Gender and Access Barriers to Education: The Case of Women and Girls in Senegal
The United Nations, as a global call to action, adopted the Sustainable Development Goals (SDGs) in 2015, in part, to ensure that all people have access to basic human rights. One of those indicators of human rights was identified as having access to quality education. While keeping in mind the 2030 deadline, we now have nine years left to achieve the United Nations SDGs. Recent evidence indicates that the gap in gender inequality is widening globally, despite the progress registered in some countries. Therefore, there is a high probability of failing to achieve the goals of the SDGs on education, namely SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all as well as SDG 5, which focuses on gender equality. In developing nations, such as Senegal, the education sector continues to be affected by gender inequality. I hypothesize that there are socio-economic, cultural, and institutional factors that contain the most important determinants of the deep-rooted access barriers to quality education for women and girls in Senegal. The aim of this study is to identify these access barriers and interventions implemented to address this issue. In addition, this study will provide recommendations on interventions and policies needed to effectively contribute to getting closer to attaining SGD 4, regarding access to quality education for female youth (African Union, 2019).
Assie-Lumumba, N'Dri Therese
Master of Professional Studies
Attribution-NonCommercial 4.0 International
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