DOCUMENT RESUME CE 074 756 ED 411 433 Brock, Colin; Cammish, Nadine; Aedo-Richmond, Ruth; AUTHOR Narayanan, Aparna; Njoroge, Rose Gender, Education and Development. A Partially Annotated and TITLE Selective Bibliography. Education Research. Serial No. 19. Department for International Develpment, London (England). INSTITUTION ISBN-0-902500-76-7 ISBN 1997-01-00 PUB DATE NOTE 258p. Department for International Development, Education AVAILABLE FROM Division, 94 Victoria Street, London SW1E 5JL, England, United Kingdom. Bibliographies (131) Reference Materials PUB TYPE MF01/PC11 Plus Postage. EDRS PRICE *Access to Education; Adult Education; Adult Literacy; DESCRIPTORS Annotated Bibliographies; Careers; Comparative Analysis; *Developing Nations; *Economic Development; Educational Attainment; Educational Demand; Educational Opportunities; Educational Supply; Educational Trends; Employed Women; Employment Patterns; Enrollment; Equal Education; Foreign Countries; Higher Education; *Individual Development; Literacy Education; Nonformal Education; Outcomes of Education; Politics of Education; Position Papers; Religion; Religious Factors; Research Reports; Rural Education; Sex Bias; *Sex Differences; Sex Discrimination; Sex Role; Social Change; Sociocultural Patterns; Socioeconomic Status; Trend Analysis; Urban Education; Vocational Education; *Womens Education Africa; Asia; Latin America; Middle East; Tropics IDENTIFIERS ABSTRACT This partially annotated and selected bibliography lists several hundred publications on the topics of gender and gender and education at the global level and in countries located in the following areas: Sub-Saharan Africa, North Africa and the Middle East, Asia, South Asia, Southeast Asia, Central and East Asia, Latin America, and Tropical Island zones. Annotations including fairly detailed summaries are included for 60 publications. The vast majority of the books and papers cited are written in English. A few French and Spanish publications that are considered key sources on gender and education and development have also been included. A sampling of the topics covered in the various publications is as follows: access to education; adult education; agriculture; AIDS; attainment; basic education; capitalism; careers; caste; child bearing; civic education; class; coeducation; constraints; curriculum; distance learning; divorce; dropouts; employment; enrollment; family; famine; fertility; formal education; health; higher education; households; illiteracy; income; industry; jobs; labor market; labor supply law; literacy; adult literacy; marriage; nonformal education; patriarchy; politics; poverty; religion; reproduction; rural education; schools; women's status; stereotyping; teachers; trade unions; training schemes; urban education; vocational education; women and work; women's associations; and women's rights. Author, country, and theme indexes are included. (MN) EDUCATION RESEARCH GENDER, EDUCATION AND DEVELOPMENT A PARTIALLY ANNOTATED AND SELECTIVE BIBLIOGRAPHY . DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Off of Educational Research and Improvement DISSEMINATE THIS MATERIAL CATIONAL RESOURCES INFORMATION E HAS BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as rece.ed from the person or organization originating it. Minor changes have been made to improve OIELFIAb4 reproduction quality ./ Serial No. 19 Points of new or opinions stated in this docu- ment do not necessarily represent official OURCES TO THE EDUCATIONAL R OERI position or policy INFORMATION CENTER (ERIC) Colin Brock & Nadine Cammish Department For International Development (Formerly Overseas Development Administration) 2 EDUCATION RESEARCH GENDER, EDUCATION AND DEVELOPMENT SELECTIVE A PARTIALLY ANNOTATED AND BIBLIOGRAPHY Colin Brock (University of Oxford) Nadine Cammish (University of Hull) with Ruth Aedo-Richmond, Aparna Narayanan and Rose Njoroge January 1997 Serial No. 19 ISBN: 0 902500 76 7 Department For International Development (Formerly Overseas Development Administration) 3 DEPARTMENT FOR INTERNATIONAL DEVELOPMENT EDUCATION PAPERS This is one of a series of Education Papers issued from time to time by the Education Division of the Department for International Development. Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. Most of the studies were undertaken in order to provide informed judgements from which policy decisions could be drawn, but in each case it has become apparent that the material produced would be of interest to a wider audience, particularly but not exclusively those whose work focuses on developing countries. Each paper is numbered serially, and further copies can be obtained through the DFID's Education Division, 94 Victoria Street, London SW1E 5JL, subject to availability. A full list appears overleaf. Although these papers are issued by the DFID, the views expressed in them are entirely those of the authors and do not necessarily represent the DFID's own policies or views. Any discussion of their content should therefore be addressed to the authors and not to the DFID. LIST OF OTHER DF ID EDUCATION PAPERS AVAILABLE IN THIS SERIES Pennycuick, D. 1993 'SCHOOL E1-1-ECTIVENESS IN DEVELOPING COUNTRIES: A SUMMARY OF No. 1 THE RESEARCH EVIDENCE' ISBN: 0 902500 61 9 Hough, J.R. 1993 'EDUCATIONAL COST-BENEFIT ANALYSIS' ISBN: 0 902500 62 7 No. 2 Gray, L. et al 1993 'REDUCING THE COST OF TECHNICAL AND No. 3 VOCATIONAL EDUCATION' ISBN: 0 902500 63 5 Williams, E. 1993 'REPORT ON READING ENGLISH IN PRIMARY SCHOOLS IN MALAWI' No. 4 ISBN: 0 902500 64 3 Williams, E. 1993 'REPORT ON READING ENGLISH IN PRIMARY SCHOOLS IN ZAMBIA' No. 5 ISBN: 0 902500 65 1 Lewin, K. 1993 'EDUCATION AND DEVELOPMENT: THE ISSUES AND THE EVIDENCE' No. 6 ISBN: 0 902500 66 X SUB- Penrose, P. 1993 'PLANNING AND FINANCING:SUSTAINABLE EDUCATION SYSTEMS IN No. 7 SAHARAN AFRICA' ISBN: 0 902500 67 8 (not issued) No. 8 PARTICIPATION IN Brock, C. Cammish, N. 1991 (Revised 1997) 'FACTORS Al- FECTING FEMALE No. 9 EDUCATION IN SEVEN DEVELOPING COUNTRIES' ISBN: 1 861920 65 2 Rogers, Alan. 1994 'USING LITERACY: A NEW APPROACH TO POST-LITERACY METHODS' No. 10 ISBN: 1 861920 70 9 SECTOR' Vol 1. McGrath, S. King, K. et al. 1995 'EDUCATION AND TRAINING FOR THE INFORMAL No. 11 and Vol. 2 Case studies. Vol. 1 ISBN: 0 902500 59 7 Vol. 2 ISBN: 0 902500 60 0 Little, A. 1995 'MULTI-GRADE TEACHING: A REVIEW OF RESEARCH AND PRACTICE' No. 12 ISBN: 0 902500 58 9 Bilham, T. Gilmour, R. 1995 'DISTANCE EDUCATION IN ENGINEERING FOR DEVELOPING No. 13 COUNTRIES' ISBN: 0 902500 68 6 Barnett, E. de Koning, K. Francis, V. 1995 'HEALTH & HIV/AIDS EDUCATION IN PRIMARY & No. 14 SECONDARY SCHOOLS IN AFRICA & ASIA' ISBN: 0 902500 69 4 SIGNALS & Gray, L. Warrender, A.M. Davies, P. Hurley, G. Manton, C. 1995 'LABOUR MARKET No. 15 INDICATORS' ISBN: 0 902500 70 8 APPROACH Lubben, F. Campbell R. Dlamini B. 1995 'IN-SERVICE SUPPORT FOR A TECHNOLOGICAL No. 16 TO SCIENCE EDUCATION' ISBN: 0 902500 71 6 Archer, D. Cottingham, S 1996 'ACTION RESEARCH REPORT ON REFLECT' ISBN: 0 902500 72 4 No. 17 Kent, D. Mushi, P. 1996 'THE EDUCATION AND TRAINING OF ARTISANS FOR THE INFORMAL No. 18 SECTOR IN TANZANIA' ISBN: 0 902500 74 0 PRIMARY Taylor, P. Mulhall, A. 1997 'CONTEXTUALISING TEACHING AND LEARNING IN RURAL No. 20 SCHOOLS:USING AGRICULTURAL EXPERIENCE' Vol 1 ISBN: 1 861920 45 8 Vol 2 (Case Studies) ISBN: 1 861920 50 4 Kutnick, P. Jules, V. Layne, A. 1997 'GENDER AND SCHOOL ACHIEVEMENT IN THE CARIBBEAN No. 21 ISBN: 1 86192 080 6 OTHER DFID EDUCATION STUDIES ALSO AVAILABLE Threlfall, M. Langley, G. 1992 'CONSTRAINTS ON THE PARTICIPATION OF WOMEN IN TECHNICAL CO- OPERATION TRAINING DUE TO LACK OF ENGLISH LANGUAGE SKILLS' Swainson, N. 1995 'REDRESSING GENDER INEQUALITIES IN EDUCATION' Wynd, S. 1995 'FACTORS Al+bCTING GIRLS' ACCESS TO SCHOOLING IN NIGER' Phillips, D. Arnhold, N. Bekker, J. Kersh, N. McLeish, E. 1996 'EDUCATION FOR RECONSTRUCTION' Rosenberg, D. 1996 'AFRICAN JOURNAL DISTRIBUTION PROGRAMME: EVALUATION OF 1994 PILOT PROJECT' All available free of charge from DFID Education Division, 94 Victoria Street, London SW1E 5JL. A free descriptive catalogue giving further details of each paper is also available. CONTENTS Acknowledgments 1 2 Introduction 5 Global 24 Sub Saharan Africa 80 North Africa and the Middle East 105 Asia 107 South Asia 134 South East Asia Central and East Asia 147 155 Latin America 185 Tropical Island Zones 206 By Author Index . 238 Index By Country . 242 Index By Theme . ACKNOWLEDGEMENTS In a project like this there are too many individuals involved for us to be able to thank them all by name, We are most grateful to all those ministries, agencies, institutions, projects and librarians who have responded to our requests for information and assistance. We hope that they will be gratified to see the result of their response evident within the bibliography. There are, however, just a few people we do wish to identify and thank on the record for their special support. Firstly there are our researchers Ruth Aedo-Richmond, Aparna Narayanan and Rose Njoroge who have made very significant contributions, not only in respect of their general input to the work, but also in terms of their insights and expertise Secondly, our on Latin America, South Asia and Sub-Saharan Africa respectively. secretarial support has been equally vital, and here we would especially wish to record our thanks to Jennifer Webster. Finally, the index of any academic document is the first port of call for most users, and for compiling this important element of the publication we thank Shirley Brock. Inevitably there will be some oversights and significant omissions in a work of this kind. The theme is a massive one, still attracting a great deal of interest, as it should. We take full responsibility for any shortcomings, and hope that readers will notify us of important, readily available sources that have not been listed here. Hopefully they may be included in a subsequent update of the list and the annotations. Nadine K. Cammish Colin Brock Hull Oxford 8 1 INTRODUCTION In theory a bibliography on the interconnected issues of gender, education and development could embrace a massive temporal and spatial scale: millennial and global. In practice there has to be selection, and this publication resides within a range of parameters that determines its rationale. The initial step in this rationale is the motivation for its compilation, which is to follow up the ODA Research Report of 1991 on Factors Affecting Female Participation in Education in Six Developing Countries. (That report has been revised, updated and reissued at the same time as this study.). Such a description immediately limits the range of nation states involved but also introduces problems of definition. Conventions such as 'Third World', `Developing Countries' and 'The South' are all imperfect as the extremely disparate rates of development both between and within countries that tend to fall within such categories continue to deepen and diverge. Rather than seek to resolve this problem, we have decided to rest with traditional regional groupings as listed on the contents page above. All could be contentious, but are at least easily recognised, with real problems existing only on the margins and interfaces, where we have made arbitrary decisions as to inclusion or exclusion. In areas where in recent decades there has been massive economic growth in some countries, for example the Middle East and South East Asia, we have decided to include all component states despite the fact that there are levels of development in such places that exceed those of most parts of the traditionally perceived 'industrialised world'. Consequently the main frame structure of the bibliography is that of single traditional regional groupings of nation states, before which there is a section comprising selected publications that seek to address one or more of the related issues on a global scale. Within each regional grouping we begin with items that operate at that scale, for example `Latin America' or 'Sub-Saharan' Africa, before proceeding with the component nation- states in alphabetical order. No significance at all is ascribed to the order in which regions, and therefore countries, appear in this bibliography. Within this broad geographical framework we have then operated a number of criteria in the selection of items to be included. This is in no respect an exhaustive list and does not pretend to be so. A key plank in the rationale is that it should be useful, therefore useable, within the limited time frame within which it may expect to be a 'contemporary resource'. We have therefore placed severe limitations in respect of language, periodisation and availability, again using arbitrary parameters for clear and practical reasons. The vast majority of items are in English, though where, on occasions, what we reckon to be a key source is published in either French or Spanish, we have included them. 9 2 In general we have included only selected items published since 1975. The mid 1970s saw the emergence of a significant body of literature on gender, especially in the USA and then Europe, but it was in the 1980's that the connection with development becomes more apparent, with a surge of activity in respect of gender issues in developing countries. The issue of availability, admittedly a relative concept, has also informed our selection and inevitably reflects the target audience. While it is hoped that this bibliography will be of interest to academics from a variety of disciplines it is, like the report from which it has grown, also intended for a wider professional readership. Especially in mind are those who are charged with the formation and operation of policy in respect of the issue of gender in educational provision, and also those in the service of governments or NGOs who work in this field. So most entries are published by well known companies or institutions and should not be too difficult to trace. They range from books and reports through journal articles and, occasionally, to pamphlets. We are aware that a vast range of additional material has been produced during the two decades in question, often by active groups within particular countries, but we have had to be deliberately highly selective on grounds of wider accessibility. Consequently locally produced publications in developing countries, probably numbered in the thousands in global terms and of obvious significance in particular situations, have not in general been included. There are considerable differences in the amount of material available from zone to zone and country to country, In some cases it has been necessary to cull severely, but where few items appeared to be available selection has been less stringent. Some countries have been omitted entirely because no easily accessible material appeared to be available, although in such cases some significant documentation almost certainly exists. The selection of some publications for annotation has also been based on the same range of criteria as described above in respect of the bibliographical list. It was thought most useful to the reader to locate the annotations at the end of each regional grouping rather than as a completely separate section of the publication, as many readers will have region- specific interests. Here again, selection has been made largely on the issue of the items being informative and capable of practical interpretation and therefore import. Obscure discourses have been excluded, and the treatment of all items selected for annotation has been such as to render information to the reader rather than deep criticism. Given the vast range of locations and cultures involved it would have been improper to do otherwise. While taking full responsibility for the selection, we have been significantly constrained by the nature of the literature that is readily available in the sense described above. The global and regional material, as well as a fair proportion of the country specific items, focus on gender or gender and development. Publications that focus on education in relation to issues of gender constitute a minority, albeit for us a significant one. This is an interesting issue in itself. Does the virtual absence of educational discourse in relation to gender and development books and articles represent a calculated decision on the part of the authors, editors and publishers involved, or is it simply a function of intellectual and academic specialisation? Most such publications are edited, and contributed to, by social 3 0