Teen Fertility and Gender Inequality in Education

PurposeOver the years, efforts to ensure equal participation of girls in school in Nigeria have been met with some setbacks, amidst significant progress in mobilising communities for gender equality and mainstreaming. The purpose of this paper is to explore a number of features associated with sexual maturation that affect girls’ non-enrolment, limited attendance, performance at school and gender inequality in primary and secondary education in Nigeria.Design/methodology/approachThe analytical engagement with the capability approach draws out elements of inequalities and demonstrates that issues of sexual maturation do not just constitute personal health challenge for adolescent girls, but bring up wider issues of socio-cultural, community and institutional deprivation and injustice.FindingsThough laudable initiatives have been in place to improve girls’ participation and attainment in education, there is a dire need for appropriate policy and actions to address the supply and demand barriers to meeting girls’ needs, including making schools more girl-friendly and safe, providing school-based health programmes, sex education and sanitation facilities, train teachers against gender-stereotype, flexible school schedules and enforce re-admission policy. But beyond school policy and environment, there is also the need to respond to opportunity costs of schooling and leverage collective capabilities.Originality/valueThis paper argues that cultural and socioeconomic factors surrounding sexual maturation are implicated in gender differentials in participation and performance of girls and gender inequality in education. It suggests the need for the application of collective capabilities for action towards addressing girls’ sexual maturation issues and education in the society.

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Patriarchy and Gender Inequality in Education in Anambra State, Nigeria: A Sociological Underpinning

10.7176/rhss/11-6-06 ◽

2021 ◽

Keyword(s):

Gender Inequality ◽

Anambra State ◽

Inequality In Education ◽

And Gender

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Wicked Problem and Gender Inequality in the Educational Sector

Advances in Religious and Cultural Studies - Handbook of Research on Using Global Collective Intelligence and Creativity to Solve Wicked Problems ◽

10.4018/978-1-7998-2385-8.ch008 ◽

2021 ◽

pp. 157-174

Author(s):

Idris Olayiwola Ganiyu ◽

Adeshina Olushola Adeniyi

Keyword(s):

Gender Inequality ◽

Universal Access ◽

Wicked Problem ◽

Policy And Practice ◽

African Countries ◽

The Sustainable Development ◽

Inequality In Education ◽

Development Goals ◽

Sub Saharan ◽

And Gender

Since the coinage of the term ‘wicked problem' in the 1970s, various dimensions of the concept have emerged. Various social ills such as inequality, political instability, terrorism, diseases, famine, poverty, and corruption are considered as wicked problem. Many of the wicked problems are so called because of their complexities and difficulties of finding solutions to the problems. A major wicked problem that is pervasive in many African countries is gender inequality in education. Universal access to education for girls and boys is one of the objectives of the Millennium Development Goals (MDGs). In addition, the Sustainable Development Goals (SDGs) also emphasized quality education and gender equality as two of the main agendas that should be achieved by developed and developing countries. This chapter explores the gender inequality in the educational sector in selected Sub-Saharan African countries. A comparative analysis of the inequality on school enrollment in Kenya, Nigeria, and South Africa was explored. The implication for policy and practice is discussed in this chapter.

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The education reality and gender inequality in education in the Mekong river delta through the analysing of historical, cultural and educational background and through educational statistics

Science and Technology Development Journal ◽

10.32508/stdj.v18i4.849 ◽

2015 ◽

Vol 18 (3) ◽

pp. 53-64

Author(s):

Tiep Van Nguyen

Keyword(s):

Gender Inequality ◽

Educational Background ◽

River Delta ◽

Mekong River ◽

Mekong River Delta ◽

Unskilled Labour ◽

Low Education ◽

Inequality In Education ◽

And Gender ◽

Developing Area

Mekong River Delta is the key agricultural economy nationwide. It is a developing area, its HDI (Human Developing Index) ranked third (0,669) and lower than that of the national average, EI (Education Index), a part of HDI, classified as low, rate of unskilled labour accounted for the highest percentage in which the female workers were of without expertise and of even more lower education which is one of the biggest barriers to the social-economic development in the Mekong River Delta. The writing, with its limits, is simply to examine the background of Mekong River Delta’s history, culture and education, to trace down the causes resulted in current low education situation and also to analyse its actual low education especially gender inequality in education based on statistics that has been so far uninterested in research.

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