ABSTRACT
International agencies and governments agree that in order to achieve Millennium Development Goals and Education for All goals in sub-Saharan Africa over the next decade requires strategies that remove the barriers to educational attainment (UNESCO 2003). A number of strategies have been identified, particularly in relation to improving the enrolment, retention and attainment of girls. For example, the low presence of female teachers serving in disadvantaged rural communities has been identified as one of the main constraints militating against girls’ access and completion of basic education (Sutherland-Addy 2002; Casely-Hayford 2000; Brock and Cammish 1997a). One of the most effective approaches for improving female educational attainment therefore is to use female teachers as role models for girls (Rugh 2000; King and Hill 1993). Studies also suggest that low self-esteem among girls is a key factor preventing them from attaining higher levels of education and that gender sensitive teaching methods can improve girls’ retention rates in school (Casely-Hayford 2002b; WUSC 2000). Further, research by the Foundation for African Women Educationalists (FAWE 1999) suggests that girls are more likely to stay in school particularly if the school deals with reproductive health issues and if girls are able to talk to a woman in authority.
