Citation

Measuring gender sensitivity in educational environment and curriculum areas: Results based on the trends in gender equality in learning achievement in Southern and Eastern Africa

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Abstract:

The purpose of this paper is to study the gender differences in learning achievement by exploring in Southern and Eastern African countries the educational environment and curriculum contents. The study is based on the data archive of a large-scale assessment administered by a consortium known as SACMEQ during 2000 and 2007. The examination of the progress in gender equality in various educational dimensions revealed that many countries have improved on the gender balance in school participation while the quality issue tended to remain unchanged between 2000 and 2007. However, by comparing the characteristics of groups of schools within two countries, it was suggested that gender differences in achievement may not be always related to the availability of school resources and/or the wealth of the pupils. By examining different domains of reading and mathematics subjects, it seemed that boys tended to do better in the ‘documents’ domain of reading and ‘measurement’ domain of mathematics while girls tended to do better in ‘expository’ domain of reading and ‘number’ domain of mathematics.
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Association:
Name: 56th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p553235_index.html
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MLA Citation:

Saito, Mioko. "Measuring gender sensitivity in educational environment and curriculum areas: Results based on the trends in gender equality in learning achievement in Southern and Eastern Africa" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2014-12-12 <http://citation.allacademic.com/meta/p553235_index.html>

APA Citation:

Saito, M. "Measuring gender sensitivity in educational environment and curriculum areas: Results based on the trends in gender equality in learning achievement in Southern and Eastern Africa" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico <Not Available>. 2014-12-12 from http://citation.allacademic.com/meta/p553235_index.html

Publication Type: Panel Paper
Abstract: The purpose of this paper is to study the gender differences in learning achievement by exploring in Southern and Eastern African countries the educational environment and curriculum contents. The study is based on the data archive of a large-scale assessment administered by a consortium known as SACMEQ during 2000 and 2007. The examination of the progress in gender equality in various educational dimensions revealed that many countries have improved on the gender balance in school participation while the quality issue tended to remain unchanged between 2000 and 2007. However, by comparing the characteristics of groups of schools within two countries, it was suggested that gender differences in achievement may not be always related to the availability of school resources and/or the wealth of the pupils. By examining different domains of reading and mathematics subjects, it seemed that boys tended to do better in the ‘documents’ domain of reading and ‘measurement’ domain of mathematics while girls tended to do better in ‘expository’ domain of reading and ‘number’ domain of mathematics.


Similar Titles:
The classroom gender dynamics on the quality of learning at primary schools in Southern and Eastern Africa

Stories and Statistics behind Gender Equality in Learning Outcomes in Southern and Eastern Africa: Evidence-based Practitioners’ Tool


 
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