Girls’ Education in Policy Discourse: The Case of Chad in Representation of the Problem in International Organizations’ Strategic Development Plans, its Silences, and Effects

Education, particularly girls' education, is essential for personal and national development, addressing issues such as poverty, and political instability. However, gender disparity in education remains a significant problem, leading to increased interest from governments and international organizations in addressing the issue through policy implementation. This study, therefore, investigates the persistent barriers to girls' education in Chad by analyzing the problem representation in the discourse of international organizations' strategic development programs. The study employs Carol Bacchi's "What is the 'Problem' Represented to be?" (WPR) methodology, relying on constructivism, poststructuralism, and feminist theories. The research question focuses on the representation of the problem of low female education in Chad, its silences in discourse, and its repercussions within strategic development programs. The findings indicate that problem representations in analyzed documents on girls' education programs have limitations and omissions, prioritizing objectives such as health and economic development while marginalizing or ignoring crucial issues such as early marriage, patriarchal societies, inadequate curricula, and violence against women. By analyzing problem representations critically, the study demonstrates the need to challenge existing power dynamics and promote gender equality in education.