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Millennium Development Goals (MDGs) in RetrospectMillennium Development in Retrospect: Higher Education and the Gender Factor in Africa’s Development Beyond 2015

Millennium Development Goals (MDGs) in Retrospect: Millennium Development in Retrospect: Higher... [This chapter critically examines the conspicuous absence of higher education in the resolutions adopted in 2000 for the different MDGs and their subsequent implementation and evaluation. Ironically, while the MDGs target the female population, in most African countries higher education is characterized by a persistent under-representation of women in the system. This gender inequality in higher education is the source of developmental problems that the MDGs were set to address. It is argued that considering the role of higher education as a catalyst for holistic development, in discussing the post-MDGs and “a world without poverty,” the interface of democratic higher education and gender equity must be acknowledged in setting the new global engagement toward social progress.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Millennium Development Goals (MDGs) in RetrospectMillennium Development in Retrospect: Higher Education and the Gender Factor in Africa’s Development Beyond 2015

Part of the Social Indicators Research Series Book Series (volume 58)
Editors: Andrews, Nathan; Khalema, Nene Ernest; Assié-Lumumba, N'Dri T.
Assié-Lumumba, N’Dri T.
Millennium Development Goals (MDGs) in Retrospect — Feb 6, 2015
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References (23)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2015
ISBN
978-3-319-16165-5
Pages
81 –98
DOI
10.1007/978-3-319-16166-2_6
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter critically examines the conspicuous absence of higher education in the resolutions adopted in 2000 for the different MDGs and their subsequent implementation and evaluation. Ironically, while the MDGs target the female population, in most African countries higher education is characterized by a persistent under-representation of women in the system. This gender inequality in higher education is the source of developmental problems that the MDGs were set to address. It is argued that considering the role of higher education as a catalyst for holistic development, in discussing the post-MDGs and “a world without poverty,” the interface of democratic higher education and gender equity must be acknowledged in setting the new global engagement toward social progress.]

Published: Feb 6, 2015

Keywords: Equity; Gender; Inequality; Knowledge; Policy

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