Comparative Study on Gender and Rural-urban Learning Achievements Inequalities in Francophone Sub-Saharan African Primary Education

第一阶段的研究结果在布基纳法索的一次国际会议上公布。在这次演讲之后，研究结果发表在《国际教育研究开放杂志》上。研究的第二阶段发现，学习中的性别不平等可以用可测量和不可测量的因素来解释。这意味着，仅解决有形因素不太可能减少学习成绩方面的性别不平等。这些发现在会议上发表，即2022年12月的第33届日本国际发展学会年会和2022年7月的日本亚洲研究学会年会。

Findings of the first stage of the research were presented at an international conference in Burkina Faso. Following this presentation, findings were published in International Journal of Educational Research Open.The second stage of the research found that gender inequalities in learning are explained by measured and unmeasured factors. This means that addressing only tangible factors will not likely reduce gender inequalities in learning achievements. These findings were presented at conferences, namely The 33rd Japan Society for International Development Annual Conference in December 2022 and The Japan Society for Afrasian Studies (JSAS) Annual Conference in July 2022.