Gender in Primary and Secondary Education
A handbook for policy-makers and other stakeholders
Gender in Primary and Secondary Education has been written in the context of rapidly expanding education systems worldwide, and particularly the rising enrolment of girls in schools. The author argues that now the challenge of gender mainstreaming goes beyond building schools and ensuring access, to sustaining these gains to secure the future of education for girls. Thus gender mainstreaming in education needs to address the more strategic questions of the relationship between education and wider development and change, and of the relationships between men and women in a rapidly changing world.
The handbook is divided into six chapters, examining key policy and ideological gender mainstreaming issues within education systems and identifying the scope for greater gender mainstreaming.
Essential reading for civil servants involved in education sector management, policy planners, education policy analysts and professionals, civil society organisers, and academics.
Contents
Foreword
Abbreviations
Executive Summary
1. Gender, Education and Development
Achievements and Gaps
Why Paying Attention to Gender and Education is Important
Conclusion
2. Reframing the Education Policy Discourse: Rights, Capabilities and Empowerment
Gender Equality in Education: Framing a Substantive Approach
Widening the Scope of Gender and Education Interventions: Towards a Rights-based Approach
Conclusion
3. The Gendered Construction of the Demand for Girls’ Education
Gender Inequalities and Education
Structural Determinants of Female Disadvantage in Education
Reproduction of Labour and its Relationship with Schooling
Conclusion
4. Supply-side Constraints on Girls’ Schooling
Reproducing Society through the Education System
The Schooling Experience: Gender-based Violence
Teachers as Shapers of Gender Equality
The ‘Hidden Curriculum’
Boys and Girls in the Classroom: Gender Inequalities and Learning Outcomes
Policy Issues
Conclusion
5. Policies and Programmes for Promoting Gender-equitable Schooling
Lessons from Experience
Conclusion
6. Institutional Transformation and Gender Mainstreaming in Education
Why Gender Mainstreaming?
Defining Gender Mainstreaming
Strategies for Mainstreaming Gender Equality
Mainstreaming Gender in the New International Aid Architecture
Conclusion
References
Index
About the contributor
Ramya Subrahmanian (Author)
Ramya Subrahmanian is a former Fellow at the Institute of Development Studies at the University of Sussex, UK, and is currently working as Social Policy Specialist at UNICEF India based in Delhi.Browse subjects
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