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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/956

Advisors: Dr.Deribssa Dufera
Copyright: 2003
Date Added: 24-Apr-2008
Publisher: Addis Ababa University
Abstract: Gender equity in education is seen as logical consequences of recognizing education as a “human right” However, in most developing countries male are better placed than female in attending schools. It seems then that there is a disparity in education between male and female. This disparity needs to be paid attention and the gap has to be narrowed. The present study focuses on girls’ participation and performance at secondary education in southwest zones of SNNPR. The purpose is to identify constraints that limit girls' opportunity to attend and succeed in their education. Descriptive survey research method was applied to obtain pertinent information from primary and secondary data sources. The result of the study indicates that there are first of all the cultural bias against women in the society. Parents in most cases hold back their daughters from school and restrict them to household chore on gender ground. If a household can only send child to school, they give priority to the son instead of the daughter, because the boy gets employment and support his parents. A girl is expected to leave before completing her schooling for marriage. Some parents, however, enroll smaller daughters under the age of about 13 years whose service is not needed so much at home and withdraw them when they get older. Lack of financial support, marriage, school distance and fear of abdication and harassment are the other major causes for girls low attendance. In addition to their low enrollment, girls show comparatively poor performance. Repetition and dropping out rate for 1989-1994 E.C school years have also been higher for girls. Lack of time to study at home due to heavy workload, is the major cause for their failure and dropout.
Description: A Thesis presented to the school of Graduate, studies Addis Ababa University In partial Fulfillment to the Requirement for the Degree of Master of Education in Curriculum and Instruction
URI: http://hdl.handle.net/123456789/956
Appears in:Thesis - Curriculum & Instruction

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