Gender Inequalities and Education in Chad: An Analysis of Disparities in the Baccalaureate

DJIMOUKO Sabine

doi:10.36948/ijfmr.2025.v07i01.35684

Gender Inequalities and Education in Chad: An Analysis of Disparities in the Baccalaureate

Author(s)	DJIMOUKO Sabine
Country	Chad
Abstract	His research analyzed the gender inequalities observed for applications to the Baccalaureate exams in Chad. For a long time, the Chadian education system has had serious difficulties in achieving the school parity index (IPS) equal to 1. It also shows notable progress in terms of gender disparities despite low school completion rates. The methodology adopted is mixed (quantitative and qualitative), using questionnaires, semi-direct interviews and documentary analysis to collect data rich in information. The target population consists of learners registered for the Baccalaureate from 2015 to 2024, teachers, parents of students and ONECS authorities. For sampling, the snowball technique and the non-reasoned choice technique were used. In terms of results, only 40% of applications are from girls, 60% are from the A4 series in 2024 while in 2015 and 2016, the proportion of these applications was 25 and 27% respectively. Series D records fewer female applications each year. In 2015 and 2016, girls represented 14 and 24% of Baccalaureate candidates respectively. Series C is highly masculinized with an extremely low application rate (5% in 2015 and 4% in 2016). In series A, a relatively high percentage of female applications is recorded each year (41% in 2024; 38% in 2023). In Arabic-speaking schools, it has been noted that the trends are reversed (more female applications than male applications). According to the results of the collective gender expertise, most parents, especially those from the Muslim religion, consider Western schools as an open door to the depravity of morals because they allow girls to be in contact with boys and other depraved values. In terms of prospects for gender equality in the Baccalaureate, it is necessary to promote the development of an educational policy integrating gender at all levels.
Keywords	Keywords: Baccalaureate, Gender Inequalities, Inclusive Education, Hegemonic Masculinity
Field	Sociology > Education
Published In	Volume 7, Issue 1, January-February 2025
Published On	2025-01-26
Cite This	Gender Inequalities and Education in Chad: An Analysis of Disparities in the Baccalaureate - DJIMOUKO Sabine - IJFMR Volume 7, Issue 1, January-February 2025. DOI 10.36948/ijfmr.2025.v07i01.35684
DOI	https://doi.org/10.36948/ijfmr.2025.v07i01.35684
Short DOI	https://doi.org/g829rz

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Gender Inequalities and Education in Chad: An Analysis of Disparities in the Baccalaureate

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