Women and the Teaching Profession
Exploring the Feminisation Debate
Contributors: Fatimah Kelleher, Francis O. Severin, Matselane B. Khaahloe, Meera Samson, Anuradha De, Tepora Afamasaga-Wright, Upali M. Sedere
Publication date: 14 November 2011
Size:
297mm x 210mm
ISBN: 978-1-84929-072-2
Pages: 242
The debates on women and teaching have been wide ranging and, in some cases, contentious. They have included reviews of why the profession can become gender imbalanced in favour of women, the impacts of this on learning processes and student education, and the implications on women’s overall empowerment within society and the economy.
Most of the research to date has concentrated on developed countries, such as the UK, Australia and Canada, where women have been a significant majority in the teaching workforce for decades. This study looks at how the teacher feminisation debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues.
Co-published with UNESCO.
Most of the research to date has concentrated on developed countries, such as the UK, Australia and Canada, where women have been a significant majority in the teaching workforce for decades. This study looks at how the teacher feminisation debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues.
Co-published with UNESCO.
Contents
Foreword
Tables and figures
Acronyms and abbreviations
PART ONE: MULTI-COUNTRY ANALYSIS
1. Introduction and Background
Definitions and overview
Women, teaching and the feminisation debate within the context of the education Millennium Development Goals (MDGs) and Education for All (EFA)
Women, teaching and the feminisation debate within the context of broader gender equality
Scope, methodology and how the report is structured
2. Reviewing the Literature
‘Feminisation’: layered understandings and focuses of research
Teaching and the employment of women: historical patterns and trends
Perspectives of teaching as a gendered profession
Perspectives on the consequences of feminisation
Feminisation of teaching through a broader gender equality lens
3. Statistical Trends in Selected Countries
Background to the countries
Access to education
Varying trends in teacher feminisation – national and sub-national patterns in female representation
Summary and conclusions
4. Debating the Trends and Issues
Exploring the key issues
Conclusions, recommendations and further research
PART TWO: COUNTRY REPORTS
5. Dominica
The Commonwealth of Dominica – background
Education in Dominica
Male and female teachers in Dominica
Educational outcomes
Dominica, women in teaching, and gender equality
Qualitative and quantitative research at the school level
Discussion and implications
Recommendations
6. Lesotho
Introduction and background
Situational analysis on the feminisation of the teaching profession
The field research
Findings, conclusions and discussions
Recommendations
7. India
Overview – women in the teaching profession in India
The policy framework which impacts female teacher recruitment
Case study of Kerala – teaching profession feminised
Case study of Rajasthan – low levels of female teachers
Female teachers and their impacts on school quality and on gender and social equity
8. Samoa
Introduction
Education in Samoa
Feminisation of teaching in Samoa: a statistical overview
Possible factors responsible for transforming teaching into ‘women’s work’
Implications and assumptions
Conclusions and recommendations
9. Sri Lanka
Background: the status of women in Sri Lanka
The education system
Feminisation of the teaching profession in Sri Lanka: analysis of trends and patterns
Factors for the transformation of teaching into ‘women’s work’
Discussion and conclusions: the feminisation of teaching and its relevance to gender dynamics in Sri Lankan society
Bibliography
Tables and figures
Acronyms and abbreviations
PART ONE: MULTI-COUNTRY ANALYSIS
1. Introduction and Background
Definitions and overview
Women, teaching and the feminisation debate within the context of the education Millennium Development Goals (MDGs) and Education for All (EFA)
Women, teaching and the feminisation debate within the context of broader gender equality
Scope, methodology and how the report is structured
2. Reviewing the Literature
‘Feminisation’: layered understandings and focuses of research
Teaching and the employment of women: historical patterns and trends
Perspectives of teaching as a gendered profession
Perspectives on the consequences of feminisation
Feminisation of teaching through a broader gender equality lens
3. Statistical Trends in Selected Countries
Background to the countries
Access to education
Varying trends in teacher feminisation – national and sub-national patterns in female representation
Summary and conclusions
4. Debating the Trends and Issues
Exploring the key issues
Conclusions, recommendations and further research
PART TWO: COUNTRY REPORTS
5. Dominica
The Commonwealth of Dominica – background
Education in Dominica
Male and female teachers in Dominica
Educational outcomes
Dominica, women in teaching, and gender equality
Qualitative and quantitative research at the school level
Discussion and implications
Recommendations
6. Lesotho
Introduction and background
Situational analysis on the feminisation of the teaching profession
The field research
Findings, conclusions and discussions
Recommendations
7. India
Overview – women in the teaching profession in India
The policy framework which impacts female teacher recruitment
Case study of Kerala – teaching profession feminised
Case study of Rajasthan – low levels of female teachers
Female teachers and their impacts on school quality and on gender and social equity
8. Samoa
Introduction
Education in Samoa
Feminisation of teaching in Samoa: a statistical overview
Possible factors responsible for transforming teaching into ‘women’s work’
Implications and assumptions
Conclusions and recommendations
9. Sri Lanka
Background: the status of women in Sri Lanka
The education system
Feminisation of the teaching profession in Sri Lanka: analysis of trends and patterns
Factors for the transformation of teaching into ‘women’s work’
Discussion and conclusions: the feminisation of teaching and its relevance to gender dynamics in Sri Lankan society
Bibliography
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