This article argues that there is a need for gender-sensitive curricula and pedagogies in schools in order to achieve good-quality outcomes for girls' education. It examines different dimensions of gender equality and draws on issues raised and discussed at two international seminars which challenged narrow views of curriculum and pedagogy. The article considers these issues in the context of a case study of the abuse of school girls in Mozambique, and NGO and community strategies to combat such abuse. It presents important actions that need to be taken by governments, teacher-training organisations, and NGOs to ensure that change occurs.

Authors

Aikman, Sheila

Challender, Chloe

Unterhalter, Elaine

Editors

Sweetman, Caroline

Journal

Gender & Development Volume 13 Issue 1 Millennium Development Goals

Publication date

01 Mar 2005

DOI

10.1080/13552070512331332276

Publisher

Oxfam GB

Routledge

Type

Journal article

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