The gender dimension of primary education: a survey of 9 districts in afar regional state

摘要

“The Gender Dimension of Primary Education: A Survey of 9 Districts and Schools in Afar Regional State” is a contribution to further feminist knowledge and theory. The specific objectives are: to examine the trends of gender disparity in primary enrolment; to critically inquire the key socio-cultural differences that basically foster and/or sustain gender inequalities; and to further the integrity between feminist perspective and knowledge. Towards these objectives, the broader feminist conceptual and theoretical frameworks were applied. Survey questionnaire, in-depth interview, key informant and documentary research were the major data collection techniques/instruments. The average percentage of girls’ primary enrolment over the five successive schooling years considered showed a huge gender disparity (35% vis-à-vis 65%). The finding showed even a more gender gaps after enrolment. Girls’ participation was found to get significantly lower (due to unusual dropout (0.32 vis-à-vis 0.21) and repetition (0.24 vis-à-vis 0.17) and hence, the gender disparity was found even high as they moved to the higher primary grades. The study discovered the prevailing parental perception, misconception about girls’ education, cultural reproduction in schools, schools’ physical accessibility, sexual violence, domestic chores, and early marriage were accredited to the observed enormous gender disparities. Gender socialization, the learning (through immediate observation and modelling) and reinforcement of gender roles, the hidden curriculum and ‘passive consumption’ were all empirically corroborated to promote and/or sustain gender disparities. Based on the major findings, the study concluded, the observed huge gender disparity was predominantly ascribed to the key differences that grew out of the joint operation of local socio-cultural factors rather than objective differences in skills and abilities.