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Malawi : Determinants of girls' participation and persistence in school (Inglês)

This is a study of parental attitudes to schooling for girls (compared to boys) at the Primary and secondary level. The study was limited to three districts in Malawi: Mulanje, Mangochi, and Lilongwe. The study examined the economic and social and cultural factors that influence girls' participation and persistence in school. Parents were interviewed about their opinions and attitudes toward educating girls in contrast to boys. They were asked about the educational choices they had made for their children of both sexes, their perceptions of gender differences in .academic ability, their educational and career aspirations for their children and the reasons for daughters having left school. There were questions to explore differences in claims on the time of girls and boys, particularly of domestic chores. The study finds that initiations play an important role. Although low female primary enrollments (59 vs 73 for males in 1988) and high dropout rates are due to many factors, there is evidence that initiations contribute significantly. The importance attached to initiation is illustrated by the parents' willingness to pay more for initiation of their daughters than for regular schooling. Parents think that formal schooling is expensive, though annual fees and related costs are less than one-quarter of the estimated cost for an initiation ceremony. The academic curriculum is felt to have little relevance to dally life, whereas the traditional education is seen as necessary.

Detalhes

  • Autor

    Kapakasa, Anjimile Mtila

  • Data do documento

    1992/05/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    94476

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Malaui,

  • Região

    África,

  • Data de divulgação

    2015/02/25

  • Disclosure Status

    Disclosed

  • Nome do documento

    Malawi : Determinants of girls' participation and persistence in school

  • Palavras-chave

    international center for research on women;access to primary education;sectoral analysis;school needs;comparative education;childrens participation in school;girls primary education;higher level of education;institute of development studies;high dropout rate;womens employment opportunities;life expectancy at birth;improving primary education;Benefits of Education;child in school;education of girl;women in development;Access to Education;Population and Development;education for girl;positive role model;traditional family life;basic household;years of schooling;enrollment of girl;participation of girl;women in education;primary school enrollment;language of instruction;junior secondary school;high repetition rate;distance to school;prioritization of expenditures;education for woman;girls into school;primary school student;situation of women;primary school system;lack of time;number of chickens;access of girl;enrolment of girl;Gender and Education;net enrollment rate;primary school level;source of income;source income;open ended questions;per capita income;teacher training college;onset of adolescence;disadvantage of girls;achievement for girl;access to schooling;course of study;senior secondary schooling;junior secondary schooling;school age population;proportion of male;primary school teacher;population growth rate;formal school curriculum;distance education center;formal education system;reproduction of inequality;high illiteracy rate;demand for girl;formal school system;afternoon school session;visits to school;Basic Education;achievement of girl;return to education;participation of woman;lack of interest;complete secondary school;issue of access;international development research;school fee;rural area;educating girl;male teacher;reading material;foster child;academic achievement;teenage pregnancy;young woman;double shift;peer counseling;formal sector;regular job;positive feedback;gender difference;central regions;domestic chore;school uniform;early pregnancy;successful woman;male relative;role models;girls persistence;secondary system;survey questionnaire;parental attitude;marriage age;standard deviation;child schooling;public input;educational access;Gender Gap;pupil number;domestic labor;Regional Studies;corporal punishment;educational transition;literacy level;girls achievement;population group;family poverty;demographic aspect;student attitude;traditional cloth;Private School;class size;open admission;tertiary level;african study;educational participation;social control;Women's Education;traditional schooling;traditional society;gender bias;african females;transport cost;learning environment;comparative research;demographic question;women education;quality improvement;learning material;Early Education;female student;text book;opportunity cost;basic skill;industrialized society;admission policy;educational effect;increased access;put pressure;educational distribution;social impact;early age;educational research;special education;educational training;parental support;entry barrier;gender disparity;school dropout;cultural value;Labor Market;teaching material;educational level;educated child;white people;job opportunities;job opportunity;city jobs;foreign institution;school place;educational quality;cultural practice;educated parent;academic performance;vicious cycle;rural woman;income constraint;designing policy;urban school;social issue;young child;young adult;classroom ratio;shade tree;primary pupil;rural conditions;female teacher;rural teacher;full participation;university education;trade account;educational choice;regular schooling;academic curriculum;Traditional Education;traditional form;sexual education;community activity;moral suasion;primary enrollment;science subject;educated woman;modern economy;teaching system;school institution;drop out;rural parent;bus driver;labor system;socio-economic status;domestic work;adult woman;attending school;peer pressure;open access;start school;examination result;young ones

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