|Redressing Gender Inequalities in Education - A Review of Constraints and Priorities in Malawi, Zambia and Zimbabwe (DFID, 1995, 89 p.)|
TERMS OF REFERENCE FOR CONSULTANCY TO UNDERTAKE A REVIEW OF THE LITERATURE ON INTERVENTIONS TO ADDRESS THE CONSTRAINTS TO GIRLS' ACCESS AND PERFORMANCE IN SCHOOLS RELEVANT TO THE BDDCA REGION.
ODA proposes to finance a consultancy to review the literature on interventions to address the constraints to girls' access, continuation and successful performance within the education system in the BDDCA region (Malawi, Mozambique, Zambia and Zimbabwe).
2. Objectives The objectives are:
(i) To assist BDDCA to design and implement effective gender strategies in current education projects aimed at reducing gender inequalities and improving the access continuation and performance of girls in schools.
(ii) To provide information that will inform the design of future projects or interventions to address the problems of gender inequalities in the education systems within the region.
3. Project Background
One of the major constraints to overall successful completion of a full cycle of primary education by children is the fact that girls are under-represented in the school population and are also underachieving. This is particularly apparent in Malawi, where ODA is about to embark on a large primary school project to build, develop and support 100 community schools. Gender inequalities within the education system, however, are not confined to Malawi or to the primary sector. Girls face similar problems in Zimbabwe, Zambia and Mozambique. There have also been attempts to address some of these problems in various countries in the region. The similarities and differences within the region may be indicative of the nature of the problem and the extent to which it can be redressed. The documented results of attempts to redress gender inequalities in education may be particularly instructive. Girls make up at least 50% of the eligible school population. The quality and effectiveness of education in general could be improved if we could identify the reasons why girls fail and the strategies which education authorities can employ to improve their attendance and performance.
4. Terms of Reference
The consultant will -
i. Identify and summarise references that outline the extent and nature of the gender disparities in the BDDCA region's education systems.'
ii. Describe and discuss references that document the impact of policies and interventions to address gender disparities within education.
iii. Assess the replicability of findings that document successful economic arid educational policies and practices.
iv. Identify individuals with experience of successfully implementing strategies to address gender inequalities in education within the region.
v. Make recommendations on strategies and interventions that could potentially address gender inequalities in education.
The Consultant will have relevant background knowledge, skills,
and analytic capacity. S/he will have 30 days to prepare and present a review of
the relevant literature in a report to the Senior Education Adviser and the
Social Development Adviser in