A Comparison of Students' Achievement in Private and Conventional Public Secondary Schools in Malawi from a Gender Perspective

Autor/in	Kamwendo, Martha
Titel	A Comparison of Students' Achievement in Private and Conventional Public Secondary Schools in Malawi from a Gender Perspective
Quelle	In: Research in Education, 83 (2010) 1, S.17-25 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
Schlagwörter	Public Schools; Private Schools; Achievement Gains; Foreign Countries; Academic Achievement; Comparative Analysis; Access to Education; Equal Education; Gender Differences; Secondary Education; School Statistics; Educational Assessment; Educational Indicators; Educational Trends; Malawi + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Achievement gain; Leistungssteigerung; Ausland; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterkonflikt; Sekundarbereich; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Bildungsentwicklung
Abstract	This article explores differences in achievement between private and conventional public schools with reference to gender in the face of Education for All targets and Millennium Development Goals. It shows that on average the gender gap is narrower in public schools than in private schools and that the pass rate for public school girls is higher than that for girls in private schools. This findings differs from what one might expect in Western countries and is particularly influenced by the context of Malawi, where private schools are not necessarily elite schools, or for the elite. The author argues for a need to re-examine education policy to promote schools with the best achievement gains so that general under-achievement may be redressed, especially for girls. At issue in all this is good-quality schooling for girls as a matter of gender equality. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10