Women Education In Developing Countries

Niger, like other developing countries, especially those in West Africa, is facing not only an inequitable access to education but also the inequality in the educational system. According to the theory of human capital, investment in human capital is an ideal investment to ensure sustainable development of a country. Thus, Niger, as a country which belongs to the IPC(Indebted Poor Countries) has been benefited a financial support from the international institutions in the context of generalization of "Education for All" and the fight against gender inequality in access to education equity. Subsequently, it is at the beginning of 1990 that steps were taken by the United Nations following a series of conferences and global forum on education, on women and child right, where the emphasis was placed on the access of women education. From then, Authorities of Niger in partnership with development agents, NGOs and societies civil activate without reach for the realization of female’s education and the fight against adult illiteracy. It is in this context that educational programs and projects have been developed to make primary education available for women in the target areas where inequality of education is acute.We can conclude from this study that many factors have a negative impact on women’s access to education such as social, cultural, religious, economic and institutional. Despite the elaboration of educational projects to ensure the access and retention of women instruction, but those obstacles still persist and hinder the access of women to education. Actually, these projects, on the one hand, have not achieved the goals fixed, and on the other hand, the actual needs of women have not been taken into account in the elaboration of these projects, and the policy adopted was unsuitable. Basically, in Niger, women have not benefited from the investments made in the case of their access to education. Therefore, most women are still uneducated, nor have a gainful employment and their contribution in the development of Niger are too low.The structure of this dissertation is organized as follows: Chapter I: contains the introduction of the study, while the Chapter II consists of the literature review. Chapter III is about the Context of study, while Chapter IV for Methodology. Chapter V includes the empirical study, the results(funding of education, distribution of education budget, women access to education in the PROSEF and PDDE, women access to employment, women in the social and political life in Niger, and gender disparities). Finally, Chapter VI consists of summary, conclusion and policy recommendations.