Gender Gap In Enrollment Research Articles

Unraveling the Gender Gap: A Comparative Analysis of School Enrollment and Secondary Education Completion in Pakistan's Provinces

This study examines the gender gap in school enrollment and secondary school completion in Pakistan using secondary data from the Pakistan Social and Living Standards Measurement Survey (PSLM) and Pakistan Education Statistics reports. A comparative analysis of the four provinces and their districts is conducted to identify regional dynamics contributing to gender disparities in education. The research investigates the relationship between students who ever attended school, those who passed secondary school, and the gender gap in enrollment. Descriptive statistics analyze school enrollment rates and dropouts across different regions. Data from the official governmental reports, including the Pakistan Bureau of Statistics and PSLM (2019-20), and education statistics reports from 2017 for Punjab, Sindh, Khyber Pakhtunkhwa, and Balochistan, serve as the foundation for this analysis. The study offers valuable insights into the complex web of causality and influence shaping the persistence of gender disparities in education in Pakistan.

The Impact of Free Primary Education in Kenya

In 2003, Kenya initiated free primary education, receiving mixed public opinions. Despite numerous studies, the program's impact on schools of different socioeconomic backgrounds remains understudied. This study aims to understand the effects of Kenya's free primary education on various schools. Using data from the Harvard Dataverse and World Bank, it evaluates factors like enrollment rates, education quality, and government expenditure. The data reveals a significant rise in enrollment rates, particularly among historically underrepresented groups. However, the implications for education quality are mixed. While the gender gap in enrollment has decreased, challenges in maintaining educational quality persist. Enhancing education quality requires investments in teacher training, resources, and infrastructure. For continued progress, sustained government funding is essential

Factors affecting female enrolment in technical and vocational education and training institutions in sub-Saharan Africa: insights from north-western Ghana

ABSTRACT This study analysed the trends in enrolment and access to Technical Vocational Education and Training (TVET) at the second cycle level in Ghana to ascertain the factors affecting female enrolment in TVET in sub-Saharan Africa. A cross-sectional survey design was employed to collect data from 180 respondents using survey questionnaires. The results showed that there exists about a 51.6% gender gap in enrolment for the past five academic years. The major constraint to female enrolment and academic progression in TVET was the high cost of materials and equipment required for practical sessions in TVET programmes. In addition, the lack of female role models in TVET, including derogatory remarks by the public that portrays TVET as inferior, affects female enrolment in TVET programmes. There is, therefore, the need for public education and sensitisation on the prospects of female participation in TVET in Ghana and other developing counties, particularly in Sub-Saharan Africa.

Predictors of the gender gap in household educational spending among school and college-going children in India

Though India has achieved near-universal primary school attendance and bridged the gender gap, secondary and technical education schooling remains low. Household ability to pay for education and gender norms at the household and societal levels are possible reasons for variations in school attendance and quality of schooling. Although various studies have examined the gender gap in enrolment and school discontinuation, there are limited studies on gender differentials in educational spending in Indian households. Using data from 174,810 school and college-going children aged 6–22 years from the 75th round of the National Sample Survey Organization, this paper explored the gender gap in household educational spending in India. Descriptive statistics, relative gap, and the Blinder-Oaxaca decomposition method were used in the analysis. The results suggests that school attendance was 82.7% (95% CI 82.0–83.3) among boys and 78.9% (95% CI 78.1–79.7) among girls aged 16–17 years and 63.1% (95% CI 62.6–63.6) among boys and 51.3% (95% CI 50.7–51.9) among girls aged 18–22 years. The difference in the average per capita educational spending between boys and girls was ₹828 at the primary level (ages 6–10), ₹935 at the middle/secondary level (ages 11–15), ₹3189 at the higher secondary level (ages 16–17), and ₹3813 in higher education (age 18–22). The results obtained from the Blinder-Oaxaca Decomposition analysis show that type of educational institution (public or private) contributed more than half of the variation in household educational spending among 6–10- and 11–15-year-old children and was the strongest contributor at every age. The education of the household head considerably reduced the gender gap in higher education. Locational disadvantage and the uniformity in the gender gap across all levels of the economic hierarchy suggest a behavioural bias in the intra-household allocation of educational resources across the states of India.

The gender gap in university enrolment: evidence from subjective expectations

ABSTRACT In most OECD countries, more women than men enrol in undergraduate degrees. I analyse this gap in enrolment using the elicited subjective beliefs of a sample of 240 17–18-year-olds living in England. I use these beliefs to estimate a discrete choice model. The results from this model can explain the majority of the gender gap in enrolment. Gender differences in preferences over future outcomes rather than differences in subjective beliefs account for most of the gap. An important difference between men and women is women value feeling independent whereas men do not.

Gender Gaps in Elementary Education in India in the post Right to Education Act Period: Implications for Policy

While the gender gaps in elementary education in India have almost been eliminated, we obtain somewhat different picture when adjusting the gaps to the appropriate school-age children (6-14 years) and the number of the child population. We calculate gender gaps in enrolment, transition rate (from primary to upper primary level), achievement in the examination, and test scores in different subjects in the post Right to Education Act period and obtain that girls are ahead of the boys in almost all aspects. The age-adjusted gender gap in enrolment has improved, implying that over time girls are more likely to enrol in schools within the appropriate school-age. Also, fewer girls are expected to remain out of schools compared to boys within the appropriate school-age. Perhaps, this progress in enrolment has resulted in better performances of girls in transition rate, achievement in examinations and test scores in individual subjects. The rising girls’ performance on different indicators of elementary education indicates the potential impacts of female share on future labour market.

Measuring Gender Equality in Education: Lessons from Trends in 43 Countries

Measuring Gender Equality in Education: Lessons from Trends in 43 Countries

Exclusión y violencia simbólica en la experiencia educativa de las estudiantes de ingeniería

Tomando como problemática inicial la brecha de género en la matrícula de las carreras de ingeniería, el trabajo analiza la vinculación entre la atribución de masculinidad a la ciencia y la tecnología, y la percepción de la violencia simbólica en la experiencia cotidiana de las mujeres que intentan transitar académicamente estos espacios. A partir de testimonios y relatos, exploro las experiencias de las estudiantes a fin de identificar los presupuestos acerca de cómo son y deben ser las y los sujetos que se forman en estos ámbitos, así como las posibilidades, capacidades y limitaciones que se les asignan, aportando desde la empiria a una conceptualización de los modos de exclusión y deslegitimación que sostienen la conformación de un espacio fuertemente masculinizado.

Technology, enrollment gender gap and the impact of social norms in rural China

Purpose Investigating the relationship between gender gap in school enrollment and the spread of information and communication technology (ICT) in rural China. Design/methodology/approach Using data from China Health and Nutrition Survey for the period of 1991-2009, we document gender patterns of school enrollments of children aged between 7 and 18 years. We estimate the impact of phone and internet access on school enrollments of children using a probit model. Findings The results indicate that the spread of phone and internet access both contribute to an increase in enrollment of females. Naturally, the gender gap in enrollments is not simply shaped by technology, and social norms also play an important role. Consequently, our results also show that enrollment of females is lower in the communities where pro-son preference is stronger, holding technology and other factors constant. Originality/value We conclude that promoting further development of telecommunications services may result in narrowing the school enrollment gender gap in rural China. This conclusion is valuable in setting governmental policies as well as guiding the actions of NGOs.

Gender Inequalities : A Reflection on the Indian Education System

Education is an important way to empower people socially, economically, politically, and culturally. By acknowledging this fact, various educational systems and policies have been implemented by the Government of India since independence. The changing trends in focusing on primary, secondary, and higher education since the colonial period are clearly visible in the implementations of different policies and programmes from time to time. India, being a democratic country, a good deal of attention and importance have been given to all forms of education for promoting the welfare of the citizens of the country. Thus, education became a pre-requisite for the acquisition of knowledge, enhancement of skills, development of attitudes and values, and so forth. However, still there is an urgent need to make education accessible to all the citizens of the country. It is mainly because big gender inequalities in all stages of education in terms of the gross enrollment ratio; gender differentiation in terms of educational literacy; big gender gap in enrolment in Science and Arts subjects; poor enrollment of girls in higher education; gender bias in curriculum and self-learning material ; appointment in certain positions in schools and school committees as well as in higher educational institutes and so on, have adversely affected the Indian education system. This situation has made accessibility, equity, and quality in education almost a far cry. However, India being a democratic country, demands actual democratization of education so that each individual of this country can access quality education in an equal manner. This paper attempted to analyze the gender inequalities prevalent in the Indian education system, and proposed measures on how accessibility, equity, and quality education can be ensured to the citizens of this nation.

The Sources of the Gender Gap in Economics Enrolment

In many countries there is a considerable gender gap in enrolment for a bachelor’s degree in Economics, arguably an important stepping stone towards positions of influence in policymaking and occupations paying relatively high wages. We investigate the sources of this gap by looking in detail at the university admission process in the UK. We use a 50% random sample of administrative data covering all university applications in 2008 and find no evidence of universities discriminating against female applicants. What we find is that girls are less likely to apply for a bachelor’s degree in Economics to start with, even if once they apply their likelihood of enrolling is the same as for boys. Girls are less likely to study Maths in high school and this may deter them from applying to study Economics at the university level. However, even among those who have studied Maths, females are less likely to apply than males, suggesting that differences in the choice of A level subjects cannot explain the whole gap. (JEL codes: I21, I23, I28, J24.)

The Sources of the Gender Gap in Economics Enrolment

In many countries there is a considerable gender gap in enrolment for a bachelor's degree in Economics, arguably an important stepping stone towards positions of influence in policy making and occupations paying relatively high wages. We investigate the sources of this gap by looking in detail at the university admission process in the UK. We use a 50 percent random sample of administrative data covering all university applications in 2008 and find no evidence of universities discriminating against female applicants.What we find is that girls are less likely to apply for a bachelor's degree in Economics to start with, even if once they apply their likelihood of enroling is the same as for boys. Girls are less likely to study Maths in high school and this may deter them from applying to study Economics at the university level. However, even among those who have studied Maths, females are less likely to apply than males, suggesting that differences in the choice of A level subjects cannot explain the whole gap.

The Sources of the Gender Gap in Economics Enrolment

In many countries there is a considerable gender gap in enrolment for a bachelor’s degree in Economics, arguably an important stepping stone towards positions of influence in policy making and occupations paying relatively high wages. We investigate the sources of this gap by looking in detail at the university admission process in the UK. We use a 50 percent random sample of administrative data covering all university applications in 2008 and find no evidence of universities discriminating against female applicants. What we find is that girls are less likely to apply for a bachelor’s degree in Economics to start with, even if once they apply their likelihood of enroling is the same as for boys. Girls are less likely to study Maths in high school and this may deter them from applying to study Economics at the university level. However, even among those who have studied Maths, females are less likely to apply than males, suggesting that differences in the choice of A level subjects cannot explain the whole gap.

Can the Private Sector Deliver Education for Alll? Evidence from Indian Districts

The present paper provides new evidence that private school growth is associated with both positive and negative externality effects respectively for literacy and enrolment rates in Indian districts. We exploit the district-level variation in the growth of new private schools over a period of time to show that districts with new private schools tend to have higher literacy and lower gender gap in literacy; but there is opposite effects for enrolment and gender gap in enrolment among 10-19 year olds: enrolment rates are lower, but gender gap in enrolment is higher especially among 10-14 year olds in the treated districts. We use difference-in-difference propensity score matching method to compare districts with and without new private schools over a period of time and argue that the opposite effects for gender gaps in literacy and enrolment can be attributed to the greater cost of enrolment vis-a-vis literacy in districts with new private schools in India.

Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools

We conduct a randomized evaluation of the effect of village-based schools on children's academic performance using a sample of 31 villages and 1,490 children in rural northwestern Afghanistan. The program significantly increases enrollment and test scores among all children, but particularly for girls. Girls' enrollment increases by 52 percentage points and their average test scores increase by 0.65 standard deviations. The effect is large enough that it eliminates the gender gap in enrollment and dramatically reduces differences in test scores. Boys' enrollment increases by 35 percentage points, and average test scores increase by 0.40 standard deviations. (JEL I21, J16, O15, O18)