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Girl Child and ICTs for Education

SchoolNet Africa seeks to promote and enhance access to Education and ICTs for the Girl child in Africa.


E-Learning Trends Not All They Seem - 2003 Sep 18
Research conducted at Charles Sturt University challenges assumptions about the type of students attracted to online learning. In a survey last year of the university's 18,000 students, Les Burr, who is completing a master's thesis, found a disproportionate percentage of groups assumed not to be attracted to, or unable to access, online learning were active participants. Burr found more women, those from the country and older students go online than men, city dwellers and the young, respectively.
Source: The Sydney Morning Herald

Teen Girls Flooding Kenya's New No-Cost Schools - 2003 Sep 12
Kenya's recent introduction of free primary education helps girls forced out of school by poverty to regain lost ground. The girls, however, still face many challenges, from the humiliation of worn-out uniforms to views favouring boys' education.


Strategies for Girls' Education
Millions of young girls never attend school. Millions more never complete their education. As they grow, they are unable to participate fully in the political, social and economic development of their communities. They and their children are at greater risk of HIV/AIDS, sexual exploitation, violence and abuse. This publication, reprinted from The State of the World's Children 2004, describes key strategies that can be used to ensure that more girls attend and complete school, while providing examples of successes in several countries.
Source: UNICEF [1478]

Equity and Access in ICTs: Botswana
Are We Reaching the Audience We Intended to Address?
By D.M. Ratsatsi1 [1238]

Gender Sensitive education statistics and indicators
This guide should be useful to all persons concerned with monitoring development in education and in particular progress in reducing gender disparities. Its primary target audience are producers of education statistics in the ministries of education and national statistical offices; it is expected that policy-makers, administrators and managers of educational programmes may also find this guide offering practical advice for interpretation of statistical information in support to decision-making. [1104]

Gendered world: students and instructional technologies
This study uses surveys, both direct and online, of students in universities and colleges to explore whether gender is a critical variable in understanding what is labelled as user-friendly computer instruction and learning, Internet searches, and presentation software tools. It also seeks to explore whether and if so why, women students, as distinct from the men, do or do not embrace IT in their learning endeavors or use the new technological tools in handling their courses. [761]

Girls' Education Monitoring System
Girls' Education Monitoring System is a study conducted in Mali. This document summarizes the findings of a review of the progress of the USAID-funded SAGE/Mali project. The two and a half year life of the project is examined in relation to the strategic framework for the SAID/EGAT/WID Girls and Women’s Education Activity, of which SAGE/Mali project forms a part. [643]

The Empowerment of Women Through the Internet
The paper will analyse how the Information Communication Technologies (ITCs) can empower young women in the education and economic sectors, as well as their advocacy to end violence against women and the girl children. [642]
empowerment of women through the internet.pdf

Information and communication technologies in teacher education
The main purpose of this report is to inform campaigning and advocacy work in the North and South on girls' education. The report highlights the progress that has been made in reducing gender gaps in education in the developing world and the size of the challenge that remains. [641]

Gender Evaluation Methodology
This guide provides users with an overview of the evaluation process (including links to general evaluation resources) and outlines suggested strategies and methodologies for incorporating a gender analysis throughout the evaluation process. [640]

Gender issues in the use of computers in education in Africa
This report is a desk review, commissioned by Imfundo: Partnership for IT in education, which explores gender issues in the use of computers in education in Africa. Although there is currently little Africa specific research, European and north American research has consistently highlighted gender differences and inequalities in access to computers in education, in attitudes towards and use of computers, and on educational impact. This review draws on these findings, and those of broader research on gender in development and education in Africa, to highlight issues which are the basis for Gender Guidelines on the use of computers in schools and teacher education. [639]

Strategies for gender mainstreaming in education
This site provides you with a checklist for Gender issues in nonformal education and training. [637]

Mainstreaming Gender through Sector Wide Approaches in Education: Uganda Case Study
This Uganda study is one of three case studies commissioned by the Development Assistance Committee (DAC) of the OECD, examining the Mainstreaming of Gender through Sector Wide Approaches in Education. The other two focus on Ghana and India. The studies were commissioned in response to the recognition of the linkages between gender, poverty and education; and commitment to achieving the development targets through more effective assistance through SWAps. The three studies in education will be synthesised, and will feed into a broader study that looks also at gender mainstreaming in the health and agriculture sectors. [636]

How do girls benefit from ICT in education programmes
World Links commissioned a gender assessment study in 2001 aimed at determining if and how girls and boys are being impacted differently by the program. Funding for this study was made possible through the World Bank's Development Grant Facility. The research was conducted by Dr. Coumba Mar Gadio and focused on male and female students in four African countries: Senegal, Mauritania, Uganda and Ghana. [635]

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