Secondary Education Reform in Lesotho and Zimbabwe and the Needs of Rural Girls: Pronouncements, policy and practice

Ansell, Nicola

doi:10.1080/0305006012013874

Cited by 47 publications

(22 citation statements)

References 17 publications

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“…To consider one example, while many studies show that poverty and child labour are highly correlated, that working children either attend school less or do less well at school, and that education is a key determinant of the overall strength of an economy, it may not follow that banning child labour or promoting compulsory schooling will reduce poverty for individuals (see Grootaert and Patrinos, 1999;Ansell, 2002;Bhalotra, 2003;OECD, 2003). Great care needs to be taken, therefore, when considering the merits of interventions such as the International Labour Office's International Programme on the Elimination of Child Labour (IPEC) which urge a tighter prohibition of child labour or regard education as an altenative to work (ILO, 2002, p. 1).…”

Section: Rationale and Contextmentioning

confidence: 99%

Youth, gender and livelihoods in West Africa: Perspectives from Ghana and the Gambia

Chant

Jones

2005

Children's Geographies

113

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In this paper we report on preliminary fieldwork conducted in Ghana and The Gambia on the interrelationships among youth, gender and livelihoods. We examine how policy in developing countries, typically characterised as related to child labour or education, needs to emphasise the linkage across processes that affect young people. We argue that policy will be improved if young people are given voice to express how work, education, social networks, and culturally-bound notions of responsibility are linked and how they perceive the opportunities and constraints on their 'life chances'.

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Section: Rationale and Contextmentioning

confidence: 99%

Youth, gender and livelihoods in West Africa: Perspectives from Ghana and the Gambia

Chant

Jones

2005

Children's Geographies

113

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“…Few practical subjects are taught, largely due to the additional costs involved, although most schools teach agriculture, and the Development Studies curriculum involves a practical project at secondary level. Schooling is geared towards providing the most able students with certificates that will help them find work; not preparing them for reproductive work in the private sphere (Ansell 2002b).…”

Section: The Research: Methods and Contextmentioning

confidence: 99%

Substituting for Families? Schools and Social Reproduction in AIDS‐affected Lesotho

Ansell¹

2008

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“…The pressure on the system by the generations of school-going age during the 1980s boom has stretched resources as they move through secondary and now tertiary levels (Ansell, 2002). There is little research on the impact of the war of independence on educational levels of children of schoolgoing age during the conflict; work tends to focus on post-independence educational achievements.…”

Section: Zimbabwementioning

confidence: 99%

The Quantitative Impact of Conflict on Education. UIS Technical paper; 7

2011

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The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow's world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical co-operation to Member States for their development policies and projects; and 5) the exchange of specialized information.UNESCO is headquartered in Paris, France. UNESCO Institute for StatisticsThe UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture and communication.The UIS was established in 1999. It was created to improve UNESCO's statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today's increasingly complex and rapidly changing social, political and economic environments.The UIS is based in Montreal, Canada. (1 514) 343-6880 Fax:( 1 514 ©UNESCO-UIS 2011The authors are responsible for the choice and presentation of the facts contained in this book and for the opinions expressed therein which are not necessarily those of UNESCO and do not commit the Organization. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, its authorities, or the delimitation of its frontiers or boundaries.-iii - AbstractThis study examines the impact of armed conflict on the population of 25 countries, finding substantial negative effects of exposure to conflict on educational attainment and literacy. Using household survey data from Demographic and Health Surveys, as well as Multiple Indicator Cluster Surveys, conducted between 2000 and 2008, analysis at the national and sub-national levels reveals that conflict often leaves an unfortunate legacy for the affected generations: smaller shares of the population with formal schooling, fewer average years of education, and decreased literacy rates, which persist over time. Furthermore, in many countries existing gaps between marginalized groups, such as women, and the rest of the population worsen during conflict. The study contributes to the growing literature in this field by demonstrating the lasting impact of conflict on education for a large and diverse set of countries.

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Secondary Education Reform in Lesotho and Zimbabwe and the Needs of Rural Girls: Pronouncements, policy and practice

Abstract: Ansell N (2002) 'Secondary education reform in Southern Africa and the needs of rural girls: pronouncements, policy and practice ' Comparative Education 38(1)

Cited by 47 publications

References 17 publications

Youth, gender and livelihoods in West Africa: Perspectives from Ghana and the Gambia

Youth, gender and livelihoods in West Africa: Perspectives from Ghana and the Gambia

Substituting for Families? Schools and Social Reproduction in AIDS‐affected Lesotho

The Quantitative Impact of Conflict on Education. UIS Technical paper; 7

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