Archive for category: Women’s Empowerment

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Five Facts About Girls’ Education in Ghana

Girls’ Education in Ghana
There are many barriers to equality in education in Ghana ranging from poverty to negative cultural perceptions surrounding girls’ education, to a lack of nearby schools. But despite these barriers, girls’ education in Ghana has seen improvement and continues to be an issue of importance in this developing nation. Here are five facts about girls’ education in Ghana that highlight victories and steps taken to fight this problem.

Five Facts About Girls’ Education in Ghana

  1. The positive changes in girls’ education in Ghana stem from governmental and nonprofit agencies working together. For example, in 1997, the government of Ghana created the Girls’ Education Unit in the Ministry of Education, which means every region and district has a Girls’ Education Officer. The Ministry of Education also partnered with UNICEF to develop and implement education strategies for girls.Furthermore, the Global Partnership for Education (GPE) worked in Ghana from 2012-2016 in a joint effort with the Ministry of Education and UNICEF. This partnership saw real results, including that 889 district gender officers received training in guidance and counseling, 94,827 in-service teachers were trained and 28,056 teachers received math education and training.
  2. Since the early 2000s, girls have consistently enrolled in primary and secondary school at higher rates and closed the gender gap in school enrollment. In 2018, Ghana’s national primary gender parity index (GPI) is at 1.01 compared to 0.94 in 2004. This demonstrates an equality between girls and boys enrolled in school.This change was sparked when the Ministry of Education eliminated school fees for basic education (elementary and junior high school) nationwide in 2005 and established a capitation grant for all basic schools. The grant also effectively reduced the barrier that poverty presented to education.
  3. The United States Agency for International Development (USAID) has greatly impacted girls’ education. For example, USAID has provided scholarships for 7,000 girls in Ghana and 300 of the recipients have special needs and has aided in school construction and rehabilitation in 48 districts across the country.This was made possible through community programs that train volunteers to teach in high-need schools and partnerships with the Ministry of Education and the Ghana Education Service. Currently, USAID’s education objective in Ghana is to improve reading performance for 2.8 million Ghanaian primary school children by 2020.
  4. The Education Strategic Plan (ESP) 2018-2030 is currently being finalized by the government of Ghana and is focused on an inclusive education system that is accessible and equal for all. Its main goal is to use education to improve the national development agenda and make sure it has a positive impact on development.This is the sixth plan in the series and gets its foundation from the Millennium Development Goals (MDGs), Sustainable Development Goals and the National Development Plan 2016-2057. Other important priorities of the newest ESP include access, quality, relevance, effectiveness and sustainability.
  5. In September 2017, Ghanaian President Nana Akufo-Addo made secondary education free for children in Ghana. This measure was much needed as only 37 percent of students were taking part in secondary school in 2014. The president’s promise removed admission fees, library fees, computer lab fees, examination fees and utility fees and included free textbooks, meals and boarding.

While it is still challenging for poor and rural families to attend school, these efforts to improve access to girls’ education in Ghana have been steps in the right direction.

– Alexandra Eppenauer
Photo: Flickr

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Addressing the Continued Progress of Women in Saudi Arabia

Women in Saudi Arabia
Although the Kingdom of Saudi Arabia is known for human rights violations and women’s oppression, the Saudi government has made several changes in the past few years to change its reputation. These changes include giving women in Saudi Arabia the right to drive, vote and start their own business.

Saudi Arabia ranked 138 out of 144 on the World Economic Forum’s Global Gender Gap Report. Although this is a very low ranking, the report also acknowledges significant progress made over the past several years that is slowly moving the country toward gender equality. There is still room for improvement when it comes to the women’s dress code, male guardianship and sex segregation.

Women’s empowerment can help fight poverty when women become self-sufficient and turn into active contributors to the economy. Several steps have been taken by the government in order to increase the role of women in Saudi Arabia.

Women in Saudi Arabia in the Workplace

In 2011, King Abdullah announced the decision to allow women in Saudi Arabia to work in the retail sector in lingerie stores. This made many women financially independent and gave them the opportunity to participate in the economy. In the past few years, it has become more common for women to work in retail and hold other public jobs.

In 2018, several positions even opened for women to work at the country’s airports. According to a report released by the Ministry of Labor and Social Development in 2017, Saudi Arabia had a 130 percent increase in the number of Saudi women in the workplace. Additionally, women can now start their own businesses without permission from their male guardians.

Saudi Women in Government

In the past few years, steps have been taken to allow women in Saudi Arabia to be represented in government and even make several government jobs available to them. In 2011, women gained the right to vote under King Abdullah. Since elections do not happen often in Saudi Arabia, the first time they were able to exercise this right to vote was in 2015.

Additionally, women were also appointed to 30 seats of the Shura Council, a legislative advisory body, making up 20 percent of the council. In 2018, women also began working as investigators in the public prosecutor’s office for the first time.

Women’s Social Integration

In 2017, King Salman ordered that women be allowed access to government services such as education and healthcare without the need of consent from her guardian. However, the guardianship system still remains.

Most recently, in September of 2017, King Salman announced that women in Saudi Arabia would be able to drive starting in June 2018. Before this, Saudi Arabia was the only country in the world restricting female driving. The change was a result of international pressure and many Saudi women’s efforts advocating for the right to drive. This is a huge step forward as women will now have the freedom to take their kids to school, drive themselves to work and transport themselves as they wish without the need of a man.

Saudi Women in the Military

Saudi Arabia opened up noncombat military jobs in Riyadh, Mecca, al-Qassim and Medina to women in February 2018. These jobs will allow women to work in security. There are several requirements to apply for these positions including Saudi citizenship and holding a high school diploma, but it is a major change to allow women to form part of the Saudi military for the first time in history.

Although change is slow, it is clear through recent government reforms that the Kingdom of Saudi Arabia is heading in the right direction when it comes to women’s rights.

– Luz Solano-Flórez
Photo: Flickr

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Girls’ Education in Colombia Continues on the Path of Progress

Girls Education in Colombia
Extensive progress typically does not happen overnight, especially when the subject at hand is an entire country with numerous socioeconomic factors in play. However, Colombia has impressed the world and set a remarkable example in cultivating girls’ education.

Facts About Girls’ Education in Colombia

  1. The average number of school years girls complete grew about 23 percent, from 3 to 3.7 years, between 1900 and 2000.
  2. In rural areas, more than three-quarters of children in primary education go on to the next grade compared to almost 90 percent in urban areas.
  3. Between 1989 and 2011, girls’ completion of lower secondary school increased from 37 percent to 94 percent.
  4. Girls’ education has led to increased participation in the workforce, growing from 30 percent to 43 percent between 1990 and 2012.

These staggering present-day successes were achieved while Colombia also worked to help its internally displaced population. Internal displacement refers to people who are forced to leave their homes but remain in the same country. Colombia has had approximately seven million people internally displaced due to conflict within the country, one of the highest numbers in the world.

Despite the relatively difficult circumstances, girls’ education in Colombia continues to develop, which has helped Colombia create a prosperous and peaceful present and future.

An Inspiring Project

The Medellin Regional Corporation, supported by UNICEF, established the School in Search of the Child project that aims to reintegrate conflict-affected children back into the education system. The project provides funds to cover any expenses related to keeping children in school.

According to the United Nations Girls’ Education Initiative, in 2004, its first year of operation, 310 out of 375 children enrolled in the program were effectively reintegrated into schools, a more than 80 percent success rate. The project has proven to be a fruitful endeavor that with further assistance could be much more far-reaching.

De Cero a Siempre – “From Zero to Forever”

Colombia’s national government established the From Zero to Forever strategy in 2010, which introduced a now-common structure to organize the children’s well-being and development sector. The strategy is unifying key participants in the sector, both from private and public sectors as well as domestic and internal organizations and agencies. From Zero to Forever has linked several relevant policies and programs in the sector to provide poor children with much-needed comprehensive early childhood care and education.

Fundación Escuela Nueva – “New School”

The New School model innovates traditional teaching practices in Colombia and has been doing so since the late 1970s, growing to cover more than two-thirds of Colombia’s rural education system. The model has effectively delivered the following results:

  • Brought education to rural and misrepresented areas
  • Made school affordable
  • Fostered a team-building environment in students’ work
  • Trained teachers to initiate and manage settings conducive to learning
  • Tailored education to focus on children of varying levels separately, rather than addressing all levels simultaneously
  • Stimulated entrepreneurial teachings, modernized education skills and fostered leadership aptitudes among children

40 by 40 Program

Oscar Sánchez, the former Secretary of Education of Bogotá, presented the 40 by 40 program in 2012, with the goal to increase class time in schools across the country so that students attend full school days totaling 40 hours per week, 40 weeks per year. The program extended children’s access to extracurricular activities such as sports and arts that can ultimately fulfill children and promote fair and higher quality education.

Girls’ education in Colombia is one of several areas that the country has sought to improve. The effects are entirely positive and thereby reveal the capacity for a country to meet its goals, even during great adversities that would appear crippling. Fortunately, Colombia has flourished, and with its investment in the necessity that is girls’ education, its continued success looks very promising.

– Roberto Carlos Ventura
Photo: Flickr

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Girls’ Education in Pakistan

Girls' Education in Pakistan
Girls’ education has always been a point of concern in many developing nations. Pakistan is one among them. The Economic Survey of Pakistan (2015 – 2016) highlights a 2 percent decline in the nation’s literacy rates from 60 percent to 58 percent. Also, while the urban areas mark a literacy rate of 74 percent, it is as low as 49 percent in the rural areas. But, with the increase in awareness, undiluted efforts and the focus on ‘Pakistan Vision 2025’, the future for girls’ education in Pakistan looks bright.

In 2018, fresh hope has emerged for Pakistan as it experiences a host of welcoming changes, all focused on enhancing girls’ access to education:

  1. Korea’s monetary support to UNESCO with the mission of ameliorating girls’ education
  2. Malala Yousafzai’s recent visit to Pakistan for the first time after the Taliban attack in 2012
  3. The launch of the book Knowledge is Bulletproof with a bulletproof cover page on World Book Day.

Korea Extends Support to Girls’ Education in Pakistan

On March 23, 2017, The UNESCO Director-General Audrey Azoulay and the Korean Ambassador to UNESCO Lee Byong-hyun signed an agreement to support national capacity building to make girls’ right to education a reality in Bahawalpur and Muzaffargarh districts in South Punjab and Gilgit-Baltistan.

This $3.4 million project between UNESCO’s Girls’ Right to Education Programme in Pakistan and the Korean International Cooperation Agency aims to bring quality education in the remote regions of Pakistan.

Ambassador Lee expressed how foreign assistance and education hugely improved the post-war poverty-stricken condition of Korea. This clearly highlights the importance of foreign aid in abolishing poverty.

Malala Yousafzai’s Visit to Pakistan

The youngest Nobel laureate visited her hometown Swat Valley in Pakistan on March 31, 2018, not simply to relive the memories of growing up in her house but also to present her hometown with the gift of quality education.

She opened a state-of-the-art school using The Malala Fund and her Nobel Prize money. Malala writes in her blog, “Pakistan comes second after Nigeria in the ranking of out-of-school children, with 24 million girls and boys denied access to education today. My dream is to see all Pakistani children with access to 12 years of free, safe and quality education…In just a few years, Malala Fund has invested $6 million in our work for girls’ education in Pakistan, from opening the first secondary school for girls in Shangla to supporting Gulmakai Champions across the country.”

Malala’s recent visit births new promises for young girls and women who struggle for their rights on a daily basis. Though some parts of Pakistan still advocate the extremist mentality and hatred for Malala, change is slowly ushering in and Malala’s visit proves it. The visit is also a positive answer to all the doubts about government involvement in enhancing the lives of women in Pakistan.

Bulletproof Book for Girls’ Education in Pakistan

On this year’s World Book Day, resistance took a new form in Pakistan. Sanam Maher, a journalist based in Karachi, recently published a novella titled Knowledge is Bulletproof which tells the story of two girls who survived the Taliban attack along with Malala in 2012.

The world has not heard much about Shazia Ramzan and Kainat Riaz who endured the terrifying incident and continue their fight for girls’ education in Pakistan. This book which was inaugurated by the award-winning Pakistani filmmaker, Sharmeen Obaid-Chinoy, provides these young activists more scope to voice their strength. Obaid-Chinoy claims that the profits will be donated to charities that work towards improving girls’ education in Pakistan.

The book is designed by advertising agency BBDO and has a Kevlar binding which makes it strong enough to repel a nine-millimeter bullet from as close as five meters. The book is symbolic of the strength and willpower of Pakistani girls and women who continue to attain education despite all the hurdles that come their way. It is also a source of motivation for many girls who refrain from going to school due to many stereotyped social and cultural taboos. “To show that knowledge is indeed bulletproof, it was…ideal to design an actual bulletproof cover for the book,” Maher told The Arab News.

While she is excited at the possibility of reaching out to millions of girls through this new venture, she also hopes that the need for such campaigns lessen with time and more and more people realize the importance of girls’ education.

Education is the backbone of a nation’s economy. If a section of the population is deprived of it, it not only affects the nation’s GDP but also its standard of living. Though poverty continues to affect millions in developing countries, these recent developments offer hope for a brighter and better tomorrow. They prove that transformation is slow but in process. Promoting girls’ education in Pakistan and elsewhere and encouraging women’s participation in the labor force are among the major ways in which poverty can be abolished.

– Shruthi Nair

Photo: Flickr

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Health and Recovery of a Nation: Girls’ Education in Haiti

girls' education in Haiti
On Jan. 12, 2010, a 7.0-magnitude earthquake shook the island nation of Haiti. In the aftermath, 200,000 people were left dead and 1.5 million homeless. Homes, hospitals and government buildings crumbled, leaving communities scrambling for essential resources and shelter.

Volunteers and relief organizations across the globe swarmed with aid. Most aid groups from the earthquake have since left and the rebuilding process now lies in the hands of Haitian community members and scholars. Eight years later, many still live without basic services (clean water, plumbing) or health resources.

Citizens agree that girls’ education in Haiti and community development need to improve before the country can truly recover. A recent study using World Bank data has listed Haiti as a nation significantly below global enrollment rates for girls in schools.

World Bank data from 2014 states 15 percent of girls 12 to 18 are no longer in school, compared to 11 percent for boys. Only 45 percent of Haitian women over 15 are literate, compared to 53 percent for men over 15 years old. For effective redevelopment, the trends for girls’ education in Haiti are something both locals and researchers agree need to change.

In response to lower female community involvement and enrollment in schools, many research and educational programs focused on girls’ education in Haiti have started gaining popularity throughout the island nation.

Jayne Engle, a doctor of participatory community development in post-earthquake Haiti, conducted a post-earthquake study focused on effective and sustainable community development in Bellevue-La-Montagne, a small community near Port-au-Prince. She prioritized the rebuilding process by the following “levers of transformation:”

  1. Education (for all)
  2. Place identity, networks and research
  3. Social entrepreneurship and social innovation
  4. State-society trust and accountability

Engle worked extensively with community leaders to develop educational programs concerning social entrepreneurship, healthcare, environmental stewardship, community agriculture, planning and construction. As a result, the community has made significant progress in its infrastructural recovery and social equity. Engle believes her framework could be effective on a nationwide scale.

The Days for Girls (DfG) International program teaches Haitian seamstresses to produce DfG hygiene kits for distribution to women across Haiti. Each kit contains valuable information concerning female hygiene as well as safe, clean female hygiene products. During the two-month trial program, 90 percent of participants agreed the kits were easy to use and clean.

The Haitian Health Foundation’s (HHF) GenNext program combines a youth soccer league with “female sexual reproduction health” classes taught by nurse educators. The league is for girls only, as well as the classes. A three-year study of league participants compared to peers not in the soccer league showed significantly fewer pregnancies for league participants.

These programs and others continue to educate a generation of Haitian women eager to propel their
nation from poverty and hardship. As these efforts and more continue, girls’ education in Haiti is sure to only improve over the coming years.

– Charles Metz
Photo: Flickr

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Five Important Facts to Know about Girls’ Education in Nigeria

Girls’ Education in Nigeria
Like in many developing nations, the fight for girls’ education in Nigeria has been an ongoing battle against poverty, the costs of schooling and long-held notions of the unimportance of educating girls. To understand the progress that has been made and the struggles that persist in Nigeria, here’s what you need to know:

Five Facts About Girls’ Education in Nigeria

  1. Enrollment and Completion of Primary School Improving. Although Nigeria continues to face struggles getting its young females to enter and remain in school, the nation has made considerable progress in recent years. According to the World Bank’s Education Data, the number of girls enrolled in primary school increased from 79 percent to 92.3 percent between 2008 and 2013. Enrollment of boys likewise rose, from 89 to 95.2 percent, continuing to remain slightly higher than that of girls. In addition, rates of primary school completion are also on the rise. In 2008, 64.1 percent of girls (while, by comparison, 75.3 percent of boys) completed primary school; in 2010, those numbers had risen to 68.9 and 78.4 percent, respectively. Despite progress, there is still considerable room for improving girls’ education in Nigeria — especially regarding school retention. In fact, a significant portion of girls enrolled in primary school are not completing it.
  2. Financing Education. Officially, education is free and mandatory for all children in Nigeria, both boys and girls, between the ages of six and 15. That being said, Adamu Hussaini, Nigeria’s Secretary of Education, said in 2017 that an estimated 10.5 million kids were either not enrolled in or not regularly attending school. Many schools, especially rural ones, continue to charge unofficial school fees. The reasons for not attending school for girls range from ideological beliefs about the unimportance of education for females to being unable to afford the unofficial school fees. Beliefs persist that girls’ education in Nigeria is unimportant. Many who are willing to pay school fees for their sons would rather keep their daughters at home and working. However, eliminating these unofficial fees can be one of the easiest ways to increase female enrollment and attendance. Groups like the Global Partnership for Education and the Peace Corps offer scholarships, paying the school fees for a girl whose parents promise to let her complete her mandated 10 years of education.
  3. The Role of Mentorship. The importance of mentorship and having female role models should not be underestimated. As more women pursue higher education and enter careers, younger girls will have role models to show them that higher education is attainable for females. Also, these role models will demonstrate that pursuing education opens doors to opportunities otherwise forever unavailable to girls. Many schools in Nigeria hoping to increase female attendance have begun peer mentorship programs in which older girls connect with younger ones, giving the former an immediate sense of meaning for their education (helping younger kids) and the latter both academic and social role models to hopefully encourage them to keep coming to school.
  4. Women at Nigeria’s Universities. Increased participation of women in the education sector is also visible at the university level — when Nigeria gained independence in 1960, only 7.7 percent of Nigeria’s college students were female. By 2001, that number had skyrocketed to 41.7 percent and it continues to rise. In 2009, 45 percent of all university students in Nigeria were female.
  5. Societal Benefits of Educating Women. Levels of female education correlate directly with improved health and an overall increased quality of life. Educated women are more likely to seek proper medical care both for themselves — especially maternal care — and their children. Likewise, higher rates of female education correspond with lower HIV and STD rates. Women also are less likely to get married or give birth as teenagers if pursuing an education. The benefits of extending education to women reach not only those specific women, but society as a whole. Many experts agree that focusing on women’s education is one of the best investments a developing nation can make, for female education rates are directly correlated with national economic growth. Educated women are more likely to hold stable jobs, less likely to be in poverty, and more likely to contribute to the overall economy.

Strides Since Independence

Girls’ education in Nigeria has made tremendous strides during the 60 years since Nigeria gained independence. More girls than ever are attending and completing primary school as well as pursuing higher education. But the fight for education equity in Nigeria is not over.

By continuing to advocate for the importance of girls’ education, encourage older educated women to act as role models for younger generations and help finance girls’ education, Nigeria can and will reap the benefits associated with girls’ education.

– Abigail Dunn
Photo: Flickr

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Reforms Focus on Girls’ Education in Egypt

Girls' Education in Egypt
Education is key to the empowerment of women, and everyone should be able to access it. Egypt is one country that shows that it believes in that statement. There has been excellent progress towards closing the gender gap when it comes to boys’ and girls’ education in Egypt.

Egypt has the largest education system in Africa and it has grown exponentially since the 1990s. In 2012, about 95 percent of children between the ages of six and 18 were enrolled in school. This is a significant difference from another African country, South Africa. In the same year, South Africa had an enrollment rate of around 65 percent for boys and girls of the same age group.

Increased Spending Results in Increased Equality

The government of Egypt has shown more interest in the education system in the past few years and has worked to improve the system, especially for women and girls. Significantly more government funding has been used over the past decades to increase the accessibility of girls’ education in Egypt. A total of 11.1 percent was spent on education in the 2016/17 fiscal year and was projected to rise by nearly 5 percent the following year.

Over the past 20 years, girls’ enrollment in school has risen greatly. According to Egypt Demographic and Health Surveys, as of 2014, 92 percent of girls living in urban areas were attending primary school and 71 percent of girls were attending secondary school. These rates are very similar to the percentage of boys enrolled in the same age groups. This is a significant change because in the past, girls were not given nearly the same opportunity to achieve an education as boys.

While access has generally improved for girls’ education in Egypt, inequalities remain widespread. Girls’ school enrollment has risen significantly over the past few decades, but the problem that remains is the dropout rate. About 71 percent of men completed schooling up to the secondary level, while only 68 percent of girls completed the same grades. This is in part due to the rates of poverty in many areas of Egypt. Another issue with girls’ education is that families with multiple children often send only the boys to school because that is all the family can afford. Girls who stay at home have lower literacy and completion rates.

Local and International Groups Target Girls’ Education in Egypt

In 2001, the National Council on Childhood and Motherhood began a program called the Girls’ Education Initiative. The program was created to address the need for girls’ education in Egypt, especially in its poorest areas. The project urges communities to come together and buy into the project by donating land and volunteering to work in schools. This is a way to bring communities together for a cause they can all support and relate to.

The United States Agency for International Development, along with the government of Egypt, encourage access to education for girls starting at the primary level. In secondary education, USAID very much supports girls’ participation in STEM education. In addition, the government of Egypt, along with other programs and agencies, is working tirelessly to ensure that someday every child, boy or girl, will have access to the same education and the same opportunities.

Together, these groups have shown over the past several decades that they have been able to improve the quality of education for girls and will not stop until every girl can hold up her diploma with pride. There are many other countries struggling to close the education inequality gap and Egypt is a prime example that has shown that it can be done.

– Allisa Rumreich
Photo: Flickr

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Girls’ Education in El Salvador Becomes a National Priority

Girls' Education in El Salvador
Despite past cultural demands, girls’ education in El Salvador now equals that of their male counterparts with the support of hard-working mothers and USAID’s commitments under the Alliance for Prosperity Plan.

Cultural Shifts Improving Girls’ Education in El Salvador

For many years, women in El Salvador have been relegated to domestic roles. Young girls were often pulled out of school to assist with household tasks while boys continued on, pursuing an education that was more culturally valued. However, women are becoming increasingly more educated. Each generation of girls stays in school longer than their mothers, often because of their mother’s commitment to providing them with an education. Overwhelmingly, women express a desire for their daughters to have as much schooling as possible. This shift is evidence of changing cultural values, moving away from traditional gender roles to a climate that allows women to pursue things outside of domestic life.

According to an October 2015 study conducted by UNICEF, girls are actually more likely to finish primary school, with 86 percent of girls finishing as compared to 81 percent of boys. Additionally, 31,000 boys of primary school age do not attend school in contrast with 27,000 girls, a clear flip from the typical gender norms that once opposed girls’ education in El Salvador. Furthermore, the gross enrollment rate for secondary schools is 71 percent for girls and 70 percent for boys. Girls’ education in El Salvador is rising to a level that usurps their male equivalents.

This upswing is partially due to the Law of Equality, Fairness and the Elimination of Discrimination Against Women passed in March 2011 at the urging of many women’s rights groups. The bill addressed El Salvador’s need to provide equitable education for girls, as well as the gender wage gap.

Challenges Remain for All El Salvadorian Children

Fabiola Rivas, an El Salvadorian native currently attending university in the United States, told The Borgen Project that the major challenges to improving education in El Salvador are not related to gender. “Good opportunities for education in El Salvador really depend on the family’s income. The problem with El Salvador’s education is that public schools do not provide good quality education. Regardless if you are a boy or a girl, the amount of information you are being taught and the quality of it is not good enough to go to college.”

Rivas acknowledges that her educational path is an uncommon one, having been able to attend a private school in El Salvador before obtaining a full scholarship in the United States. In fact, the majority of youth in El Salvador, male and female alike, do not attend school past sixth grade. At the transition to middle school, half of students drop out, and then another half of the remaining students drop out at the start of high school. Unlike the American education system, which is organized, typically good quality, and free, good schools in El Salvador are too expensive for the average citizen to afford.

USAID Programs Focus on Most Vulnerable Populations

In advocating for the goals of the Alliance for Prosperity Plan and the U.S. Strategy of Engagement in Central America, USAID has implemented programs in El Salvador to combat these startling dropout numbers. USAID programs concentrate on developing high-quality education and trade skills programs in areas of low economic efficiency with the hope of creating a more competitive workforce to spur on fiscal growth. This, coupled with USAID’s efforts to offer advanced certification courses for teachers, continues to increase the quality of education in El Salvador.

These programs also focus on keeping children in school and out of gangs, which typically recruit students that are vulnerable to dropping out. Currently, El Salvador has astonishingly high rates of crime and gang violence. The longer kids can be motivated to stay in school, the more likely it is that these rates can and will be diminished.

Salvador Sanchez Ceren, a former school teacher and the current president of El Salvador, promised in his inaugural address in 2014 that education would be one of the top priorities of his administration. Although girls’ education in El Salvador encountered many gender-biased problems in the past, today all the children of El Salvador, regardless of gender, must face the same issues.

– Sarah Dean

Photo: Flickr

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How Women Globally Are Combating Climate Change

Women Globally are Combating Climate Change
As people continue to notice the increase in climate change patterns, those who have been mostly affected by the alternations have come together to discuss solutions to the re-occurring consequences of climate change.

Many of these people are women from rural communities around the world. Women globally are combating climate change by standing up to the companies who provoke pollution in the environment, and collaborating with international organizations, like the United Nations (U.N.), to propose solutions to help those affected the most by climate change and help rebuild their livelihoods.

Women from Rural Communities: The Main Struggle

Over the past few years, reports have surfaced about the plights of women who live in rural communities around the world; many who depend on agriculture to make a living.  These plights often reflect the societal disadvantages rural women face, compared to their male counterparts.

A report published by the United Nations states that, “Women and girls are among the people most likely to be poor, to lack access to assets, education, health care and other essential services, and to be hit hardest by climate change.”

With this statistic proven as a reality for many women from rural communities, many of these women globally are combating climate change by reaching out and getting those in power to listen.

Initiatives for Change

Several initiatives have been established in partnership with the United Nations, as well as other organizations, to combat the effects of climate change in international rural communities.

One such initiative is the Indigenous Women’s Divestment Delegation, which brought together indigenous women from North America to discuss solutions to the ever-present issue of indigenous territories being threatened by oil company exploitation. These companies will try to expand profits by overworking and mistreating local populations. In addition to the loss of sacred territory, these indigenous women also face the threat of climate change that can destroy their livelihoods.

According to Osprey Orielle Lake, executive director of WECAN, “Women are standing up for their own territories but also for the climate, for the water, for the forest, for the land. It’s important to understand that women who protect their land also protect the climate.”

Osprey also explained how the purpose of meetings like this are to confront banks with the option of exchanging the manufacturing of fossil fuels for the manufacturing of renewable energy.

Other Initiatives for Change

Women globally are combating climate change in nations like Bolivia and Mali, and have made significant efforts and collaborations with organizations to better assist women recover from the effects of climate change.

  • Bolivia: Since women hold the most responsibility for producing and preparing food, they are accounted as the most vulnerable to the negative effects of climate change. Women in Bali have made initiatives to create better livelihoods for themselves by passing laws that requires at least half of government positions to be held by women. Furthermore, donations  to Bolivian women have helped empower them to live more independent lives.
  • Mali: Women have dealt with the degradation of land and natural resources due to climate change, and so numerous supporters created initiatives to help equip these women to better overcome agricultural challenges. One of these initiatives is Agriculture Femmes et Développement Durable (AgriFed), created by the organization, Groupe d’Animation Action au Sahel (GAAS) Mali. This effort serves to help women farmers advance their farming practices as well as provide them with information on how to produce the best quality products.

As women strive to protect their land against climate change and businesses who try and push them from their sacred territories, more effort can definitely be done to ensure that mother nature doesn’t destroy the livelihoods of mothers around the world.

– Lois Charm
Photo: Flickr

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Recent Advances in Girls’ Education in South Africa Increase Access

Girls' Education in South AfricaIn 1994, South Africa’s first democratic elections were held, electing Nelson Mandela the country’s first democratically chosen president. This election, along with many constitutional changes, brought about monumental transformations for South Africa, namely women’s education. For decades, girls’ education in South Africa has faced obstacles such as teenage pregnancy, rape, disease and illiteracy. Today, more than a few organizations are advocating for girls’ education in South Africa, focusing on education equality, literacy and empowerment.

Historically, young South African women have struggled to hurdle barriers restricting them from getting a decent education. Poverty is the greatest demobilizer for girls 17 and younger, as the more than 13 million children who live in poverty do not have consistent access to education. And if girls do get access to school, they are victims of rape at the hands of educators and male classmates, as most South African schools lack separate bathrooms and proper staff to protect the children. Twenty-three percent of South Africa’s 37 million people are rural black female South Africans who have had no education.

South Africa is a patriarchal society where young girls are often considered lower class, classified as child bearers and keepers of the home. For this reason, young girls are forced to drop out of school to care for ill family members, raise younger siblings and also become young mothers themselves. Girls are also discouraged from taking certain subjects that would elevate them academically. But things are changing.

Important Developments in Girls’ Education in South Africa

The Girls’ Education Movement (GEM) of South Africa, with the help of UNICEF, has been a crusader for young South African girls. Together they have made grassroots efforts to do the following for girls’ education in South Africa:

  • Create equal access to education for girls
  • Enhance the quality of education in schools in rural areas
  • Build safer schools and reduce violence against girls
  • Provide curriculum and school materials that are gender responsive

The GEM initiative is motivating schools in South Africa to respond the needs and rights of girls.

The United Nations Girls’ Education Initiative (UNGIE) is also making an impact on girls’ education in South Africa through the Techno Girl program, which encourages young girls to pursue careers in science, technology, engineering and mathematics. This public-private collaboration with UNICEF and the Department for Women, Children and Persons with Disabilities has helped more than 4,250 girls and is on track to empower more.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) plans to continue its quest to end illiteracy among girls in South Africa. UNESCO uses indicators to help donors, partners and governments target resources to schools with disparities against girls. They target schools that need access to separate bathrooms for girls and boys to increase safety for young girls. An increase in female teachers is also encouraged for mentorship and advocacy.

Girls no longer have to live below average. Democracy is advocacy for education equality. Young girls should be afforded equal opportunities and safe conditions as they aim for academia. Girls’ education in South Africa is making great strides. Resourceful programs are targeting poverty, abuse and social factors that deny South African girls a proper route to education.

– Naomi C. Kellogg

Photo: Google