Women and the Teaching Profession
Exploring the Feminisation Debate

The debates on women and teaching have been wide ranging and, in some cases, contentious. They have included reviews of why the profession can become gender imbalanced in favour of women, the impacts of this on learning processes and student education, and the implications on women’s overall empowerment within society and the economy.
Most of the research to date has concentrated on developed countries, such as the UK, Australia and Canada, where women have been a significant majority in the teaching workforce for decades. This study looks at how the teacher feminisation debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues.
Co-published with UNESCO.
Most of the research to date has concentrated on developed countries, such as the UK, Australia and Canada, where women have been a significant majority in the teaching workforce for decades. This study looks at how the teacher feminisation debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues.
Co-published with UNESCO.
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Lesotho
Lesotho is completely landlocked by South Africa and is largely a mountainous country with four main geographical regions (ecological zones); the lowlands, the foothills, the highlands and the Senqu River Valley. Recent studies show that at present the population of Lesotho has stabilised to about two million (MOET 2006.)
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Click to download PDF - 743.56KBPDF
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