Teacher Absence as a Factor in Gender Inequalities in Access to Primary Schooling in Rural Pakistan

Autor/inn/en	Ghuman, Sharon; Lloyd, Cynthia
Titel	Teacher Absence as a Factor in Gender Inequalities in Access to Primary Schooling in Rural Pakistan
Quelle	In: Comparative Education Review, 54 (2010) 4, S.539-554 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/654832
Schlagwörter	Private Schools; Income; Equal Education; Access to Education; Coeducation; Teacher Attendance; Foreign Countries; Enrollment; Rural Areas; Teacher Characteristics; Correlation; Gender Differences; Single Sex Schools; Elementary School Students; Elementary School Teachers; Pakistan + Suchen Sie Ihr Suchwort? Private school; Privatschule; Einkommen; Education; Access; Bildung; Zugang; Bildungszugang; Koedukation; Ausland; Einschulung; Rural area; Ländlicher Raum; Korrelation; Geschlechterkonflikt; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The presence of a teacher in the classroom is central to the provision of schooling, with accumulating evidence showing that teacher absence compromises student learning. Teacher absence is common in schools in low- and middle-income countries. With much of the developing world making rapid progress in achieving universal primary school enrollment and gender equality in enrollment, Pakistan lags substantially behind other nations at its income level on both measures. In this article the authors focus on teacher absence among female teachers in government girls' schools, male teachers in government boys' schools, and, by way of comparison, among teachers in private coeducational schools in rural Pakistan. First, the authors analyze the school and teacher-level characteristics that are correlated with absence in teachers in each of these three types of schools. Second, they examine how teacher absence differentially affects access to schooling among girls enrolled in government girls' schools as compared to pupils enrolled in boys' school or in coeducational private schools. They conducted their analysis using data collected on teachers and pupils in 1997 and 2004 from primary schools serving 12 villages in rural Punjab and Northwest Frontier Province (NWFP). (Contains 3 tables and 10 footnotes.) (ERIC).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10