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114 Int'l Lab. Rev. 281 (1976)
Education and Female Participation in the Labour Force

handle is hein.journals/intlr114 and id is 289 raw text is: International Labour Review, Vol. 114, No. 3, November-December 1976 Education and female participation in the labour force Guy STANDING' Introduction In recent years a growing proportion of the national income of many low-income industrialising countries has been devoted to education. The main reasons for this have been the exceptionally rapid growth of population and the widespread belief that human investment is one of the most effective means of stimulating economic growth. However, in this process the education of women has lagged considerably behind that of men. This neglect of female education has typified most non-socialist societies in the early stages of industrialisation. Yet being deprived of education women have also been deprived of much of their potential ability to contribute to the development of their countries. Without education or the associated access to most forms of vocational training women have been unable to secure skilled or even many semi-skilled jobs. To that extent, whereas women have often played an important role in traditional agrarian and trading economies, with growing industrialisation they have tended to be relegated to a purely domestic role or have been expected to take non-domestic work on an irregular basis. This has placed them in an increasingly dependent position in so far as they have had to rely on the income-earning abilities of men. Yet the shortage of job opportunities as well as the low wages and incomes earned by women workers have deterred families from investing in girls' education, especially when there have been sons also needing education. In essence it is a vicious circle. Because women have not been expected to work in the labour force they have been deprived of education; because they have been deprived of education their employment opportunities have been restricted; and because those opportunities have been restricted their limited access to education has been rationalised and perpetuated. ' International Labour Office. Copyright © International Labour Organisation 1976

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