Basic Education for Girls in Yemen: Country Case Study and Analysis. Mid-Decade Review of Progress towards Education for All.

Autor/in	Beatty, Sharon
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). Education for All Forum Secretariat.
Titel	Basic Education for Girls in Yemen: Country Case Study and Analysis. Mid-Decade Review of Progress towards Education for All.
Quelle	(1996), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Access to Education; Case Studies; Cultural Influences; Educational Attitudes; Educational Policy; Elementary Secondary Education; Enrollment; Father Attitudes; Females; Foreign Countries; Rural Areas; Rural Education; Social Attitudes; Tables (Data); Women Faculty; Womens Education; Yemen + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Politics of education; Bildungspolitik; Einschulung; Weibliches Geschlecht; Ausland; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Social attidude; Soziale Einstellung; Tabelle; Frauenakademie; Weibliche Gelehrte; 'Women''s education'; Frauenbildung; Jemen
Abstract	In 1995, the International Consultative Forum on Education for All (EFA) commissioned case studies in developing countries as part of a mid-decade review of progress in expanding access to basic education. This paper examines provision of basic education (grades 1-9) in Yemen, focusing on obstacles to girls' education in rural areas. The report provides an overview of enrollments, 1970s-90s, and presents case studies in two rural governorates: Shabwah in northern, former Yemen Arab Republic and Dhamar in southern, former People's Democratic Republic of Yemen. Enrollment data indicate that urban and rural boys and urban girls reached or are nearing EFA's target of 85 percent enrollment in basic education. However, less than a quarter of rural girls are enrolled, and these are concentrated in grades 1-4. The case studies show that although traditional social and cultural attitudes about segregation of the sexes can limit access to education for rural girls, education policy can worsen or ameliorate the effects of such attitudes. In Shabwah, decisions to provide busing arrangements and dormitories at district schools rather than build new village schools automatically excluded girls from attending. In addition, the crowded and dirty conditions in existing village schools affected parents' attitudes about enrolling girls. Other factors affecting girls' enrollment were father's educational attitudes (related to his own education), presence of female teachers or other female role models, size and cultural diversity of the town, distance to school, economic circumstances of individual families, and disruptions caused by civil war and the Gulf War. (Contains 17 references and 11 data tables.) (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC