A Systematic Analysis of Malawi's Girl-Centred Education Programming

John Foster Jill Moyo
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Abstract

The aim of the systematic review was to compile and synthesise evidence on the contributions and implications of girl-centric policies and specialised interventions for girls' education in terms of access and participation. The results of the review confirm that girls' education programmes designed and implemented in a gender-based framework are effective in increasing girls' access to education. The results support the hypothesis that gender-centric policies and affirmative action interventions are sincere attempts to improve equity within education systems in Malawi. Despite these findings, the article argues that gender-centric policies and programmes can be replete with unfounded and contradicting assumptions about the nature of gender and egalitarian programming, which may negate the agenda on gender equality. The article also contends that even though great progress has been made in developing and adopting gender-sensitive education policies, feminist approaches have complicated implementation of the resulting gender-sensitive educational interventions. One of the main challenges in implementing feminist frameworks is in resolving the unquestioned and inconsistent assumptions about gender and egalitarian programming that have led to replication of affirmative action programmes that are only marginally effective. From the emanating perspectives, the article opiniates that general restorative interventions can be better approaches for overcoming gender inequality, and thus argues that girl-centric frameworks are unsustainable and must be supplanted with gender-as-equity paradigms.   Received: 2 August 2022 / Accepted: 27 October 2022 / Published: 5 November 2022
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马拉维以女孩为中心的教育规划的系统分析
系统审查的目的是汇编和综合证据,证明以女孩为中心的政策和专门干预措施对女孩教育在获取和参与方面的贡献和影响。审查的结果证实,在基于性别的框架内设计和执行的女童教育方案在增加女童接受教育的机会方面是有效的。结果支持了这样一种假设,即以性别为中心的政策和平权行动干预措施是改善马拉维教育系统内公平的真诚尝试。尽管有这些发现,文章认为,以性别为中心的政策和方案可能充满了关于性别和平等主义方案的性质的毫无根据和相互矛盾的假设,这可能会否定性别平等议程。文章还认为,尽管在制定和采用对性别问题敏感的教育政策方面取得了很大进展,但女权主义的做法使由此产生的对性别问题敏感的教育干预措施的执行变得复杂。执行女权主义框架的主要挑战之一是解决关于性别和平等主义方案的毫无疑问和不一致的假设,这些假设导致了平权行动方案的复制,但效果甚微。本文认为,一般的恢复性干预措施是克服性别不平等的更好方法,因此认为以女孩为中心的框架是不可持续的,必须用性别平等范式取代。收稿日期:2022年8月2日/收稿日期:2022年10月27日/发表日期:2022年11月5日
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