Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2439
Title: IMPLEMENTING GENDER INCLUSIVE EDUCATIONAL STRATEGIES IN THE SENIOR HIGH SCHOOLS: OPPORTUNITIES AND THREATS IN THE BEREKUM MUNICIPALITY OF GHANA
Authors: Kumi, Ortis
Issue Date: 2019
Abstract: Investing in education that is gender inclusive is indispensable to economic empowerment of the people. Even though gender inclusive education is at the heart of international conventions and protocols, the desired quality is yet to be achieved. Consequently, the study seeks to investigate the implementation of gender inclusive educational strategies and practices in SHSs in the Berekum Municipality of Brong Ahafo Region. A convergence mixed method design was adopted for the study. Questionnaires and interview guides were used to obtain the primary data while the secondary data were sourced via the internet, published dissertations and journals. In all, 527 respondents (students, teachers, headmasters, and municipal education officers) were sampled using both probability and non-probability sampling techniques. It was revealed among others that guidance and counselling, co-curricular activities, teachers‘ teaching methods and scholarships were the major strategies and practices available for gender inclusion in the SHSs. The study also revealed that there was not enough effort in the implementation of the gender inclusive educational strategies as a result of factors such as funding, supervision, and insufficient resources. Therefore, the study concludes that unless the identified challenges in the implementation of gender inclusive educational strategies and practices are resolved head-on by policy authorities, effective gender participation in the SHSs will for long remain a mirage. It is recommended that the Government, in collaboration with the Non-Governmental Organisations should pool resources together to support the implementation of gender inclusive programmes in the Senior High Schools.
URI: http://hdl.handle.net/123456789/2439
Appears in Collections:Faculty of Integrated Development Studies

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