Archive for category: Education

Information and stories on education.

Girls’ Education in Paraguay

girls' education in Paraguay

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In eastern Paraguay, both deforestation and poverty continue to run rampant among inhabitants of the Atlantic Forest. An area wherein a majority of the people are uneducated, girls continue to be largely denied access to an adequate education.

Statistics On Girls’ Education in Paraguay

The literacy rate of girls 15-24 years old in Paraguay has risen to 98.62 percent as of 2015. However, while a majority of girls in the country are literate, the retainment rate of girls in schools is low. From completion of primary school to upper secondary school, the participation of girls drops 25 percent, from 86 to 61 percent. Additionally, as of 2012, 42,486 female children and 29,531 female adolescents remain out of school.

Approximately 70 percent of girls in the area are pregnant by age 16, largely due to poor education and impoverished living conditions for women. One school, the Centro Educativo Mbaracayu, is seeking to alleviate these problems and help girls’ education in Paraguay.

The Centro Educativo Mbaracayu

Founded in 2009, the Centro Educativo Mbaracayu is a boarding school exclusively for girls. The school sits on the Mbaracayu Forest Nature Reserve, which protects the largest portion of the remaining Atlantic Forest. Although the Atlantic Forest contains hundreds of native and endangered species, only about 7 percent of the original forest remains. The Centro Educativo Mbaracayu, started by the NGO Fundación Paraguaya, teaches its students to take care of the forest around them while also educating them in other areas.

The school exclusively caters to rural and indigenous girls, a group severely disadvantaged by the Paraguayan education system. One of the benefits of the forest school is the cost accessibility for its students. Tuition is free for indigenous girls and is 100,000 guaraní (approximately $17.50) for non-indigenous girls. Centro Educativo Mbaracayu is able to keep costs low for its students by operating self-sufficiently.

One of the important aspects of the schools’ curriculum is its focus on reproductive and sexual education. The severe lack of reproductive education in Paraguay is arguably one of the main causes of young pregnancies in the country. By promoting reproductive health and sexual education, instructors at Centro Educativo Mbaracayu hope to help their students achieve their degrees — not only as a tool to achieve better socioeconomic standing, but also to instill confidence and self-worth into the girls.

Beyond sexual education, the school teaches the girls techniques for agribusinesses and IT skills. Students can also study differing applied skills specializing in textiles, tourism and environmental management. All classes are taught alongside and in accordance to national Paraguayan educational standards, in order to broaden girls’ education in Paraguay while still complying with national standards.

Graduating from Centro Educativo Mbaracayu

Upon graduating from Centro Educativo Mbaracayu, students receive high school diplomas in Environmental Sciences as technicians and are highly encouraged to pursue higher education.

Since its founding the school has graduated Paraguay’s first female forest ranger, two primary school teachers in the community and a hopeful future president, just to name a few. More importantly, every girl at the school leaves knowing her worth and having learned many invaluable skills.

While living and learning at the school, a community is formed. A community that highly values its female students and its forest environment. The girls are taught to care for the forest and the animal inhabitants within it while gaining skills in sustainable forestry.

The goal of the school is rehabilitation and growth. Rehabilitation for the shrinking forest and growth for Paraguayan girls who have previously been undereducated. By teaching and taking care of the region’s girls, the school is in turn taking care of its forest and starting a movement for better girls’ education in Paraguay.

– Savannah Hawley
Photo: Flickr

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Girls’ Education in Armenia

education in armenia
The great emphasis on education in Armenia could be attributed to the nation’s 1600-year-old history of literacy and its treatment of schools as the basis for cultural and political survival. Article 39 of the Constitution of the Republic of Armenia (1995) ensures the right to education for all citizens of the Republic. In recent times the government has tried to ensure gender-equality in education, health, power, decision-making and other areas as demonstrated by its strategic action plans.

While Armenia does display an impressive gender-parity in primary education, there are several aspects to girls’ education in Armenia which in turn impact the socio-economic and cultural standing of Armenian women. Let us understand some of these facets of girls’ education in Armenia.

Gender-Inclusive Education

Armenia has a 12-year school education system. Grade 9 graduates are required to move to a high school to continue their education or choose a Vocational Education and Training institution. At tertiary educational level, students choose either a general stream (humanities, sciences, etc.)  or a vocational stream (agriculture, construction, information and technologies, etc.). According to the World Bank, the Armenian government aims to incorporate its gender-equality agenda into the educational system. In 2011, the National Statistical Service reported a “universal enrollment rate among both boys and girls at the primary level and a 99.6 percent enrollment rate among girls” compared to “98.4 percent among boys at the secondary level.”

In a recent World Bank report titled, ‘Armenia Country Gender Assessment,’ it is reported that a dramatic growth of up to 57 percent among women in higher education occurred during the year 2012-2013. However, despite the growth in the percentage of women in higher education, the labor market still encounters a lower participation rate among women.

The researchers attribute this gap to the difference in subject-matter choices offered to boys and girls at the tertiary education level. While women are more likely to study the social sciences, health, education and other non-STEM (science, technology, engineering, mathematics) subjects, men are more likely to choose STEM-related fields or vocational education, which in turn leads to better-paying jobs. These findings point to the  “aspirational (behavioral), informational and institutional” factors of the tertiary level of education in Armenia.

Women’s Representation in the Workforce

The Asian Development Bank reinforces that a gender-parity in enrollment rates in Armenia, from primary to higher education, does exist. However, despite the tendency for a larger number of women to acquire postgraduate education, they lag behind men in the labor market due to their choice of “traditionally female” domains of study. In addition, women more often tend to succumb to cultural pressures of marriage and family duties. Factors such as the quality of education, gender stereotypes, and school curricula have been found to also influence and determine many women’s decisions.

Armenia has a history of including gender-inclusion education that dates back to the 19th century; however, a survey conducted by the World Bank found that 54 percent of Armenian teachers hold the opinion that girls and boys should be treated differently, because “they are essentially different.” School-textbooks and curricula are also responsible for promoting stereotypical and traditional ideas of womanhood and serve to inadequately represent women, according to Iveta Silova, author of ‘Gender Analysis of Armenian School Curriculum and Textbooks.’ The study notes that Armenian language textbooks and literature rarely include or acknowledge the works or contributions of Armenian female writers and poets.

This omission of female authors limits “the scope of the country’s literary accomplishment to the work of men only.” Some of these challenges to girls’ education in Armenia ultimately leads to underrepresentation of women in political policy-making roles and the labor market, thereby perpetuating stereotypical female roles and causing a wide wage-gap between men and women.

Strategic Steps for Girls and Women in Armenia

The World Bank determined girls’ education across the world to be a “strategic development priority” that can lead to better educated and healthier women who are more aware of their socio-political and economic rights. This, in turn, can help build better communities and lift nations out of poverty.

The Armenian government has taken consistent steps towards ensuring gender-equality in the educational system. Its adoption of the Gender Policy Concept Paper in 2010 and the Law on Securing Equal Rights and Equal Opportunities for Women and Men in 2013 are prime examples of such efforts. The educational reform proposals by the government are aimed at “democratization of the education sphere…establishing gender-balanced representation at all levels of the education sphere…and supporting equality of women and men in society, social justice, and enjoyment of social freedoms.”

Measures are being taken to improve girls’ education and are aided by the continued efforts of the World Bank, the European Union’s support towards modernization of education, and the UNDP’s goals to ensure “inclusive and equitable quality education” in Armenia.

– Jayendrina Singha Ray

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Addressing the Reasons to Encourage Literacy in Yemen

literacy in yemen
Reading and writing are creative processes in building new pathways to leadership, future college and career plans and community programming. While some nations might make this a priority, Yemen’s focus is not currently to encourage literacy among the educational system.

Issues with Education in Yemen

As of 2017, 4.5 million students did not receive schooling due to absent teachers. Teachers in Yemen are on strike for not receiving payment for their services to the community. No school in session means unproductive minds and no practice with literacy.

Due to progressing conflict in Yemen, educational access and literacy efforts are not a top priority for many. There are approximately 18.8 million people in need of humanitarian aid, which is roughly 69 percent of the population.

The priority aid in Yemen consists of protection, as three million people have been displaced from their homes and approximately 44,000 people have been severely injured or killed. Other priorities focus on basic survival such as food, shelter and healthcare. Restriction on imports, economic decline and inflation among markets is making it extremely difficult for civilians to afford anything, much less education.

Encouraging Literacy in Yemen

As of 2017, UNICEF is a major partner in developing and implementing strategic plans for the ministry of education in Yemen. UNICEF is using a systemic approach to achieve educational goals. The framework consists of support from policy and legislation, ministry leadership, funding and public demand followed by implementation within the pre-primary sector and focusing on curriculum for early learning.

It is important to develop plans for early learning that empower literacy among Yemeni children and youth, as they are the future of the nation. The top three reasons to encourage literacy in Yemen are:

  1. Personal Empowerment
  2. Employability
  3. Active Citizenship

Why Literacy is Important

Reading, writing and learning involve creative and critical thinking as well as problem solving. Literacy encourages better communication, self-management, resiliency, participation, empathy, respect for others, cooperation, decision making and negotiation—all of which are necessary life skills.

There has been a 10 percent increase in literacy over the past 20 years, jumping from 60.22 percent to 70.1 percent. However, areas with high conflict, such as Yemen, have greater potential to fall behind.

With an increasing drop out rate in the education system and high conflict causing other basic needs to take priority, it is easy for literacy to get lost in Yemen. Continued work can ensure a bright future ahead for families in Yemen, but a political focus on education and literacy in Yemen must be made a top priority.

– Ashley Cooper
Photo: Flickr

Girls’ Education in Maldives

Girls' Education in Maldives
Despite its beautiful beaches, blue lagoons and extensive reefs, Maldives is one of the poverty-stricken countries battling its developmental growth. Roughly 35 percent of Maldives is under 18 years old, making education a key area for social investment, especially in girls’ education. While the primary education is achieved equally by boys and girls, girls’ education in Maldives ends before they move to secondary education, which remains a big challenge for the Maldives government to combat.

The literacy rates for both adults and youth are the highest in the region and exceed the world average. Maldives has made such progress in achieving universal primary education with perfect gender parities, despite the devastating tsunami of 2005 that swept over most of its islands. However, it remains a challenge to ensure quality remains a key concern in primary education and to encourage girls to pursue secondary and higher education.

Facts About Girls’ Education in Maldives

  • 100 percent enrollment ratio in primary education
  • 99 percent of pupils starting grade 1 reach grade 5
  • 65 percent enrollment ratio in lower secondary education
  • 7 percent enrollment ratio in higher secondary education
  • 92 boys for every 100 girls in primary education
  • 112 boys for every 100 girls in secondary education

The government of Maldives considers gender disparity a non-issue and does not guarantee a free and compulsory primary education for all girls. The Maldives’ Ministry of Education’s 2006 statistics indicate that every primary school age boy and girl in the country are enrolled in primary school. Moreover, 99 percent of girls who have completed primary school have continued into secondary education. However, after the 2007 Asian Development Bank Assessment, the government is taking steps to encourage girls to pursue postsecondary education.

Challenges and Barriers to Girls’ Education in Maldives

Maldives is located on a 1,000 kilometer-long chain of islands where the cost of transporting teachers and students becomes an expensive affair. Since transportation among islands is expensive, many children are at risk of being invisible, meaning they are unable to receive an education or they move away from parents to attend school. In addition, Maldives is dependent on expatriate teachers, and the quality of education is uneven for the 70 percent that lives on islands far from the capital, where two-thirds of teachers remain untrained, libraries and separate toilets for girls are unavailable and children with special needs have little access to school. Because of the lack of training, especially in gender sensitivity, curriculum materials and textbooks have strong gender biases.

Due to strong gender biases, women’s participation in politics and senior management levels is very low. In ADB’s (2007) analysis, women constitute only 15 percent of the legislators and senior officials in Maldives, and only a third of government officials are female. Gender division of labor is evident in public service employment with women making up 54 percent of the temporary positions, primarily to carry out tasks that are culturally “suitable” to them. For example, in the sectors of education, health and welfare, women are supervised and managed by senior ranking male employees.

Improvements in Girls’ Education in Maldives

In a country where settlements are sparsely scattered across small islands, the government has established at least two primary schools in each atoll to improve girls’ education in Maldives. With support from UNICEF, the pilot initiative of child-friendly schools, which was started with 22 schools, was scaled up to 105 during the post-tsunami period.

In addition, UNICEF and the Ministry of Education have come up with a novel solution: a series of 20 Teacher Training Centres (TRCs), one in each of the atolls that make up the country. These TRCs provide teachers and students with a trove of modern online teaching and learning tools at the touch of their fingertips, thanks to banks of high-speed Internet-enabled computers, SmartBoards that allow for interactive training at a distance and a website being developed by Cambridge International Examinations that are adapted specifically to Maldives. The Maldives Government has recognized the importance of training school teachers and heads supervisors in child-friendly approaches.

Recommendations

A report suggests that a gender audit should be conducted at the institutional level, so issues related to the subordinate role of women in organizations are highlighted. There should be a political will to spark organizational structures that allow gender equality in the workplace, which in turn can encourage girls to continue school at higher levels, as well as to pursue learning in fields that have traditionally been male-dominated. School and teacher training focused projects should make their output, outcome and impact indicators more explicit about progress milestones in terms of closing the gender gaps.

Although there is a good enrollment of girls and boys in the primary school, gender disparity exists in access to and attainment in secondary and post-secondary education and vocational training programs. The stereotypical perceptions of gender roles limit girls’ and women’s mobility and restrict their educational participation beyond primary level, as such opportunities are available only in urban areas or city centers. Girls’ education in Maldives is very low at the secondary level and measures have been taken by the government to motivate girls to study further and take-up jobs which are male-dominated.

– Preethi Ravi
Photo: Flickr

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Liberty & Justice and Clothing for All

Liberty & Justice
Chid Liberty, an entrepreneur, created the clothing manufacturing company Liberty & Justice. Its purpose is to not only change the manufacturing industry for many but also to empower others to continue their education. Instead of just thinking about how the clothes would be made, Chid also thought about the way their formation could change a society, piece by piece.

Encouraging Education

Liberty & Justice manufactures clothing for brands while focusing on making political and economic change in Liberia. Its directors are largely female, with 90 percent of the workforce being women, and its factory is fair trade certified. With its UNIFORM brand, every purchase provides a uniform for a child in Liberia so they may attend school. For a student, a uniform is not only a confidence boost but also reduces absenteeism and improves test scores, according to an MIT study.

Liberty & Justice is headquartered in New York City, but its owner and workers originate from Liberia. Chid said his calling was to return to Africa and provide decent jobs empowering fellow Africans. Taking advantage of the Africa Growth and Opportunity Act, he began exporting to the U.S., creating interest in his products.

Setting an Example

What really began to spark interest was the treatment of Liberty & Justice workers. With the female workers being paid fair salaries and the collective workforce owning 49 percent of the shares in the company, Liberty & Justice set itself apart from companies exploiting the poor and taking advantage of necessity. Although the company owns 51 percent of the factory from which its clothing comes, Chid does not take a salary, instead focusing his earnings on his workers and incentivizing them to take pride in their business.

Liberty & Justice’s Goals

Liberty & Justice has a five-year social plan it intends to fulfill. It not only includes expanding the Liberian economy but also creating health clinics and providing scholarships for the same children it provides the uniforms. Chid himself was a privileged child, living in Europe and experiencing indulgences common in the Western world. Upon learning how people in his native country lived, he intended to provide as much as he could by giving back in the form of creating jobs.

Liberty & Justice is truly a corporation set on changing the Liberian story from one of poverty to one of growth and development. Chid created this goal with the intention of changing the story for the 70 percent of Liberians living in poverty and instead offering them a chance at a safe and fulfilling life.

– Kayleigh Mattoon
Photo: Flickr

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Top 10 Crucial to Know Facts about Poverty in Lebanon

Lebanon
Lebanon is a small nation wedged between the Mediterranean Sea to the west, Israel to the south and Syria to the northeast. Despite its size and a population of only six million, Lebanon became a center of trade in the Middle East during the mid-1900s. It is also known for its diverse culture in which Shia and Sunni Muslims live alongside a large Christian minority and other smaller groups.

The outbreak of the Lebanese Civil War in 1975 undermined the country’s prosperity and stability. The conflict lasted 15 years and Lebanon has struggled to recover ever since. While Lebanon remains a relatively wealthy nation in the region overall, its economic situation has become increasingly complicated and many people living in the country do not benefit from that wealth. Here are the top 10 facts crucial to know about poverty in Lebanon.

Top 10 Facts about Poverty in Lebanon

  1. More than 25 percent of Lebanese citizens live in poverty. That number sinks as low as 16 percent in urban areas like the capital city of Beirut, and climbs to 36 percent in some rural areas.
  2. A person living below the poverty threshold in Lebanon earns less than $266 per month.
  3. Children in poor families are less likely to be able to complete their education. This can trap them in low-skill, high-demand job-markets.
  4. As many as 20 percent of Lebanese citizens live with unimproved sanitation facilities; 10 percent of poor households have no access to clean drinking water.
  5. There are more than one million refugees in Lebanon, with most fleeing the Syrian civil war. Refugees are not counted in many official poverty statistics from Lebanon’s government, meaning that the effects of poverty are significantly more widespread than these statistics suggest.
  6. Nearly half a million Palestinian refugees are registered with U.N. relief organizations in Lebanon. Palestinians may make up as much as 10 percent of the country’s population but they lack several important rights. Many live in U.N. camps in extreme poverty and are denied access to certain types of work.
  7. Poor Lebanese citizens, refugees and women brought in from other countries around the world are vulnerable to human trafficking. Refugees are especially likely to be coerced into forced labor. In 2014, the Lebanese government committed to reducing human trafficking within the country, but the results have been inconsistent so far.
  8. Poor Lebanese workers are often trapped in high-turnover or seasonal jobs with low wages. Making matters worse, the government and U.N. cannot adequately support the huge refugee population in Lebanon, meaning that many of them must find work to survive. This pits citizens and non-citizens against each other. Lebanese workers suddenly face much higher competition for jobs. Meanwhile, refugees lack citizens’ legal protections, which forces many of them to work in difficult conditions for half or even a third of what native workers are paid.
  9. Women (especially heads of households) are often the most impacted by poverty. Many are culturally expected to raise and care for a family but are also forced to enter the workforce to provide additional income. These dual expectations can add to their burden, stifle their educational prospects and make it difficult for them to access highly-competitive jobs.
  10. Social safety programs are rare and inconsistent in Lebanon. Many families are forced to go hundreds or thousands of dollars into debt to cover unexpected expenses like medical bills.

Building a Safety Net

The Lebanese Civil War severely damaged the country’s economy and infrastructure and the modern refugee crisis has only increased the strain. That said, several promising programs could alleviate these problems and reduce the impact of poverty in Lebanon.

While Lebanon’s social programs are still relatively young and often haphazard, the government has formed two primary means of relieving poverty: the National Social Security Fund and the Emergency National Poverty Targeting Programme. Expanding and improving these programs along with continued investment in infrastructure and education could make an enormous difference in the lives of thousands of Lebanese citizens.

Unfortunately, these government programs do not cover refugees. U.N. humanitarian aid has traditionally stepped up to fill this void, but even these resources have recently begun to dry up.

Response from the International Community

These 10 facts about poverty in Lebanon illustrate a complex and ongoing struggle to improve living conditions in the country. As the Syrian conflict continues, the government of Lebanon will have to continue to cope with an unstable region and an increasingly large population of foreign refugees within its borders.

Thankfully, Lebanon is not alone. In April, around 50 countries met in Paris at the CEDRE Conference where they pledged to invest more than $11 billion into Lebanon’s economy. Time will tell if measures like these will accomplish their goal of restoring prosperity to Lebanon and, eventually, to the Middle East.

– Josh Henreckson
Photo: Flickr

Creating New Priorities: Hope for Girls’ Education in Nicaragua

Hope for Girls’ Education in Nicaragua
Nicaragua is one of the poorest countries in the Western Hemisphere, second only to Haiti. Its alarming levels of poverty have had a detrimental effect on the quality of education in the country, disproportionately affecting children in rural areas. While the completion rate of primary education has experienced an upward trend in recent years, the issue of education in Nicaragua demands further attention. Specifically, girls’ education in Nicaragua faces unique challenges and requires sustained action and support.

Access to Education

Access to education only slightly differs between young male and female children. This makes the education system of Nicaragua look quite good in terms of gender equality, yet that is only because the access to education lacks overall for both genders.

Nicaragua is ranked 12 out of 145 countries in gender gap index with a score of 0.776 out of 1.00, which would represent no inequality. Despite being ranked so high, the education system is still lacking due to how many children, male and female, are not in school. The enrollment of male and females in primary, secondary and tertiary education are fairly equal.

It is difficult for these children, specifically girls, to receive an education because of the poverty in their country. The families of these children start to heavily rely on them for economic support by the time they reach the age of 10. These children are frequently forced to drop out of school before the fifth grade to help support their families economically.

Creating New Priorities

Females are often relied on to do domestic work, such as take care of their siblings and other chores within the household while their mothers work. Girls’ education in Nicaragua becomes second priority to their domestic duties.

In 2010 1,046 females were out of school, compared to the 10,868 male children that were not. Unfortunately, as these children grow older it becomes increasingly difficult for them to remain in school. For 2010 adolescents, there were 25,747 males out of school, and 18,861 females out of school. This shows there is not a large disparity between boys and girls suffering in education, but yet males are expected to go out into the workforce if they leave school while females are not.

Overcoming Obstacles For a Bright Future

Overall, females face greater challenges in accessing education than their male counterparts. Females in Nicaragua face strict gender norms and religious beliefs that are deeply rooted in their society. They face adolescent pregnancy which is a great indicator of dropping out of school at an early age. These females also feel pressured to help their families with domestic responsibilities for no pay because of the way women are viewed in their society. All these factors lead to a significant struggle in females overcoming hurdles and receiving an education in Nicaragua.

Although there is more work to be done, girls’ education in Nicaragua has improved greatly over the past few decades. Sixty-nine percent of females completed primary education in 2000, and that figure is projected to reach 91 percent by the year 2020. The completion of secondary education by females in 2000 was 49 percent and is estimated to reach 70 percent by the year 2020. These gains demonstrate hope for the future of girls’ education in Nicaragua.

– Ronni Winter
Photo: Flickr

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Mountains to Climb and Progress Made: Girls’ Education in Peru

Girls' Education in PeruGirls’ education in Peru varies based on geography. In rural communities often located in mountainous regions, only 36 percent of girls are able to finish secondary school education.

Issues Within Peru

Corruption still plagues the country and many of the government sectors are still underdeveloped — as evident when exploring the gap in the education system. However, Peru experienced an economic boom in the past several years. Between 2002 and 2013, the annual average growth rate was 6.1 percent. This growth is due to the nation’s rich abundance of mineral resources, as well as structural reforms that allow for the implementation of infrastructure and programs that counter this issue.

The Inter Press Service (IPS) news agency conducted a study comparing rural to urban education attendance rates. The study found that 83.7 percent of 12 to 16-year-olds attended schools in urban areas compared to the 66.4 percent of the same age group in rural areas.

Contributing Factors to Education Lack

The Peruvian poverty rate pushes parents to allow only one child to continue an education, which leads to an emphasis placed on male education. Statistics show that only 43 percent of rural women complete secondary school, compared to 58 percent of men. This can be attributed to the fact that many girls are expected to balance a life between work, school and domestic chores, which often inhibits the opportunities for an equal education. It is common to encourage work over education, and an estimated 34 percent of children in Peru work in order to help their families. Often their jobs are arduous, and children are rarely adequately paid.

Girls’ education in Peru can often be hindered by family commitments. However, an important contributor to the percentage of female school dropouts is the location of most secondary schools, which are usually found in more urban areas. Long walks to school often reduce the time a girl has to help out in the home and study.

In Peru, 21.7 percent of the population live in poverty. In rural areas, 13 percent of people live in extreme poverty, surviving on an average of $56 per day. This creates a tough environment for the continuation of girls’ education in Peru.

Peruvian Hearts

Over the past several years, programs such as Peruvian Hearts have been set up to ensure girls access to an education beyond elementary school. One such initiative provides scholarships, room and board for secondary school as well as college tuition.

Girls are chosen based on their academic strength, drive and financial need. The organization emphasizes the necessity for family support and ensures each girl’s family commits to that support.

Peruvian Hearts has a 100 percent success rate with its students, and students are found more likely to continue their education with the continuous help of this organization. Such support empowers and provides opportunities for girls who might otherwise lack the resources to do so themselves, while also simultaneously aiding the reduction of poverty in Peru.

Power of Boarding Schools

On top of these programs, boarding schools have been set up in rural areas by organizations such as the Sacred Valley Project. The organization is set up in Ollantaytambo in the Sacred Valley. One of their boarding schools here allows students to focus on their education, without the concerns of family or other commitments.

Girls will usually spend the week at school, and if possible, return home at the weekends. The Sacred Valley Project has saved an average of four hours of walking, per day, for each of its 22 students.

Despite certain setbacks, the government of Peru has made strides in the education system. Between 2002-2015, the deficit of schools in rural areas of Peru decreased from 515 to 69 thanks to the Peruvian Ministry of Education. Since 2011, the government’s education budget increased by 88 percent, and its initiative ensured the building of further infrastructure in such rural locations and improving teaching as an industry.

Equal Education

These new priorities are shown in Peru’s staggering progress, and ensures girls access to an education in the future as well. Organizations such as Peruvian Hearts and The Sacred Valley Project are spearheading the rise in education rates, especially for girls in rural communities.

This, paired with the economic boom of Peru and the improvement of their infrastructure, is radically changing the education sector. It is creating an environment where girls have more access to an education, especially in rural areas.

– Trelawny Robinson
Photo: Flickr

What is Impacting Girls’ Education in Uganda

UgandaSignificant improvements have been made in the accessibility and quality of girls’ education in Uganda. The female literacy rate has increased from 45 percent in 1991 to 68 percent in 2014.

Continuing this trend for girls’ education in Uganda is necessary to transform the country. However, there are still numerous barriers preventing girls from completing their education.

School Attendance

Despite being compulsory, 13 percent of girls between the ages of 6 and 12 didn’t go to primary school in 2011. Of the girls that did go, only 53 percent actually completed the required seven years. In secondary school, which typically encompasses students from 13 to 18 years old, female attendance significantly drops; 30 percent of girls between these ages weren’t enrolled in secondary school in 2011.

Poverty is one of the key reasons girls drop out of school. Impoverished families often need their daughters to stay at home and help with the housework or other income-generating activities. Some families have to marry off their young daughters to receive a dowry, which prevents them from continuing their education. Of the girls that stopped attending school, 40 percent dropped out because of child marriage.

Gender Roles

Another key barrier to girls’ education in Uganda are the traditional gender roles and male-dominated society. Women and girls are expected to do the majority of the domestic labor, often leaving little time to attend school and do the assigned homework.

In some areas, girls are actively discouraged from attending school. Instead, they are told education is for boys. Female students are often stigmatized as being promiscuous. These beliefs can be perpetuated in the classrooms if they are held by teachers, peers and eventually the girls themselves. The desire to participate and even attend classes suffers as a result.

The facilities and teaching style of schools were not designed to accommodate girls. The lack of proper sanitation and privacy makes it difficult for girls to attend school while menstruating. Girls can also face risks associated with a lack of security at schools, such as sexual abuse.

Alleviating Poverty

Improving girls’ education in Uganda can help pull families, and perhaps even the country, out of the poverty cycle. Every additional year of education yields a 10-25 percent increase in the income of a woman. An educated woman will then reinvest 90 percent of this income into her family. Helping a girl complete her schooling will double the likelihood that she will send her own children to school.

Educating girls can also help control the rapid population growth. Uganda currently has a 3.2 percent population growth rate, which is the fifth-highest in the world. On average, a mother has her first child at about 19 years old. Because women start having children at such a young age, Uganda also has a high fertility rate of about 5.7 children per woman.

By keeping girls in school, the rates of child marriage and teen pregnancy significantly decrease. If all girls were able to complete their education, the rate of teenage pregnancy would decrease by 59 percent.

Improvements for Girls’ Education in Uganda

Girls’ education in Uganda has been steadily improving, but still has a long way to go. Much of this progress was a result of the 1997 implementation of free, universal primary education. This policy significantly helped decrease the gaps in primary enrollment between girls and boys.

However, a report by the Uganda Bureau of Statistics, using 2014 Census data, found that although there were similar levels of primary school education between boys and girls, there were significant disparities in performance, levels of classroom engagement and access to facilities. In addition, there are still significant gender disparities in enrollment for secondary schools.

Because of the profound implications of girls’ education in Uganda, many organizations are determined to continue improving its accessibility and quality. Some of the most effective are local programs, which were developed to address specific problems in Uganda.

Nonprofit Uganda For Her began after one Ugandan noticed the poor access to sexual and reproductive health information for girls in rural areas of the country. It has since broadened into a more comprehensive strategy for empowering girls and women. The Girl Up Initiative Uganda has similarly local roots. The organization was founded when three individuals recognized the lack of educational opportunities for girls living in urban slums.

These organizations address the unique challenges girls in Uganda face when trying to attend school. Educating girls creates a ripple effect, helping families and communities break free from poverty.

– Liesl Hostetter
Photo: Flickr

The State of Girls’ Education in Palestine

girls’ education in PalestineAlthough the conflict in Palestine often grabs headlines, day to day functions, like girls’ education in Palestine, are important as well. According to The Brookings Institute, “Education, especially for girls and women, is one of the most highly leveraged investments that a developing country can make in its future.”

With its 25 percent rate of poverty and 60 percent rate of youth unemployment in conflict zones like Gaza, Palestine has an opportunity for growth and development. Investing in girls’ education could help kick-start that process. Girls’ education in Palestine can improve local young girls’ futures and the future of the whole region.

Palestinian women are among the most educated in the Middle East. They have a 94 percent literacy rate and go to primary school just as often as boys do. Palestinian girls consistently outscore their male peers in Tawhiji testing. In the 2006 school year, 14,064 more Palestinian women were enrolled in university than Palestinian men. Compared to the situations for women in Yemen, Egypt or Afghanistan, girls’ education in Palestine is thriving. However, there are still some obstacles to overcome.

Conflict with Israel

Conflict with Israel often disrupts the educational infrastructure of Palestine. Schools are damaged by rockets and bombs in volatile areas like the Gaza Strip and West Bank, limiting all children’s access to education. In 2014, in the Gaza Strip alone the education of 475,000 students was affected by this destruction. Palestinian schools in Israeli territory are regularly underserved, with overcrowded classrooms and lower budgets.

Higher Dropout Rates and Poorer Quality

Secondly, the dropout rate for high school students (though still low at less than 3 percent) has risen recently, with girls being slightly more likely than boys to leave school early. Women also tend to receive a poorer quality of education. Families are more likely to send boys to private schools because in a traditionally patriarchal culture they are seen as necessary for the extended family’s financial livelihood. When families have limited resources, they allocate them toward the boys who often work abroad, especially in the Gulf states.

Improvements for Girls’ Education in Palestine

Despite these challenges, girls’ education in Palestine continues to progress. Girls are equally represented in STEM alongside boys and their presence in universities continues to grow. The main challenges to female education in the region are political and cultural. While it may be unrealistic to expect a solution to the Israeli-Palestinian land conflict any time soon, attitudes about women are already changing.

One group of 40 Palestinian girls attending Sokaina Girls School in the Gaza Strip decided to challenge social norms about women’s role by building a library for their school. With support from UNICEF and other NGOs, they were able to bring a new world of learning and hope to a community where libraries are scarce. If more organizations and individuals supported initiatives for girls’ education in Palestine, the region would be one essential step close to eliminating poverty.

Despite cultural and political challenges, girls’ education in Palestine is progressing well. Success stories like the Sokaina Girls School library prove the power of education in bringing hope and change to the region’s underserved communities. A concentrated investment in these efforts for female education has the potential to reduce Palestinian poverty fundamentally.

– Lydia Cardwell
Photo: Flickr