Chapter

Addressing Primary and Secondary Education for Socially Excluded Girls<sup>1</sup>

Marlaine Lockheed and Maureen Lewis

in Lessons in Educational Equality

Published in print February 2012 | ISBN: 9780199755011
Published online May 2012 | e-ISBN: 9780199918867 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199755011.003.0006
Addressing Primary and Secondary Education for Socially Excluded Girls1

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The largest challenge remaining to achieve universal primary and secondary education is that of socially excluded girls. Raising the availability and quality of schools for all socially disadvantaged children will reduce much of this gender gap, but compensatory programs designed for and targeted at socially excluded girls will also be required. Although hard evidence about the effects of programs specifically targeted to socially excluded girls is limited, several types of initiatives hold promise, and some evidence of effectiveness, for improving gender equity. This chapter examines the characteristics of these interventions. It concludes that programs that have been effective at attracting and retaining girls in school have remarkably similar characteristics: they establish schools within the village or community, provide good quality instructional materials for students and teachers (often in local languages), support teachers through training and other regular professional development, and may include specific incentives for girls to attend school regularly.

Keywords: gender equity; gender equality; socially excluded girls; girls’ education; gender gap; compensatory programs; educational equity; primary education; secondary education; universal education

Chapter.  12018 words. 

Subjects: Developmental Psychology

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