Exclusion, Gender and Education Case Studies from the Developing World

by Lewis, Maureen A.; Lockheed, Marlaine E.

• ISBN13: 9781933286228
• ISBN10: 1933286229
• Format: Paperback
• Copyright: 2007-10-30
• Publisher: Center for Global Development

Summary

Girls have achieved remarkable increases in primary schooling over the past decade, yet millions are still not in school. In Inexcusable Absence, authors Maureen Lewis and Marlaine Lockheed reported the startling new finding that nearly three-quarters of the girls who are not in school belong to ethnic, religious, linguistic, racial, or other minorities. This companion volume further analyzes the determinants of school enrollment, completion, and learning in seven countries: the highly heterogeneous populations of Lao PDR, China, Pakistan, India, and Guatemala, and the homogeneous populations of Bangladesh and Tunisia.

Author Biography

Maureen A. Lewis is the acting chief economist for Human Development at the World Bank and a non-resident fellow at the Center for Global Development. She formerly managed a unit in the Bank dedicated to economic policy and human development research and programs in Eastern Europe and Central Asia Marlaine E. Lockheed is a visiting fellow at the Center for Global Development and a lecturer in public and international affairs at Princeton University

Table of Contents

Preface	p. ix
Acknowledgements	p. xiii
Social exclusion: The emerging challenge in girls' education	p. 1
Social exclusion and education	p. 5
Evidence on exclusion and schooling in developing countries	p. 9
Cross-country evidence on girls' education and exclusion	p. 16
Policy implications and areas for further research	p. 23
References	p. 25
Ethnic and linguistic diversity and lower school enrollment	p. 29
Girls in Lao PDR: Ethnic affiliation, poverty, and location	p. 31
Educational attainment and adult literacy: Uneven progress over time	p. 32
Educational inequality among children now in school	p. 38
Results of the model: Explaining school enrollment and attainment	p. 54
Conclusions and policy implications	p. 62
Annex to Chapter 2	p. 64
References	p. 69
Girls in Gansu, China: Expectations and aspirations for secondary schooling	p. 71
Girls, boys, and educational access in China: historical context	p. 72
Why do gender disparities exist? Social science theories	p. 73
Does gender still matter for access to basic education?	p. 77
Measuring gender disparities and their sources	p. 77
Conclusions and implications	p. 94
Annex to Chapter 3	p. 96
References	p. 96
Rural girls in Pakistan: Constraints of policy and culture	p. 99
Education in Pakistan	p. 100
Girls' disadvantage in enrollment: existing evidence and data	p. 104
Are new schools in rural areas addressing the needs of the most disadvantaged girls?	p. 107
What factors affect girls' enrollment in rural Pakistan?	p. 112
Conclusions and policy implications	p. 116
References	p. 117
Girls in India: Poverty, location, and social disparities	p. 119
Enrollment and achievement in primary school	p. 120
Gender and social disparities in access to secondary education	p. 129
What determines student achievement in secondary school?	p. 132
Conclusions and policy implications	p. 139
Annex to Chapter 5	p. 140
References	p. 141
Indigenous girls in Guatemala: Poverty and location	p. 145
Data used	p. 147
Who goes to school? The roles of ethnicity, gender, poverty, and location	p. 149
Why don't girls go to school?	p. 165
Indigenous girls' schooling experiences	p. 171
Policy implications for getting girls into school	p. 172
References	p. 174
Less diversity and higher enrollment	p. 177
Rural Bangladesh: Sound policies, evolving gender norms, and family strategies	p. 179
Policy and program interventions in the education sector	p. 185
Policies, programs, and opportunities for women in other sectors	p. 187
Qualitative data sources	p. 187
Evolving gender norms	p. 188
Local perspectives on policy and program interventions	p. 192
Family strategies regarding female education, employment, and marriage	p. 194
Limits and precariousness of changes underway	p. 199
Conclusions	p. 200
References	p. 201
Tunisia: Strong central policies for gender equity	p. 205
Education in Tunisia	p. 209
The data	p. 210
What accounts for gender equity at the early stages of basic education?	p. 211
When and how do gender inequalities start to emerge?	p. 220
Conclusions	p. 224
Annex to Chapter 8	p. 226
References	p. 228
Index	p. 231
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