ABSTRACT
The urban-rural divide in educational attendance and attainment, and the ways in which this is accentuated in relation to gender, has been widely noted. The 2012 Global Monitoring Report, for example, highlights that ‘where young people live can… determine their educational opportunities with rural/urban or regional divisions reinforced by gender’ (UNESCO 2013, 26). In the Education for All era, discussions of urban/ rural and male/female divides in policy literature have often been characterised by quantitative measures. As Unterhalter and North (2011) have convincingly argued, gender equality has tended to be condensed in African Ministries to one of net enrolment rates and teacher ratios. This can have the consequence that issues of equity for those in school are rarely documented.
