Valuing Education of the Girl by Different Actors in Tamale Metropolitan Assembly

Abstract

Despite the efforts being made by the Ghanaian government to mainstream gender in education evidence shows that the result has not been what is expected as the change is rather slow generally and particularly in the Northern Region of Ghana. A number of researches conducted on gender disparity in education have attributed the cause of this situation to different factors including historical legacy, economic, social, cultural norms and the school environment. However one of the main problems may be located in the approach to gender mainstreaming and whether the rationale underlying this approach sufficiently reflects local perspectives on education of the girl. As such the research methodology explored institutionalized discrimination of girls at the basic school by looking at how different actors value education of the girl in Tamale Metropolis.

Keywords: gender disparity, education, discrimination, mainstream, economic, social