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European Journal of Applied Sciences – Vol. 13, No. 1

Publication Date: February 25, 2025

DOI:10.14738/aivp.131.18190.

Diallo, M. S. (2025). The Role of Women’s Schooling on the Economic Expansion of Guinea: Pioneering Sex Equity, Strengthening

Labor Force Involvement and Propelling Lasting Evolution to Attain Guinea’s Economic Advancement. European Journal of Applied

Sciences, Vol - 13(1). 154-162.

Services for Science and Education – United Kingdom

The Role of Women’s Schooling on the Economic Expansion of

Guinea: Pioneering Sex Equity, Strengthening Labor Force

Involvement and Propelling Lasting Evolution to Attain

Guinea’s Economic Advancement

Mamadou Saidou Diallo

Faculty of Economics and Management,

University of Kindia, Guinea

ABSTRACT

This article analyses the noteworthy role of women’s learning’s impact on Guinea’s

socioeconomic progress, drawing attention to its capabilities to foster enduring

advancement, reduce poverty, as well as encourage equal opportunities across

genders. Using a hybrid research approach, the inquiry combines quantitative

analyses of national academic instruction and financial statistics with qualitative

insights based on interviews with policymakers, educators, alongside women

entrepreneurs. The research identifies several obstacles hindering women’s

accessibility of learning resources, involving entrenched social customs, resource

scarcity, early marriages, along with inadequate structural systems, particularly in

rural areas. Gender biases with restricted representation of female populations in

leadership further exacerbate these challenges. In spite of these obstacles, findings

show that females possessing advanced schooling achieve broadened avenues for

income, and heightened employability, as well as enhanced entrepreneurial

success. The societal benefits of women’s academic pursuits extend beyond

individual gains, encompassing enhanced juvenile and maternal wellness with

diminished fertility rates, along with strengthened cross-generational academic

outcomes. Educated females contribute significantly toward the collective

leadership alongside governance, propelling creativity and equitable progress. The

research underscores the value of targeted interventions, incorporating funding for

school infrastructure, financial support such as scholarships, together with efforts

to confront discriminatory traditions. Collaborating with men as well as boys

encouraging fairness between genders is identified as a key strategy for ensuring

lasting change. Aligned with the International SDG (Sustainable Development

Goals) Framework, particularly Objective 4 (Quality Education) and 5(Gender

Equality), this research emphasizes that expanding women’s learning is essential

for accomplishing Guinea’s financial ambitions and nurturing a society that

embraces diversity. It concludes with a call for stakeholders to prioritize gender- sensitive reforms as a foundation for long-term national progress.

Keywords: Women’s Education, Economic Development, Gender Equality, Human

Capital, Human Growth.

INTRODUCTION

Education is regarded as a vital catalyst for economic and social progress, particularly in

underdeveloped nations where gender gaps remain entrenched. Guinea, rich in natural wealth

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Diallo, M. S. (2025). The Role of Women’s Schooling on the Economic Expansion of Guinea: Pioneering Sex Equity, Strengthening Labor Force

Involvement and Propelling Lasting Evolution to Attain Guinea’s Economic Advancement. European Journal of Applied Sciences, Vol - 13(1). 154-

162.

URL: http://dx.doi.org/10.14738/aivp.131.18190

but struggling with deep-rooted poverty and inequality, highlights how women’s learning can

be pivotal in catalyzing economic growth. Women make up a substantial segment of Guinea’s

population and workforce, but their financial impact remains underleveraged due to restricted

access to schooling and socio-cultural constraints. This study investigates the nuanced link

between women’s schooling and economic advancement in Guinea, underscoring the

revolutionary value of prioritizing female learning.

Primarily, academic studies highlight the robust connection between learning and financial

advancement. According to Human Capital Theory (Schultz, 1961; Becker, 1993), investing in

teaching increases personal productivity and, in turn, supports broader financial progress. In

Guinea, this theory is highly applicable, given that women’s literacy rates are alarmingly low,

restricting their opportunity to improved careers and business openings (World Bank, 2023).

Furthermore, studies by Psacharopoulos and Patrinos (2004) demonstrate that the benefits of

learning are particularly crucial for women within low-income countries. This insight presents

a persuasive financial justification for focusing on women’s education.

In addition, international frameworks like the (UN, 2015) development targets, global

sustainability goals (SDGs) stress the value of sex balance as well as quality learning in

advancing both financial and societal progress. In Guinea, achieving these objectives

necessitates overcoming the substantial educational disparities that women experience. These

obstacles encompass early marriages, limited infrastructure, traditional cultural practices, and

financial restrictions (UNESCO, 2022; Lloyd & Young, 2009). For instance, data from nearby

West African states like Senegal and Côte d’Ivoire show that strategic investments into women’s

learning yield tangible improvements in financial outcomes including wages, job opportunities,

plus GDP (King & Hill, 1993; World Bank, 2021).

Studies also underscores the impact of women’s knowledge about generating intergenerational

advantages. Women through knowledge are more inclined to effect assets for their children’s

well-being and schooling, generating a ripple effect that improves societal welfare (Klasen &

Lamanna, 2009; Glewwe & Kremer, 2006). This holds particular importance for Guinea, where

high rates of youth mortality and malnutrition persist. Consequently, boosting women’s

learning levels could lead to marked socio-economic progress. Besides, educating women

encourages entrepreneurship along with spurs creativity. For example, investigations by

Brixiová et al. (2020) highlights educated women as central figures in driving small and

medium enterprises in Sub-Saharan Africa. Similarly, Amarante and Jiménez- Fontana (2021)

argue that extending women’s access toward learning enhances their participation in the

formal sector and drives innovation in various fields.

Even with, optimistic perspectives, Guinea confronts distinctive barriers in harnessing the

ability of women’s learning for financial development. The country’s educational frameworks

is plagued by inadequate focusing, curricula that ignore gender issues, and a lack of female

leaders (Diallo et al., 2018; UNICEF, 2021). Thus, tackling these issues necessitates a

sophisticated grasp of socio-economic dynamics and a firm pledge to foster an environment

that nurtures women’s learning expansion.

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European Journal of Applied Sciences (EJAS) Vol. 13, Issue 1, February-2025

To sum up, this study seeks to assess the effect of women’s learning on Guinea’s fiscal progress

by examining the socio-economic benefits of funding in women’s instruction and identifying

the obstacles to progress. In the end, the objective is to deliver evidence-based proposals for

policymakers and stakeholders to create answers that address the sex-based learning gap, thus

supporting all-encompassing and long-term financial progress in Guinea.

PROBLEME DESCRIPTION

The main problem tied to Guinea’s financial progress is the underutilization of women’s

capacity due to lack of academic tools. The effectiveness of a nation’s growth and prosperity

relies heavily on the full utilization of its workforce skills, which includes both man and women.

However, socio-cultural norms, commercial constraints, and infrastructural deficiencies

profoundly hinder womens’entry to quality academic pursuit, particularly in non-urban zones.

These limitations have wide-ranging consequences on the monetary, communal, and

development progress within the scope of nation.

In the majority of instances, teenage marriages, stereotypical sex expectations, and inadequate

academic resources are key impediments obstructing adolescent girls from completing their

education. Traditional expectations frequently place domestic responsibilities above

educational aspirations for girls, especially in countryside regions. Moreover, educational

institutions within these localities frequently lack necessities like female sanitation facilities,

safe learning environments, and sufficient teaching staff, further discouraging attendance.

Economic factors also play a critical role; domestic units facing financial challenges typically

emphasize boy’s learning, viewing girl’s schooling as a lesser investment due to prevailing sex

biases.

The absence of well-educated womenin leadership and policymakers further exacerbates the

issue. Deprived of superior learning openings, female lack expertise as well as confidence to

pursue careers in governing roles, entrepreneurship, or high-skilled professions. This leads to

insufficient diversity coupled with innovation in key industries, like mining, technology, and

agriculture, where women’s participation could meaningfully enhance productivity and

profitability. The failure to fully utilize the talents and capabilities of females represents a major

financial opportunity cost for the nation.

In addition to financial impacts, the limited schooling of women has broader cultural

repercussions. Learning plays a transformative role in improving health outcomes, reducing

fertility rates, breaking patterns of financial insecurity. Educated females tend to make well- considered decisions regarding their wellness and that of their families, leading to better

intergenerational outcomes. Moreover, they serve as role models in their communities,

inspiring the youth to value as well as pursue schooling. The denial of schooling to women,

consequently, hinders not only their advancement but also their ability to contribute equally to

society.

Evidence form emerging nations highlights the importance of addressing educational gaps to

foster financial and social progress. For instance, nations like Rwanda and Bangladesh have

demonstrated how targeted policies and investment in female schooling can drive financial

growth and community-level transformation. By comparison, Guinea lags behind in