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SUMMARY This article discusses the various factors which account for the importance of women in the urban informal sector in Ghana Women find urban trading the most suitable occupation because the traditional division of labour between the sexes means that women have a dual responsibility; for home and outside employment. The formal schooling of females has lagged behind that of males, and many illiterate women have found trading advantageous. Moreover, even educated women occupy lower status jobs in the formal sector.RESUME L'inégalité en matière d'éducationCet article étudie les divers facteurs qui expliquent l'importance des femmes dans le secteur informel urbain du Ghana. Les femmes estiment que le commerce urbain est le métier le mieux indiqué. En effet la division traditionnelle du travail entre les sexes débouche pour elles sur une double responsabilité: le travail de maison et l'emploi au dehors. Du point de vue de la scolarisation elles sont en retard sur les hommes. Beaucoup d'illettrées ont ainsi opté pour le commerce. D'autre part, même les femmes instruites occupent des emplois moins qualités dans le secteur formel.RESUMEN Cuando la educación es desigualEn este artículo se analizan los diversos factores responsables de la importancia de la mujer en el sector no oficial urbano de Ghana. Las mujeres comprueban que el comercio urbano es el empleo más apropiado debido a que la distribución tradicional del trabajo entre los sexos significa que las mujeres asumen doble responsabilidad: por el hogar y por su empleo fuera de casa. La enseñanza oficial femenina está retrasada en relación con la masculina y numerosas mujeres analfabetas han encontrado ventajoso el comercio. Además, incluso las mujeres educadas ocupan empleos de posición más baja en el sector oficial.

Note: Since this brief review of educational reform in Tanzania is intended to offer insight into a number of problems that confront those involved in transforming the recently independent societies of southern Africa, and since my research on these issues is still at a preliminary stage, I present my comments in schematic form. A brief note on resources and selected citations appear at the end.At the end of colonial rule in Africa, almost everywhere the formal educational system was assigned major roles in the construction of the new society. Skilled personnel had to be trained to replace the departing Europeans. The vast expansion of social services required many new doctors, engineers, and architects. The increased responsibilities of the public sector required managers, accountants, and planners. And, of course, there had to be a rapid increase in the teaching corps, at all levels.