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The low presence of female teachers serving in schools in deprived rural areas is one of the main constraints militating against girls' access and achievement in basic education in Ghana. Studies suggest that low self-esteem among girls is a key factor preventing them from attaining higher levels of education, which can be enhanced through more gender sensitive teaching methods, and the presence of female teachers as role models. This paper investigates the reasons why the majority of Ghanaian teachers avoid –if they can - postings to rural deprived areas and why girls, in particular, are not entering the teaching profession. The study adopts a predominantly qualitative approach, exploring the perceptions of primary stakeholders involved in basic education, including female teachers living in deprived rural areas, girls at upper primary and secondary levels of education and community members. Districts with the lowest percentage of female teachers were selected for the study – where, also, the lowest percentage of girls enter and remain in the basic school system. The paper suggests reasons why Ghanaian girls continue to miss the opportunity to be taught by female role models and why they do not opt to become teachers themselves.In this study we examine whether gender bias in education depends on the extent of female decision-making power. Household headship is used as a measure of female autonomy, with different types of households theorized to reflect varying degrees of female autonomy. Most female-headed-households in Pakistan are formed either because women are widowed or because husbands migrate. Women in male-headed-households are hypothesized to have least autonomy followed by married women heads whose migrant husbands may retain some decision-making power. Widow heads are hypothesized to have the greatest degree of autonomy among women in different households. The econometric findings suggest that married women heads gender-discriminate as much as male heads but that widow-heads have significantly lower bias against girls in enrolment decisions than male heads. The results also suggest that educated female heads gender differentiate less than both uneducated female heads and than male heads. The evidence suggests that households having better educated women with more independent status discriminate against the education of their daughters less than other households.The author demonstrates that collaborating with children using a gender-sensitive life-cycle approach yields social and health dividends. The paper focuses upon young people and children engaged in HIV/AIDS education, not only as consumers of information but also as generators of knowledge pertinent to their needs, aspirations, anxieties, fears, hopes and dreams. This subject-centred approach to education is facilitated by innovative methodologies that allow young people to talk frankly with adults and amongst themselves, to participate in community theatre designed to help different types of people address issues of common interest, and to work with experienced adult researchers in generating relevant data.