International Journal of Education, Culture and Society

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Assessing Gender and Educational Opportunities of Females in the Northern Region of Ghana

Received: Aug. 14, 2023    Accepted: Sep. 01, 2023    Published: Sep. 14, 2023
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Abstract

The concern with gender and educational opportunities has affirmed that equality of males’ and females’ in education is key to every society. This concern has noted that development requires more than the availability and the creation of educational opportunities for males’ and females’ to earn sustainable livelihoods. It again requires the creation of an enabling and, a serene atmosphere for males’ and females’ to capitalise these opportunities. Qualitative methods and procedures for sampling, data collection and data handling were employed and in some cases, tables were used to illustrate percentages. The study found that many factors in the northern region has influenced gender education and created many opportunities for males’ and females’. These included Staffing in schools, subjects taught by male and female teachers, portrayal of women’s in the curricula materials, silence in the curricula on women’s issues, hidden messages in the administrative structure, gender differences in the hidden curricula, hidden messages in the instructional techniques, sex-related language in school, differences in academic performance and differences in occupational outcomes and economic rewards. The study therefore recommends vigorous sensitisation by the district assemblies on the need for gender, mainstreaming in all educational curricula, educate parents’ and the people by the district assemblies the need to encourage their females’ to attend school, and provide their females’ educational needs when the need arises. It can be concluded that females’ today in the region have more balanced access to educational opportunities than males’. The gender gap is no longer as explicit as it was in school in the past. Also, ignoring girls’ education in the Northern Region is equal to ignoring one of the most important solutions to Northern development. There is therefore, a need for effective collaboration between school authorities and the teachers to monitor females’ performance in schools and also, the policy on affirmative action in schools should be enforced by the government and all stake-holders in education.

DOI 10.11648/j.ijecs.20230805.11
Published in International Journal of Education, Culture and Society ( Volume 8, Issue 5, October 2023 )
Page(s) 211-220
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Gender Equality, Opportunities, Education, Access

References
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  • APA Style

    Eliasu Alhassan. (2023). Assessing Gender and Educational Opportunities of Females in the Northern Region of Ghana. International Journal of Education, Culture and Society, 8(5), 211-220. https://doi.org/10.11648/j.ijecs.20230805.11

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    ACS Style

    Eliasu Alhassan. Assessing Gender and Educational Opportunities of Females in the Northern Region of Ghana. Int. J. Educ. Cult. Soc. 2023, 8(5), 211-220. doi: 10.11648/j.ijecs.20230805.11

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    AMA Style

    Eliasu Alhassan. Assessing Gender and Educational Opportunities of Females in the Northern Region of Ghana. Int J Educ Cult Soc. 2023;8(5):211-220. doi: 10.11648/j.ijecs.20230805.11

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  • @article{10.11648/j.ijecs.20230805.11,
      author = {Eliasu Alhassan},
      title = {Assessing Gender and Educational Opportunities of Females in the Northern Region of Ghana},
      journal = {International Journal of Education, Culture and Society},
      volume = {8},
      number = {5},
      pages = {211-220},
      doi = {10.11648/j.ijecs.20230805.11},
      url = {https://doi.org/10.11648/j.ijecs.20230805.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijecs.20230805.11},
      abstract = {The concern with gender and educational opportunities has affirmed that equality of males’ and females’ in education is key to every society. This concern has noted that development requires more than the availability and the creation of educational opportunities for males’ and females’ to earn sustainable livelihoods. It again requires the creation of an enabling and, a serene atmosphere for males’ and females’ to capitalise these opportunities. Qualitative methods and procedures for sampling, data collection and data handling were employed and in some cases, tables were used to illustrate percentages. The study found that many factors in the northern region has influenced gender education and created many opportunities for males’ and females’. These included Staffing in schools, subjects taught by male and female teachers, portrayal of women’s in the curricula materials, silence in the curricula on women’s issues, hidden messages in the administrative structure, gender differences in the hidden curricula, hidden messages in the instructional techniques, sex-related language in school, differences in academic performance and differences in occupational outcomes and economic rewards. The study therefore recommends vigorous sensitisation by the district assemblies on the need for gender, mainstreaming in all educational curricula, educate parents’ and the people by the district assemblies the need to encourage their females’ to attend school, and provide their females’ educational needs when the need arises. It can be concluded that females’ today in the region have more balanced access to educational opportunities than males’. The gender gap is no longer as explicit as it was in school in the past. Also, ignoring girls’ education in the Northern Region is equal to ignoring one of the most important solutions to Northern development. There is therefore, a need for effective collaboration between school authorities and the teachers to monitor females’ performance in schools and also, the policy on affirmative action in schools should be enforced by the government and all stake-holders in education.},
     year = {2023}
    }
    

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    AB  - The concern with gender and educational opportunities has affirmed that equality of males’ and females’ in education is key to every society. This concern has noted that development requires more than the availability and the creation of educational opportunities for males’ and females’ to earn sustainable livelihoods. It again requires the creation of an enabling and, a serene atmosphere for males’ and females’ to capitalise these opportunities. Qualitative methods and procedures for sampling, data collection and data handling were employed and in some cases, tables were used to illustrate percentages. The study found that many factors in the northern region has influenced gender education and created many opportunities for males’ and females’. These included Staffing in schools, subjects taught by male and female teachers, portrayal of women’s in the curricula materials, silence in the curricula on women’s issues, hidden messages in the administrative structure, gender differences in the hidden curricula, hidden messages in the instructional techniques, sex-related language in school, differences in academic performance and differences in occupational outcomes and economic rewards. The study therefore recommends vigorous sensitisation by the district assemblies on the need for gender, mainstreaming in all educational curricula, educate parents’ and the people by the district assemblies the need to encourage their females’ to attend school, and provide their females’ educational needs when the need arises. It can be concluded that females’ today in the region have more balanced access to educational opportunities than males’. The gender gap is no longer as explicit as it was in school in the past. Also, ignoring girls’ education in the Northern Region is equal to ignoring one of the most important solutions to Northern development. There is therefore, a need for effective collaboration between school authorities and the teachers to monitor females’ performance in schools and also, the policy on affirmative action in schools should be enforced by the government and all stake-holders in education.
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Author Information
  • Department of Sociology and Social Work, University for Development Studies, Tamale, Ghana

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