Increasing the Number of Women Teachers in Rural Schools: A Synthesis of Country Case Studies, South Asia.

Institution	United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.
Titel	Increasing the Number of Women Teachers in Rural Schools: A Synthesis of Country Case Studies, South Asia.
Quelle	(2000), (54 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Educational Needs; Educational Policy; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Rural Education; Rural Schools; Rural Women; Teacher Education; Teacher Qualifications; Teacher Recruitment; Teaching Conditions; Women Faculty; Womens Education; Bangladesh; India; Nepal; Pakistan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Woman; Women; Frau; Frauen; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Lehrerrekrutierung; Lehrbedingungen; Unterrichtsbedingungen; Frauenakademie; Weibliche Gelehrte; 'Women''s education'; Frauenbildung; Bangladesch; Indien
Abstract	This report synthesizes case studies of women teachers in rural areas of Bangladesh, India, Nepal, and Pakistan. In each country, interviews and focus groups were conducted in selected states and districts with administrators and women teachers in rural elementary schools, as well as policymakers and community members. Following an introduction to the project in chapter 1, chapter 2 discusses why women teachers are important in rural areas and presents a comparative profile of female elementary teachers in the four countries, including numbers and percentages of women teachers, rural-urban differences, teacher qualifications, the level of training achieved by women teachers, and the nature and conditions of teacher employment. Chapter 3 reviews programs and policies that influence the availability of women teachers in rural elementary schools. These include: (1) teacher recruitment, eligibility criteria, selection, and placement; (2) preservice teacher education, residential secondary schools for rural girls, inservice professional development opportunities, and academic support and supervision; (3) promotional opportunities, special incentives for rural women teachers, condition of school facilities, housing and transportation issues, and support from community and colleagues; and (4) women teachers in nonformal and alternative schooling schemes. Chapters 4 and 5 summarize the problems and issues identified above and make recommendations. (SV)
Anmerkungen	For full text: http://www.unescobkk.org/epub/appeal/increasing/increasing.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC