Gendered School Experiences: The Impact on Retention and Achievement in Botswana and Ghana

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Author/Publisher: DFID 
Language: English

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This study explores both the formal and the informal school environment in a number of junior secondary schools (JSS) in Botswana and Ghana, and the part that this plays in perpetuating gender differentiation in retention and achievement. These two countries were selected for their different patterns of male and female educational participation. In Ghana, girls’ enrolment at the junior secondary level is lower than boys, both in terms of enrolment and achievement; in Botswana, girls’ enrolment is marginally higher but their achievement is marginally lower. 


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