Gender issues in education in the fifty years of Zambia's independence.
Date
2018
Authors
Syachaba, Pandey Zekeza
Journal Title
Journal ISSN
Volume Title
Publisher
UNZA Press
Abstract
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.
Description
Keywords
Gender--Education--Patriarchy--Zambia. , Sex discrimination in education--Zambia--1964-2017. , Women in education. , Women--Education--Social aspects--Zambia. , Feminism and education.