This literature review, Increasing Female Primary School Teachers in African Countries: Barriers and Policies by researchers at the University of Maryland, a MacArthur grantee, examines empirical evidence that shows how increasing female teachers in primary education may improve girls’ educational achievement and attainment. The review includes an examination of the barriers women teachers face and policies that may facilitate their entry to the profession. While research strongly indicates female teachers make a difference in girls’ education, many countries have relatively few females in the teaching force.
Girls' Secondary Education in Developing Countries
Grantmaking seeks to identify, test, and develop innovations in secondary education in developing countries that can spur systemic change and improve economically marginalized girls’ demand for, access to, and retention in quality secondary level education.