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close this bookRedressing Gender Inequalities in Education - A Review of Constraints and Priorities in Malawi, Zambia and Zimbabwe (DFID, 1995, 89 p.)
close this folderCHAPTER 5: POLICY OPTIONS: AN OVERVIEW
View the document5.1. Introduction
View the document5.2 Expanding educational provision
View the document5.3 Type of school provision and organisation
Open this folder and view contents5.4 School inputs
View the document5.5. Community involvement and awareness
View the document5.6. Improving girls' health and nutrition
View the document5.7 Recruiting more female teachers
Open this folder and view contents5.8 Reducing direct costs
View the document5.9 Reducing indirect costs

5.5. Community involvement and awareness

Negative parental attitudes concerning the education of girls may change over time, but in the meantime community awareness campaigns stressing the benefits of educating girls and involving the community in the management of schools need to be explored. If a dialogue can be developed between the community and the school then policy makers are better able to respond to the particular demands of communities. Satellite schools in Bangladesh were popular partly because schools were located closer to communities and partly because the community itself chose opening hours to fit in with their work schedules. In China, India, Morocco, Nepal and Papua New Guinea, community input, from awareness campaigns to educating the community to manage the education projects themselves, has been key to the success of various programmes designed to raise enrolments (Herz, 1991). Due to the tight parental control over girls in Africa, it is essential to involve and educate communities about the benefits of girls education. However, this must not merely be a top down process: the community must be genuinely involved in educational decision making.