Constraints on female participation in education in developing countries

Literacy without formal education: the case of Pakistan

“…47 Therefore, Pakistan is not alone as other developing countries, for example, Bangladesh, India, Cameroon, Sierra Leone, Jamica and Vanuatu also have similar reasons that affect low female participation in education. 48 The coef®cient for the female, (31.8010) is high compared with the male (1.3906). This can be seen in Table 6 and 7.…”

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“…It is only in the last 150 years or so that schooling has become gradually and differentially available to girls and women. Indeed, in the less economically developed regions of the world the continued widespread dominance of patriarchal kinship systems still works to the disadvantage of female participation in education (Brock & Cammish, 1997). It is in medieval and renaissance Europe that the roots of the majority of school curricula in the world lie, namely conservative, discriminatory and, in general, selective in purpose and function (Hopper, 1968).…”

Creating a space for young women's voices: using ‘participatory video drama’ in Uganda

“…Yet, it is likely that there is a need to go beyond the technical fix of provision of a school place to creating more gendersensitive school environments through various means. For example, in the Ugandan context, increasing the numbers of female teachers is vital (Brock and Cammish 1998), alongside addressing negative gender constructions which act as a barrier to young women's inclusion in school-based health education and affect their ability to make informed and confident decisions about sex, as well as other appropriate strategies (Ahlberg et al 2001;Stromquist 2002).…”