Abstract While much evidence has accumulated in recent years concerning the differential access and rewards to the education of women in developing countries, economic modeling has remained relatively fixed in its treatment of the issue. This paper begins with a discussion of the problems inherent in attempting to fit the complexities of gender differential access and costs of education in existing economic models and implied paradigms. The article then uses the case of Zimbabwe to demonstrate that what appears to be a rather straight-forward costing of the education of girls is complex. Existing treatment of such costs undervalue both the contributions of female labor and the obstacles they face in gaining equal access to schooling.
AI-powered Research feed
Round-ups are the summaries of handpicked papers around trending topics published every week. These would enable you to scan through a collection of papers and decide if the paper is relevant to you before actually investing time into reading it.
Climate change Research Articles published between Aug 08, 2022 to Aug 14, 2022
Aug 15, 2022
Articles Included: 5
Introduction: There is no consensus on the policies that should be seen as implicitly pricing carbon (see World Bank (2019a) for a discussion). The OE...Read More
Gender Equality Research Articles published between Aug 08, 2022 to Aug 14, 2022
Aug 15, 2022
Articles Included: 4
I would like to thank Anna Khakee, Federica Zardo and Ragnar Weilandt for their very useful comments as well as the participants of the workshop of 21...Read More
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on “as is” basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The Copyright Law.