ANB-BIA SUPPLEMENT
ISSUE/EDITION Nr 325 - 01/06/1997
CONTENTS | ANB-BIA HOMEPAGE
Africa
Children's rights
by Sarah Tanou, Burkina Faso, April 1997
THEME = CHILDREN
INTRODUCTION -- Regional Summit on Children's Rights
Ouagadougou, 17-22 February 1997
PART 2/2
Social influences
Disparities in access to education between girls and boys are
decreasing, but progress is extremely slow. The general
imbalance noted, is due to the structure and organisation of the
education system (resulting in children leaving school, being
absent or having to repeat a class); it's also due to certain
aspects of traditional culture, social behaviour, the way in
which family responsibilities are divided out between men and
women and to poverty.
In Africa, marriage is traditionally considered to be very
important for those girls living within the tribe-community.
Among Burkina Faso's, Peulh population, early marriage is
favoured by parents who attach more importance to their
daughters' look (dresses, make-up, etc) than to their
intellectual capacity. Little evolution has been noted in
parents' attitudes, even among educated people. Traditional
cultural and religious practices are given priority over their
daughters' and wives' educational needs. Pressure is put on
parents, to prevent them sending their daughters to school. You
hear such statements as: "It doesn't really matter if a
women has been to school or not. She will play her role as a
woman, a mother, and look after the household if she has received
a good upbringing from her parents". Or: "Many educated
girls are unable to do what I have done in my lifetime. That's
why my daughters will not go to school".
In discussion groups, you hear things like: "I'll never send
my daughter to school only to see her come home pregnant";
"School attendance is incompatible with the practice and
principles of Islam; therefore, my daughter will not go to
school"; "I'd rather buy an ox with the money instead
of using it to send my daughter to school".
Added to this is the negative depiction of the African
woman as someone who is inferior, who lacks wisdom, who can't
think straight, who has no ideas of her own.
A survey in 14 Sub-Saharan African countries shows how the local
social and cultural context can hamper a girl's
education. More importance is sometimes given to cultural
practices such as initiation ceremonies - which are considered
in all African traditional societies, to signify the passing from
childhood to adulthood - than to school attendance.
There are also numerous obstacles to the education and
schooling of girls: girls must look after the household; there
are numerous moral rules and cultural attitudes discouraging
girls from attending school. Traditionally, preparing a girl to
become a woman is the responsibility of the community rather than
of the school. Girls learn how to become a mother or to keep
house by imitating their mothers and trying to equal them.
Such an education, however, is no longer sufficient in this day
and age, where technological progress demands from individuals,
abilities and knowledge far beyond what the traditional community
is able to offer them.
Apart from these social and cultural factors, other obstacles
hamper girls from attending school: the gap between what the
school represents and the local community; community leaders are
not involved in the working out of school curricula and teaching
methods; the children's well-being plays no role in the education
system, e.g. distances to be covered to get to school, etc.
Shared responsibility
Many African countries have become aware of the role of women in
national development, and have undertaken surveys in order to
clearly identify women's education and training needs.
Despite these surveys, the zones where ignorance reigns, still
persists. Teachers are aware that schools do not respond to
girls' needs, and the school environment in many respects is
decidedly unfriendly towards them.
The nature of these factors and their interaction, needs to be
accurately determined. Limited available resources, make it
necessary for education planners to identify priorities.
They also need to decide which areas are better left to the
education authorities, and which are better to be left to the
private sector, non-governmental organisations, women groups and
other sections of society.
To improve girls' education, action needs to be taken in
four specific areas. 1) Schools must be established
specifically for girls. 2) Scholarships must be granted to girls.
3) There must be a modern approach to girls' education. 4)
Teachers must be specially trained to take into account girls'
psychological needs.
Governments also pledged themselves to promote the development
of women's education. Also, it was recognised that families,
communities, non-profit making organisations, commercial
companies and private operators have a similar responsibility in
promoting opportunities for girls to get to school.
Equality in education opportunities for boys and girls is no
utopia, or a dream impossible to realise. It is a realistic
objective which can be brought to fruition, if rigorous and
appropriate measures are decided on and implemented.
The challenge for Africa - with its diverse cultures and
historical backgrounds - is whether it will enter the Twenty-
First Century with a strong commitment to education, peace,
equality and justice for all. The numerous government statements
dealing with these matters must be translated into concrete
action, especially in those areas that directly assist the
underprivileged, in particular, girls and women.
Any action taken, needs to be monitored by the appropriate
authorities; any improvements must be accurately assessed; the
public must be informed about what is happening by means of
regular reports. Dynamic action leads to success.
If equal education opportunities are to be offered to men and
women at all levels of society and without discrimination, new
policies are needed. A challenge indeed, for our
governments!
END of PART 2/2
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CONTENTS | ANB-BIA HOMEPAGE
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