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Lessons in Educational EqualitySuccessful Approaches to Intractable Problems Around the World$
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Jody Heymann and Adele Cassola

Print publication date: 2012

Print ISBN-13: 9780199755011

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199755011.001.0001

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Addressing Primary and Secondary Education for Socially Excluded Girls 1

Addressing Primary and Secondary Education for Socially Excluded Girls 1

Chapter:
(p.116) 6 Addressing Primary and Secondary Education for Socially Excluded Girls1
Source:
Lessons in Educational Equality
Author(s):

Marlaine Lockheed

Maureen Lewis

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199755011.003.0006

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

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