The attainment of gender education equality: A preliminary assessment of country performance in sub-Saharan Africa

Abstract

The research literature on girls’ education in low and middle income countries focuses almost exclusively on ‘what works?’ which is confined mainly to relatively small scale experimental interventions, particularly randomised control trials This evidence is important but it provides few insights about the overall (especially more recent) progress made by individual countries and the overall effectiveness of the national strategies and specific policies in promoting girls’ education. This article is an initial attempt to redress this research imbalance. It has three principal objectives. Firstly, it outlines a broad conceptual framework which provides the basis for a holistic analysis of country-level performance in improving girls’ education. Secondly, it presents an initial, tentative assessment of country performance in improving girls’ education across sub-Saharan Africa. And thirdly, it explores some of the potentially key national characteristics and policy interventions which may help to explain the considerable variability in country performance during the last two decades in redressing gender inequalities in education in this region.