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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