Gender issues in education in the fifty years of Zambia's independence.

Item

Title
en Gender issues in education in the fifty years of Zambia's independence.
Creator
Syachaba, Pandey Zekeza
Date
2019-10-09T05:16:42Z
Date Available
2019-10-09T05:16:42Z
Date Issued
2018
Abstract
en This chapter examines gender issues in education in the fifty years of Zambia’s independence. The importance of educating girls has been recognised by many nations and has become a priority in Zambia in recognition of the fact that girls’ education has lagged behind that of boys. The international community sought to address this issue at education conferences such as Jomtien in 1990 and Dakar in 2000. Since gaining independence in 1964, Zambia has addressed gender issues in education but the progress has been slow. One area in which noticeable progress has been made is primary school enrolment where boys and girls now have equal access. Indeed, in some urban areas, the number of girls in primary schools outnumbers boys. However, the situation is different at secondary school and tertiary levels where more men and boys are enrolled. This chapter identifies the many factors that appear to be responsible for slow progress in addressing gender issues in education, including the enduring nature of patriarchy and argues that efforts to resolve gender inequalities in education should take the impact of patriarchy on girls’ education into account.
Identifier
978-9982-03-103-5
uri
http://dspace.unza.zm/handle/123456789/6063
Language
en en
Publisher
en UNZA Press
Subject
en Gender--Education--Patriarchy--Zambia.
Type
en Book chapter
Item sets
The University of Zambia Collections