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Quandaries, Prospects, and Challenges of Nomadic Educational Policy for Girls in Sub-Saharan-Africa

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Issues in African Education

Abstract

There are 876 million nonliterate people around the world; two-thirds of them are women, while two-thirds of school-age children in the developing world without access to education are girls (World’s Women, 2000). Colonial legacies combine with the economic struggles of many African states to perpetuate the tendency to favor the development of education in urban areas at the expense of the rural. This practice further disadvantages the educational opportunities of rural girls due to the traditional cost-benefit attitudes that favor boys (FAWE, 2004, 2000; Kane, 1997; Rose and Tembon, 1998).

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Authors
  1. Lantana Usman
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Editors and Affiliations

  1. Department of Educational Policy Studies, University of Alberta, Canada

    Ali A. Abdi (Associate Professor) (Associate Professor)

  2. Department of Education, Concordia University, Montreal, Canada

    Ailie Cleghorn (Associate Professor) (Associate Professor)

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© 2005 Ali A. Abdi and Ailie Cleghorn

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Usman, L. (2005). Quandaries, Prospects, and Challenges of Nomadic Educational Policy for Girls in Sub-Saharan-Africa. In: Abdi, A.A., Cleghorn, A. (eds) Issues in African Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403977199_11

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