Gender equity in education in Ethiopia: hurdles, initiatives and prospects
1999
Amanuel Gebru (Addis Abeba University, Addis Abeba (Ethiopia). Department of Foreign Languages and Literature);Mulugeta Gebreselassie (Addis Abeba University, Addis Abeba (Ethiopia). Department of Statistics))
The gender-related consequences of being an African female manifest themselves in several ways: socially, economically, culturally and most relevantly educationally. For instance, Ethiopian females are less likely to go to school, to persist and to perform than boys in almost all settings and at all levels. Despite the fact that several Ethiopian studies have been conducted in connection to this issue, intervention based on the results of the studies has had no significant alleviative returns. Policy initiatives based on these studies do not seem to have led to significant changes. This inevitably calls for a supplementary study which takes care of the drawbacks of the former studies on which this study capitalizes. The present study uses logistic regression methods to investigate correlates of female school enrollment in rural and urban Ethiopia. The results of the study advocate the teaching of girls because the problems are exacerbated in girls with uneducated or under-educated mothers.
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