Archive for category: Education

Information and stories on education.

Improving and Strengthening Girls’ Education in Jordan

Girls’ Education in Jordan
According to a recent report by the World Bank, countries around the world are losing about $160 trillion in wealth because of the inequality between men and women in their lifetime earnings. Much like elsewhere in the Middle East, Jordan struggles to achieve gender equality in its economic and political landscapes; interestingly, though, the gap is beginning to close at the educational level. Girls’ education in Jordan has successfully been at par with that of boys.

In 2015, the primary school enrollment was 98 percent for boys and 96 percent for girls. For the secondary schools, the enrollment was at 89 percent and 86 percent for boys and girls, respectively. Moreover, the girls in the country outperform boys in almost all the subjects in about all age groups.

Nevertheless, most of the Jordanian women remain unemployed, despite their educational levels. The female workforce participation in Jordan remains at 15.3 percent. Along with that, Jordanian women are still highly underrepresented in politics. While only 15.4 percent of the parliamentarians are women, only 7.1 percent of the ministerial positions are held by women.

Understanding the Disconnect Between Educational Attainment and Sociopolitical Empowerment

On the one hand, the Global Gender Gap Report ranks Jordan at 51 among the 144 countries on its educational attainment. On the other hand, the country’s rank for economic participation and opportunity is 138 and for political empowerment is 126. Despite an outstanding literacy rate (99.8 percent for men and 99.7 percent for women), Jordan has a long way to go in order to provide equal opportunities to its girls as they graduate from school.

Although some attribute the higher attainment of educational levels to the intrinsic motivation found in the students, others associate external variables (such as cultural norms and family support) as being instrumental in determining women’s outcomes of success. Both perspectives have merit, and the later can be  especially true later in their lives when they want to become financially independent and politically represented.

One reason for the under-utilization of these highly educated women lies in the social norms and practices of the country. The traditional belief system discourages women from joining the workforce, limits their participation in political activities and prefers them to marry early – even sometimes during their school years.

On the one hand, boys are mostly able to get jobs right after high school with average test scores; these jobs may not be the high-paying ones, but they are the ones that make them relatively financially independent and eligible for marriage. On the other hand, girls, if allowed, are supposed to mainly work in a reputable sector (such as teaching and medicine) because working in a restaurant or a hotel is seen dishonorably. Thus, in order to seek jobs, girls generally have to strive for higher levels of education with better test scores.

Changing the Social Norms

The untapped potential of the Jordanian women can be utilized in many ways. One such initiative that puts this potential in action is the Takamol Project. Takamol is directed toward improving girls’ education in Jordan and expanding career opportunities for women in the country.

Implemented by USAID along with its Jordanian partners, Takamol consists of actions targeted to ensure the success of girls in schools and the advancement of women in workplaces. From creating safe spaces which hold social dialogues about changing gender norms, to supporting advocacy efforts for female empowerment, Takamol is playing a significant role in expanding the opportunities for the women in Jordan.

Key Achievements

Some of Takamols key achievements include:

  • Revisiting and developing 59 laws and policies in the country to promote gender inequality and address issues like gender-based violence.
  • Supporting the creation of Jordan’s first women’s caucus in Parliament.
  • Training 350 female public servants with leadership skills.
  • Assisting 657 women-owned businesses to gain better financial accessibility.
  • Training over 100 female health workers who visit another 400,000 Jordanian women every year to provide counseling on women’s health issues and family planning.

Moreover, in order to address the problem of gender inequality at its root, Takamol has recognized the importance of preparing the upcoming generations with more gender-egalitarian mindsets. The books and plays in schools are being revised and rewritten to present a counternarrative vis-à-vis the prevailing gender norms.

Along with Haya Cultural Center, Takamol has created a series of six children books and performances. Through the stories of strong and independent female characters, the books and plays attempt to evoke gender sensitive thoughts in the minds of the children and dismantle the existing gender stereotypes. So far, these stories have reached more than 2,900 children across the country.

Steps Towards Gender Equality

Yet much more has to be accomplished to move towards greater gender equality. More efforts like Takamol’s storytelling projects can help bring about the change for the girls and women in Jordan. Girls’ education in Jordan is surely a sign of success. But the country needs to make efforts to ensure that the women have access to opportunities when they graduate from their schools.

It is not only the wealth that is lost when women are unable to participate in economic and political activities of a country; the country also loses the knowledge of an academic, the creativity of an entrepreneur, the spirit of an artist and the voice of a mother in the process.

– Fariha Khalid
Photo: Flickr

Girls’ Education in Indonesia Focuses on Early Childhood Education

Girls' Education in Indonesia
Girls’ education in Indonesia is promising. In 2014, the World Bank noted that Indonesia’s education system is Asia’s third largest and the world’s fourth largest. Moreover, in 2016, the literacy rate for females between the ages of 15 and 24 was 99.65 percent. What makes Indonesia’s education system most noteworthy, however, is the response to Indonesia’s 2006 earthquake and the continuing developments in girls’ education.

Effects of the Yogyakarta Earthquake on Girls’ Education in Indonesia

After the magnitude 6.3 earthquake in 2006, approximately 1,000 schools were destroyed and 6,234 people were killed in Yogyakarta, Java, Indonesia. In response, organizations such as the United Nations Girls’ Education Initiative expanded their efforts to improve girls’ education in Indonesia. In accordance with the Indonesia Earthquake 2006 Response Plan, school tents were provided by USAID, Save the Children, UNICEF and the Japanese government.

In cases of emergency, such as Indonesia’s Java earthquake, there are distinct benefits that education provides children. According to UNICEF, “Schools can protect children from the physical dangers around them…and also provide children with other lifesaving interventions, such as food, water, sanitation and health.”

In 2016, UNESCO recorded that 1.5 million Indonesia girls were not enrolled in school. Furthermore, according to UNICEF’s education fact sheet, only 40 percent of Indonesian girls aged 15 to 24 learn about HIV prevention measures and only 23 percent use condoms regularly. Also, 85 percent of girls aged 15 to 19 hold misconceptions or have no knowledge of HIV/AIDS.

Ongoing Efforts to Develop Girls’ Education

To improve these numbers, education and health services are targeted at the early childhood education level. The World Bank explained that “better-prepared children are less likely to repeat grades.” It has also been shown, according to the World Bank, that early childhood education is associated with healthier and better-educated children.

Since its formation in 2001, the Directorate for Early Childhood Education Program of the Ministry of Education and Culture seeks to provide education programs incorporated with health services. For example, the program implements day care centers and play groups for young children.

Programs such as this are made possible through a partnership with the World Bank. The initiative also addresses teacher training, as more than 60 percent of teachers have only a high school diploma or two years of college education. Teachers are recruited from Indonesian communities and are trained in early childhood development. As a result of efforts made by the Directorate for Early Childhood Education Program, Indonesia won the UNESCO Prize for Girls’ and Women’s Education in 2016.

The project focused on instilling confidence and resilience within girls from birth to age eight. UNESCO reports that girls’ educational attainment levels can be strengthened through gender mainstreaming, which avoids gender stereotypes within the curriculum. More specifically, the project addressed children, parents, teachers and school administrators using specialized early childhood education training and workshops.

Education for girls is progressing. Timely responses were made after the 2006 earthquake when children’s schooling was disrupted. Educational aid and reform did not stop there, however, as the Early Childhood Education Program furthered recent improvements to communal learning and healthcare. These education programs demonstrate that increased opportunities for girls’ education in Indonesia are crucial for alleviating poverty. Girls with higher levels of education are more likely to have children later and their risk of contracting HIV/AIDS is lowered. Education is vital to their quality of life.

– Christine Leung
Photo: Flickr

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SOLS 24/7 Promotes Technology and Education in Malaysia

SOLS 24/7
SOLS 24/7 is an international humanitarian organization dedicated to ending poverty in Malaysia. It aims to provide poor and underserved people with technology and education to which they otherwise would not have access. The nonprofit runs five social enterprises to help eradicate poverty in Malaysia.

Five Ways SOLS 24/7 Promotes Technology and Education

  1. SOLS Energy
    SOLS Energy believes that solar panels are the best way to alleviate poverty in Malaysia in a lasting, sustainable way. Malaysia is the world’s third-largest producer of solar panels; local production makes solar panels affordable and their purchase supports the domestic economy. Malaysian homes with solar panels get, on average, a 16.9 percent return on their investment annually from being able to sell excess solar power to the electric grid. In total, the solar panels distributed by SOLS Energy have prevented more than 162,000 pounds of CO2 emissions from electricity generated by fossil fuels. SOLS Energy also runs Solar Academy, which trains Malaysians in solar technology to create jobs and spread the knowledge of how to maintain, install and repair solar panels.
  2. SOLS Tech
    SOLS Tech has a twofold goal: eliminate e-waste and spread digital literacy in Malaysia. As a licensed electronics refurbisher, SOLS Tech collects, repurposes and distributes discarded electronic devices. In 2015 alone, Malaysians discarded 44 million electronic devices. Rather than let this waste sit in landfills and pollute the environment, SOLS Tech fixes discarded electronics and shares them with those in need. Approximately 10 million Malaysians do not have access to a computer. SOLS 24/7 believes that computer literacy skills and computer ownership will widen economic opportunities and help alleviate poverty.
  3. SOLS Smart
    SOLS Smart aims to provide high quality and affordable education to all Malaysians. It teaches English and computer literacy, two skills that SOLS 24/7 views as essential to thriving in the modern economy. SOLS Smart is a certified Cambridge English Language Assessment Centre, meanings its students can take the internationally recognized Cambridge English Exams. Learning English and passing these exams opens new opportunities in employment and further education. To date, English classes have reached more than 10,000 Malaysians, and another 5,000 have received training in computer skills. SOLS Smart is one of seven Google for Education partners in Asia. Students are taught to use Google software and products and, at the end of their training, can receive an official certification from Google.
  4. SOLS Scholars
    SOLS Scholars works to help promising students from underprivileged Malaysian communities pursue higher education. It has held more than 100 development workshops, at which students receive academic coaching, job preparation training and college counseling. It has provided more than 450 scholarships to universities across Malaysia for students who otherwise would not be able to afford higher education.
  5. SOLS Edu
    Combining SOLS 24/7’s interests in education and technology, SOLS Edu is a digital learning platform that can be accessed by app or online. The idea behind SOLS Edu is to offer Malaysians, newly equipped with technology through the SOLS Tech program, another way to receive an education. The digital platform is interactive; students learn in a variety of ways (games, videos, etc.) and teachers remotely track students’ progress. SOLS 24/7 believes that access to education and technology will give Malaysians living in poverty new economic opportunities and a brighter future.

Through its many social enterprises, SOLS 24/7 is working to alleviate poverty in Malaysia. Its focus on both education and technology is reflective of the highly globalized, highly electronic modern world of today. By offering classes, job training and education opportunities, as well as providing people access to electricity and electronic devices, SOLS 24/7 is helping millions of poor Malaysians shape a brighter future for themselves.

– Abigail Dunn
Photo: Flickr

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Step By Step: Initiatives Bettering Girls’ Education in Botswana 

girls’ education in Botswana
Botswana, a country in southern Africa, has reached a stable, democratic government with strength in its economic policies and education system. Primary net enrollment rate is about 85 percent with participation between girls and boys averaging an almost equal number. 

However, there are still many barriers to girls education such as sexual violence, orphan and child-headed household, social-cultural issues and early pregnancies. Many initiatives and programs, such as those shown below, are motivated to improve learning outcomes and provide a gender-sensitive environment that will encourage girls to stay in school. 

Free Sanitary Pads as School Supplies

One in 10 girls in sub-Saharan Africa misses schools during their period. Others lose 20 percent of their education which makes them more likely to drop out of school. oftentimes, poor academic performance can be attributed to girls missing school when on their monthly menstrual period. 

Botswana’s parliament is improving girls’ education in Botswana through a motion on August 2017 that offers girls in both private and public schools sanitary pads. This will allow the girls who cannot afford their own sanitary pads to continue their education during menstrual periods. It is the first country in Africa and the second country in the world to offer free sanitary products to young women.

Women in STEM 

Up to 40 percent of all orphans in Botswana are 12-17 years old. Many children become caregivers, especially girls, and are forced to have adult responsibilities. As a result, inadequate health care, lack of protection from sexual assault and decreased education all increase.

Stepping Stones International (SSI) is an after-school and community outreach program that serves orphaned and vulnerable adolescents and their caregivers.

SSI is improving girls’ education in Botswana through the implementation of a year-long, day after-school program that includes STEM activities that empower girls to obtain critical thinking skills. The program also hopes to each girls to understand the impact of engineering in a global context. Through aiding youth in developing design process skills and using them in various engineering challenges, the organization helps address the gap in girls’ education and teaches youth how to apply STEM tools to real-life situations. 

Educating Girls on HIV Risks

At 24 percent, Botswana has the third-highest HIV prevalence worldwide among adults. It’s estimated that more than 40 percent of those with HIV are from older males that offer girls gifts and money in exchange for sexual relationships. For each year older a male partner is than the female, the risk of unprotected sex increases by 28 percent.

Young 1ove is a non-governmental organization based in Botswana that scales evidence-based programs in health and education. The group is improving girls’ education in Botswana through its program, “No Sugar,” which teaches girls about the likelihood of attracting HIV from older men.

The course has reaches more that 350,000 students in 350 schools across the country. A study conducted by the organization on pregnancy rates — another risk of unprotected sex — revealed that in schools that taught the course, pregnancy dropped 30 to 40 percent. 

Benefits of Girls’ Education in Botswana

An educated girl is healthier, married later, has healthier children and reinvests in her family and community. Botswana is committed to overcoming the barriers that hinder girls access to education.

The long-term goal of aiding organizations and initiatives is to see an increase in the number of girls who complete secondary school and go on to attend college or begin a career. 

– Anne-Marie Maher
Photo: Flickr

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The Nonprofits Working to Reform Education in Pakistan

education in Pakistan
Pakistan has struggled for many years with the gender inequality of women achieving an education within their country. Pakistan is the sixth most populated country in the world, but with more than 40 percent of women never receiving an education, the nation has one of the lowest literacy rates on the continent.

While women do have the right to access education in Pakistan, there are several barriers that prevent them from doing so. In a patriarchal society, women find it difficult to access education and other opportunities because of the role a male-dominated culture plays in all of their lives.

Lack of Accessibility

One barrier that many women face in Pakistan is lack of accessibility. Many women living in the rural areas of the country are unable to attend school because they cannot afford the cost of transportation — for themselves or their children.

Although women and girls struggle to access the education in Pakistan that they so desperately need, there are many organizations working tirelessly to change these unfortunate circumstances.

The Citizen’s Foundation

One non-profit, The Citizens Foundation (TCF), has fought since 1995 to bring about positive changes in empowering women and making education more accessible to this population. The Citizens Foundation is now one of the most influential organizations in Pakistan when it comes to providing opportunities to the less fortunate.

The organization works to remove barriers that would otherwise prevent women from accessing education. TCF provides schools in rural environments which eliminates the need for transportation to more urban areas where more schools are located.

The Kashf Foundation

Working alongside The Citizens Foundation, The Kashf Foundation’s goal is the same. Established in 1999, the Kashf Foundation was created to help women from low-income areas build their entrepreneurship skills and complete their education.

The goal of this foundation is to help eliminate poverty by empowering women, which in turn provides better opportunities for their families.

The Central Asia Institute

The Central Asia Institute (CAI) is yet another non-profit working with the underprivileged women and children of Pakistan. Over the past twenty years, this organization has changed hundreds of lives by supporting women’s literacy.

With a wide variety of services — such as vocational centers, scholarships and even health centers — CAI is changing the educational system in the most impoverished areas of the country. The group provides services to both boys and girls but recognizes where the biggest change needs to happen — women’s education.

Progress for Education in Pakistan

In the past, achieving an education in Pakistan has been extremely difficult for women. But, like many countries, Pakistan wants to be able to provide its women with the same educational opportunities as its men. Unfortunately, that goal isn’t how situations always work out.

Pakistan has shown admirable effort in support of the education movement — many organizations have come together to redefine the way women receive schooling. Many people are starting to recognize that when women are educated, everyone benefits.

Women become empowered, and in turn, are able to lead happy and more successful lives. Pakistan has made many crucial changes in regard to gender equality and education, and is better as a nation because of it.

– Allisa Rumreich
Photo: Flickr

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The Push for Education in Bangladesh

Education in Bangladesh
On May 26, Bangladesh Prime Minister Sheikh Hasina made an impassioned speech at the convocation of Kazi Nazrul University. She addressed education in Bangladesh and it’s ongoing struggle to eradicate extreme poverty, claiming “to get rid of poverty, education should be of the utmost importance.”

Playing a Role in Poverty

There is evidence to back up Hasina’s statement that education in Bangladesh plays a crucial role in the welfare of the economy. According to the Global Campaign for Education, the average individual’s income increases by 10 percent for each year of schooling they complete. A study by the U.N. Educational, Scientific and Cultural Organization’s Institute of Statistics even found that if every adult attained a full primary and secondary education, the number of people living in poverty worldwide would be less than half of what it is today.

Why such a strong correlation between poverty and education? The simplest answer is when someone is well-educated, they have more skills (or can learn skills more easily) that can be used in the workforce. This makes them more likely to be employed and have a steady income.

But there are less obvious reasons explaining how enhancing education in Bangladesh may help its citizens escape poverty. Studies show the more education a woman receives, the fewer children she is likely to have. This means she won’t have to spend as much to provide for her family. If this trend continues on a large scale then the population will decline, resulting in more employment opportunities and less strain on resources.

Education in Bangladesh

Bangladesh currently ranks 128th in global literacy with 72.8 percent of its population aged 15 or older being literate, compared to the 86 percent average worldwide. The most recent data shows 24 percent of people aged 15-24 in Bangladesh have not completed primary education and 44 percent have not completed secondary education.

Women Empowerment

In 2010, the government implemented a new national education policy focusing on gender equality in education in Bangladesh. Some of the measures included greater allocation of funds specifically toward women’s education, stipends for underprivileged women who wish to pursue higher education and a reformation of the cultural attitude toward women in school and the workplace. This is an issue Hasina has been outspoken about, stating that proper education is necessary in order to empower women.

The 2010 national education policy also pushed for students to pursue careers in science, engineering and technology. These fields are of the highest importance in today’s fast-paced world, and educating students about them in school means they will be better prepared for the tech-driven workforce. In this way, Bangladesh hopes to stay ahead of the curve, unlike many other African nations still relying on agriculture as their economic foundation.

The World Bank reports that nearly 25 percent of Bangladeshis are currently living at or below the poverty line (surviving on $1.90 per day). Steps still need to be taken to lift the Bangladeshi people out of this struggle. But the Hasini administration has the right idea about how to help, and if there is a strong enough push for education in Bangladesh, it just might be on the road to eradicating extreme poverty.

– Maddi Roy

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Girls’ Education in Bangladesh

girls' education in Bangladesh
For many developing countries, gender inequality is a massive issue, with most biases about women’s “roles” starting at birth. These prejudices affect the economy, sustainability and education. Girls’ education in Bangladesh is severely devalued, creating a limited amount of roles for girls later in life. Since the 1990s, Bangladesh has seen a steady improvement in enrollment, but there is still work to be done to ensure girls and boys alike have equal access to education.

The Quality of Education

UNICEF reports that there has been a rise in enrollment for girls within primary and lower-secondary schools since the 1990s. For boys and girls, this included a 20 percent enrollment and completion rate and a 30 percent enrollment rate specifically for girls. In 2003, the enrollment rate elevated significantly to 84 percent. Still, in secondary (teenage) years, dropout rates tended to heavily increase.

A great deal of this statistic can be attributed to the weak quality of education. When education is of low quality, it causes poor participation and attendance, higher dropout rates and lower standards of achievement. On average, about 1.5 million girls drop out of school or never attend.

According to UNICEF, 10 percent of girls never enroll, 34 percent dropout and 28 percent complete school, but they do not pass or they lack the necessary skills to find a job or go onto higher education. However, 28 percent of girls in Bangladesh complete school with acceptable achievement.

Rise in Madrasas’ Schools

One of the most efficient ways to ensure girls’ education in Bangladesh has been through the implementation of madrasas’ schools. In a madrasas school, children have access to civil and religious education, allowing parents to feel safe in sending their daughters to school without feeling like their religious beliefs are being compromised. With the rise of madrasas school catering to the more religious families and communities, more girls have been able to enroll in school.

The TSER Program

In 2017, The World Bank authorized $510 million in funding to help boost the secondary education system and student performance in Bangladesh. This project is called The Transforming Secondary Education for Results (TSER) Program and is set to assist 13 million students in grades six through 12. The TSER Program will further advance teaching quality and learning while improving access to education, paying special attention to girls and poorer households by providing grants and stipends to increase enrollment for minorities.

In addition, the TSER Program will implement an adolescent program to increase motivation to remain in school. It includes financial inducements for female students in grades nine through 12, while helping girls to feel more included by building women’s bathrooms.

Although there is still quite a bit of work to do in improving girls’ education in Bangladesh, the country is on the right track to successful educational standards. By ensuring girls are educated and not being forced to become a minority or be oppressed, Bangladesh’s future is sure to flourish with equality.

– Rebecca Lee
Photo: Flickr

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Addressing the Global Prevalence of Femicide and Its Causes

Global Prevalence of Femicide
Femicide is defined as the killing of women. It has also been called gendercide and it is the most severe form of violence against women. The global prevalence of femicide is evident within all regions and cultures.

The Current Situation

Four of the five regions with the highest levels of femicide also have the highest rates of overall homicides, but in Eastern Europe and the Russian Federation, femicide rates are disproportionately high in respect to general homicide rates. In India, 8,093 cases of dowry femicide were reported in 2007. In China, female children are twice as likely to die in their first year of life compared to male children and the risk of death is three times higher for second born female children than first born.

Furthermore, in Guatemala, two women are murdered on average every single day. In Mexico, an estimated seven women were murdered every day in 2016. In South Africa, the rate of femicide for 2015 was 9.6 per 100,000 women, 4 times more than the global average that same year.

Cultures facilitate femicide through the normalization of violence against women. Dowry femicide, the murder of a woman by her in-laws over dowry-related conflicts, and honor killings, the murder of a woman by a member of her family for a behavioral transgression, can be considered “traditions” in the Middle East and South Asia. Intimate partner femicide is relabeled as a “crime of passion” in Latin America.

The pressure to desire male children for their dominant advantages over female children is a major cause of femicide in many nations. In societies such as China and India, girls are seen as burdens due to their inability to help support their families financially. The expense of dowries makes female infanticide a viable option for families seeking a more lucrative future.

Combatting the Global Prevalence of Femicide

Governments have a responsibility to protect women’s rights to life and liberty. By creating and enforcing laws that protect women from violence and discrimination, a precedent can be set and the complacency shown to the oppression of women can cease.

In Central America, femicide has been criminalized and prosecutors have been trained to take cases to trial. In Pakistan, sweeping new legislation has been passed to prevent the use of acid on attacks on women. Meanwhile, in Palestine, the first national strategy to combat violence against women in the Middle East was adopted with survivors of violence taking part in the legislation’s drafting. These are important positive steps toward legal recourse and representation in instances of femicide and violence against women.

Improving Female Representation in Government

As of June 2016, only 22.8 percent of all national parliamentarians were women, and as of June 2017, only two countries have 50 percent or more women in parliament. Room for women is slowly growing. 11 countries in Latin America and 13 countries in sub-Saharan Africa have applied for some form of gender quotas to open more space for women in governmental positions of power and influence.

Evidence has shown and continues to show that women’s leadership and inclusion in political decision-making processes improves governments. Female empowerment in government creates room for a discussion of many issues connected to gender equality and puts people with deep personal connections to these issues in positions with the power to fight the global prevalence of femicide.

The Causes of Femicide

Two of the largest risk factors for femicide and sexual violence are a lack of education and poverty which, in many cases, are intertwined afflictions. Education is a two-way street when seeking to end violence against women. It has been found that both men and women with higher levels of education are less likely to commit or experience violence.

By making education available to women, they have more opportunity for economic independence, are less likely to be forced into early marriage and learn skills that make them valuable members of society. In conjunction with educating women, educating men on the human rights of women can stunt the normalization of violence against women in the minds of young men and boys.

A perfect example of such an education can be seen in Nairobi, Kenya, where the nonprofit organization No Means No Worldwide implemented a program to prevent sexual assault on girls and women. The curriculum for males aimed to shift attitudes that lead to the acceptance of assault and rape of their female peers. Those male students in the experimental group who received the aforementioned curriculum were twice as likely as those in the control group to successfully halt instances of verbal harassment and physical or sexual violence against women.

Female empowerment and the re-education of both men and women to the equal rights of women and in culture and society are the keys to ending the abhorrent levels of violence against women and the global prevalence of femicide. Nina Simone once said, “I’ll tell you what freedom means to me. No fear.” Equal power and equal space are a route out from under the oppression of eternal fear, and released from that fear, women can find freedom.

– Carolina Sherwood Bigelow
Photo: Flickr

Girls’ Education in Angola Reaches New Heights

girls’ education in Angola
Young women in Angola are becoming more empowered than ever due to the nation’s efforts to increase child education. This rise in female independence and enfranchisement is also due to significant efforts to change the nation’s culture regarding gender roles.

Improvements in Girls’ Education in Angola

Primary education is free in nearly every African country, including Angola. This has caused a drastic increase in the number of children enrolled in school, with Angola having one of the highest improvement rates.

Particularly, the number of young girls enrolled in schools has soared to a number that more than doubles the total of 10 years ago. Between the years 2000 and 2011, there was an increase in girls’ education in Angola from 35 percent to 78 percent.

Additionally, the overall literacy rate for girls in Angola from the ages of 15 to 24 rose from 63 percent to 71 percent from 2001 to 2014. The primary school completion rate for girls in Angola has increased from 40 percent in 2011 to 54 percent in 2014.

Improving Gender Issues in Education

One of the ways in which girls’ education in Angola has been able to see such dramatic improvements is through the efforts of the nation to address gender issues in the classroom. This is also done by reaching out to those with authority and influence over families, who can thus help end restrictive ideas about women’s rights.

Since 2002, a total of 20,000 teachers in Angola have taken part in the “Back to School” campaign, a movement supported by UNICEF. This movement aims to train teachers in how to make their classrooms more sensitive to gender-based disparities. Teachers enroll in a five-year training program that educates them on the causes and solutions for inequalities in female versus male education rates.

One of the issues this movement faces is that oftentimes, when girls attend school, they will soon after drop out due to pressures from members of their communities. The traditional gender role for women in Angola is to be domestic wives and mothers and these pressures often prevent families from allowing their daughters to be educated.

It is common for parents to feel that educating their daughters is a waste of time and resources. There is a societal perspective that if a daughter’s fate is to marry, become a mother and run a household, why send her away to school when she could be learning domestic skills?

Changing the Role of Women

In order to change this perspective, Angolan teachers aim to mobilize those members of the community that parents trust, namely religious leaders and members of the traditional and various ethnic communities. By gaining the support of those that parents view as authority figures, the culture around girls’ education in Angola begins to shift from one of wastefulness to one of independence and progress.

The “Back to School” campaign, along with various independent advocacy efforts, work toward teaching young girls that there is no shame in breaking away from the gender roles that they have been taught to accept. Angolan teachers are shown how to make the classroom a place where young girls not only feel invited but encouraged to participate and learn.

Through the efforts of organizations and communities around the nation, young Angolan girls are no longer left with only one option for their lives and futures. Rather, they can become empowered to cultivate new, intellectual skills that will allow them to forge their own path in life based on their own personal choices.

– Theresa Marino
Photo: Flickr

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Breaking Down Cultural Barriers to Girls’ Education in Yemen

girls' education in Yemen
Located on the southern tip of the Arabian Peninsula, Yemen is considered one of the least developed countries in the Middle East, according to the Human Development Index. While poverty and political turmoil are some of the key factors that contribute to this categorization, one of the major issues that hinder Yemen’s socioeconomic progress is a gender disparity in the education sector.

In the 2017 Global Gender Gap Report by the World Economic Forum, Yemen ranked 141st out of 144 countries in terms of gender disparity in educational attainment. The lack of economic participation, political representation, educational parity, healthcare access and liberty that demonstrate this gap can all be to a great extent traced to the condition of girls’ education in Yemen. There are several factors that influence girls’ education in Yemen, and they can be grouped into two main categories.

Economic and Political Factors in Yemen

Yemen has been suffering from political instability and civil wars since 2014, thus impacting an economy that is continuously shrinking. The collapse of the banking system, lack of employment, the depreciating value of the rial and inflation have led to an appalling economic situation in the country. Amid such economic uncertainty and poverty, most families are discouraged from sending their children, especially girls, to school. Some families also marry off their daughters early to alleviate the extra financial burden. This, in turn, leads to no education or extremely high dropout rates among female students. The other result of these economic and political factors that also affects girls’ education in Yemen is the scarcity of proper classrooms and educational infrastructure.

Sociocultural Factors Impact Girls’ Education

Conservative social and religious customs in Yemen discourage girls from attending mixed-gender classrooms or being taught by male teachers. Families generally prefer female teachers for their daughters. However, with 24 percent of the female population illiterate, it becomes challenging to find a female teaching staff. The shortage of female teachers in rural areas is much more pronounced than in urban areas. Therefore, it is not uncommon to find girls dropping out of school at the primary or secondary level.

Another important sociocultural factor that affects girls’ education in Yemen is underage marriage. The United Nations Population Fund has observed that the rate of child marriage in Yemen has risen from 52 percent of girls marrying under age 18 in 2016 to 66 percent in 2017. Patriarchal customs, child marriage and household chores prevent many girls from attending or completing school.

Despite these challenges to girls’ education in Yemen, significant attempts are being made by the Yemeni government and international bodies to educate more girls in Yemen and bridge the gender disparity in the education sector.

Ministry of Education Works to Improve Girls’ Education in Yemen

In 2007, the Yemeni government, with the aid of IDA (The World Bank’s Fund for the Poorest Countries), trained 550 female teachers, 525 of whom received certification. Other projects like the Basic Development Project for Yemen (2004-2012) attempted to increase enrollment of children in basic education and enhance the quality of teaching in schools.

From 2013 to 2017, the Second Basic Education Development Project for Yemen worked towards improving the quality of basic education and the enrollment rates of girl students in schools, while simultaneously assisting the Ministry of Education in carrying out educational improvements.

The provision for conditional cash transfers (or stipends) to disadvantaged families in certain governorates from 2004 to 2012 encouraged many families to send their daughters to school. At present, Yemen receives financial grants from the Global Partnership for Education to develop its basic education sector.

The IDA, in partnership with the United Kingdom, the Netherlands and Germany, has funded the Basic and Secondary Education Development Project and the Girls Access Project. USAID has also been working in Yemen to create safe educational infrastructure for females students, renovating and refurbishing schools and helping the government improve teaching methods in primary schools.

The educational gender disparity in Yemen has not yet been resolved, but through consistent efforts in improving educational infrastructure and quality, female educational campaigns, increasing the number of female educators, lowering costs of education and providing stipends, Yemen can significantly improve its social, cultural and economic status and remove many of the barriers that prevent girls from getting an education.

 – Jayendrina Singha Ray
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