PROMOTING GENDER EQUALITY IN BASIC EDUCATION THROUGH COMMUNITY PARTICIPATION IN THE KPANDAI DISTRICT OF THE NORTHERN REGION OF GHANA

Abstract

Gender equality in education is a key to reducing vulnerability to economic, social and environmental dislocation. As a result, promoting gender equality in basic education through community participation is a widely acknowledged intervention in both developed and developing countries. The main objective of the study was to assess the extent to which community participation promotes gender equality in basic education in the Kpandai District in the Northern Region of Ghana. Social cognitive theory of gender development and differentiation and community coalition action theory anchored the study. A cross-sectional research design was adopted. Questionnaires and semi-structured interview schedules were used to solicit data from 324 respondents. The study revealed among other things that; as part of communities efforts in ensuring gender equality in basic schools, the community members have established one JSS block each in two of the studied communities to relief children especially the girls from traveling long distance to schools, provided toilets for boys and girls in some of the basic schools, provided bicycles for some boys and girls who have to travel long distance to school. Two major challenges which thwarted their efforts were financial and gender based cultural practices. It was concluded that, even though much has been done in promoting gender equality in basic schools, there are still more room for improvement. The study recommended that, community leaders in collaboration with government and NGOs should design neutral policies and embark on conduct consistent sensitization on the need to reduce gender norms and roles that impede girls’ participation in basic schools.