Heslop, J;
Audu, R;
Kishekya, D;
(2010)
Concretising empowerment through school profiles : Lessons from Nigeria and Tanzania.
In:
(Proceedings) UNGEI. Engendering Empowerment: Education and Equality.
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Abstract
The paper aims to introduce a way of examining gender and empowerment at the school level using a school profile tool that has been developed by the Transforming Education for Girls in Nigeria and Tanzania (TEGINT) project. The school profile compiles data on gendered school processes, outcomes and actions collected in a baseline study across 129 schools in Northern Nigeria and Tanzania. We will share lessons on how it has been of help in understanding gendered processes, challenges and opportunities at the school, district and state level to guide community intervention and advocacy work with government to make schools better places for girls. We will also focus on two aspects of the school profiles. Firstly, we will look at how school management actions or inactions may or may not be addressing girl?s perceptions of obstacles to their schooling. Secondly, we are interested in how well perceptions of girls, teachers, head teachers and school management committee members match data collected through baseline surveys on efforts (school level activism) and outcomes (gender parity in access, retention and achievement) in girls? education and why might there be discrepancies. Although there is some theoretical work on empowerment (e.g. Kabeer, 1999; Veneklasen and Miller, 2002; Gaventa, 2006), applying this knowledge to the field of enhancing girls? rights to and within education is limited. Perceptions of obstacles facing girls and how well the school is addressing them are critical in determining the action that is taken to transform education for girls, and we aim to highlight these connections through the school profiles and consider what it means for girls? education.
| Type: | Proceedings paper |
|---|---|
| Title: | Concretising empowerment through school profiles : Lessons from Nigeria and Tanzania |
| Event: | UNGEI. Engendering Empowerment: Education and Equality |
| Location: | Dakar |
| Open access status: | An open access version is available from UCL Discovery |
| Keywords: | Research methods, Society |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10023457 |
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