Educational Policies and Priorities for Rural Women in Southern Africa.

Autor/in	Mutanyatta, J. N. S.
Titel	Educational Policies and Priorities for Rural Women in Southern Africa.
Quelle	(1994), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Basic Education; Change Strategies; Developing Nations; Educational Needs; Educational Policy; Equal Opportunities (Jobs); Foreign Countries; Illiteracy; Rural Development; Rural Education; Rural Women; Sex Discrimination; Sex Role; Botswana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Lösungsstrategie; Developing country; Developing countries; Entwicklungsland; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Ausland; Analphabetismus; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Rural area; Rural areas; Woman; Women; Ländlicher Raum; Frau; Frauen; Sex; Discrimination; Geschlecht; Diskriminierung; Geschlechterrolle
Abstract	Despite their significant role in African economies, women are still the victims of poverty, illiteracy, discrimination, and powerlessness. Most African countries are classified as "low" on the Human Development Index and exhibit a relationship between per capita gross domestic product and the adult literacy rate. Rural women appear to be the most disadvantaged group and are the least represented in political decision making. Factors accounting for gender inequalities include cultural attitudes toward women, colonialism, low levels of functional literacy, discrimination in employment, and lack of training and education. Development projects focusing on women have met with little success in the past, largely due to problems with participation. Educational systems should be planned to integrate women in overall national development plans and strategies. Educational activities should foster emancipation and empowerment for rural women and should involve work-oriented, functional adult literacy activities in areas of agriculture, livestock, and business enterprises. Other important educational needs are legal rights education, vocational education, and various nonformal education programs. National educational policies and priorities for rural women should focus on equal access and opportunities in national development. (KS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC