Tn this paper, it is suggested that the macro-policies which the donor agen
cies and the development banks are currently marketing in the field of educ
ation and training would appear to contradict their stated goal of reducing
gender disparities in society, including those that prevail in education.
Decentralisation of educational financing and control, the introduction of
cost-sharing mechanisms and community involvement in the running of schools
, the privatisation and deregulation of training, are all likely to undermi
ne the most urgent task of increasing girls' participation in education. It
is also argued that education programmes specifically designed to address
gender inequities have adopted a narrow and simplistic approach which has p
roved ineffective to date, largely because it has not been embedded in any
clear understanding of the gendered nature of society and the role that sch
ooling plays in perpetuating unequal gender relations. It is concluded that
development agencies are unlikely to adopt the radical stance required to
bring about the wide-reaching social and educational change. (C) 2000 Elsev
ier Science Ltd. All rights reserved.