39 primary school teachers, 17 secondary school teachers, 19 primary school PTA chairpersons, and four secondary school PTA chairpersons of schools in Hulugho Sub County. A sample population of 71 respondents was obtained using formula by Mugenda and Mugenda and selected using stratified proportionate sampling. Data was collected using questionnaires and interview guides. Data from questionnaires was analysed using Pearson r while that from interview guide was analysed using verbatim. The study found that; teaching capacity has significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0.551). support programs has a significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0.656), physical facilities has significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0..667) and family background has significant influence on pupil transition from primary to secondary school (p-value < 0.01; r = 0.613) on pupil transition from primary to secondary school, in Hulugho sub-county. The recommends that the primary schools in Hulugho sub-county should ensure that. they acquire and retain recommended teacher-student ratio; teachers are assigned manageable workload; they recruit and nurture highly qualified teachers, they have adequate support program structures, and sufficient school physical.

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“…This trend, however, stems from a cultural system that works at the disadvantage of girls. On average, girls devote less time to their studies compared to boys since they participate in more household chores compared to boys (Baten et al, 2021). [2]…”

Section: Human Rights Based Education Programming In Zimbabwementioning

confidence: 99%

“…On average, girls devote less time to their studies compared to boys since they participate in more household chores compared to boys (Baten et al, 2021). [2]…”

Section: Human Rights Based Education Programming In Zimbabwementioning

confidence: 99%

Rights-Based Education Programming: A Complimentary Approach for Addressing Poverty, Education Inequality, and Development in Zimbabwe

Chitiyo

Pietrantoni

2022

j. of int. educ. and pract.

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The United Nations Millennium Development Goals (MDGs) of 2015 sought to eradicate major problems facing the globe. Member states ratifying these goals were tasked to formulate and institute policies aimed at addressing the global economic, political, social, and environmental challenges. Three major goals sought to address fundamental issues on poverty, universal education, and gender equality. The MDGs were succeeded by the Sustainable Development Goals which are targeted to be achieved by 2030. The intersectionality of the development goals and Education cannot be underestimated. Education has been identified as a key strategy for addressing poverty, hunger, and gender equality. Although several countries ratified the MDGs, most did not achieve the goals by 2015. A shift in policy is necessary to close the achievement gap and to help the efforts for achieving the 2030 SDGs. This paper addresses Zimbabwe’s progress towards the SDGs. Progress on key indicators of quality education, poverty, and inequality of opportunities is presented. Finally, the paper suggests a rights-based education programming framework to help accelerate achievement of the SDGs.

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Educational Gender Inequality in Sub‐Saharan Africa: A Long‐Term Perspective

Cited by 50 publications

References 95 publications

Female Labor Force Participation in Sub‐Saharan Africa: A Cohort Analysis

Female Labor Force Participation in Sub‐Saharan Africa: A Cohort Analysis

Factors Influencing Pupil Transition from Primary to Secondary School In Hulugho Sub-County, Kenya

Rights-Based Education Programming: A Complimentary Approach for Addressing Poverty, Education Inequality, and Development in Zimbabwe

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