We bring forth awareness to the issue of educating girls' in developing countries.
Obtaining an education is considered a privilege, as many girls in the world are being denied such an opportunity. With 31 million girls not receiving an education and two thirds of women illiterate, these facts demonstrate the enormity of the issue. Education being a right granted by the United Nations has also lead to a mandate being created that includes that the quality of education should be the same for men and women and there must be an elimination of any stereotypes. These stereotypes however, do exist, as girls are often discriminated against and discouraged from taking leadership roles (malalafund).
It is not unknown that girls in developing countries experience a monumental struggle when trying to get a substantial education. There are a multitude of factors that contribute to these hardships. The cultural and social norms practiced in these areas are different than the ones we subscribe to. In many of these regions, girls are not supposed be educated. The belief is that women are meant to marry off, have children, then spend the rest of their lives taking care of their households. In fact, the poorest, rural girls in these economically challenged countries spend on average less than 3 years at school. Girls who do not submit to these guidelines are often berated and harassed. Their independent choice is scrutinized and can often turn deadly. Is the value of education greater than the value of preserving culture and traditions? Many cultures view the male as the authority figure and the woman as subservient to them, which means educating women is a direct threat to their existence. “Studies show that educated women marry educated men, and educated men require larger dowries for their wives. Even an uneducated man will demand a larger dowry for a literate women. This occurs because the men fear that an educated women might "expose their ignorance and, above all, challenge their power position within the family". (Knezek) While the issue of intruding on the culture norms of these countries cannot be overlooked, according to Savana Signatures, in parts of Africa, “Girls are often neglected and denied certain rights. African culture and religion hinder or limit girls physical and mental development.” Although it is important to respect and preserve foreign cultures, it is also sometimes necessary to intervene. When a basic human right, such as education, is being challenged, the issue dives into new waters. This is not a problem of culture, but the oppression of women.
Another obstacle keeping girls out of school besides gender stereotypes and societal norms, is violence. In over 70 countries, girls face daily brutality that prevents them from going to school. One example of this is the Chibok girls of Nigeria. Terrorist group Boko Haram kidnapped many girls in this area and out of fear, parents are willing to sacrifice their child’s education to attempt to save their life. These situations are abundant in many areas of the globe and are especially prominent in regions where girls are already struggling to receive an education.
In many regions of the world, gender discrimination in the workforce leads some to believe that a young girl’s education may not be a sound investment. Due to this obvious “lack of return”, educating girls seems like a waste of resources.This means that educating girls is not worth the risk, since many will struggle to find an opportunity to use it, yet according to Elite Daily, equal education and equality in the workforce …”is an essential tool for achieving social change, improved health and decision-making. In addition, investing in formal education yields high social and economic return, increasing economic growth and sustainable development in less progressive nations.”
Another factor affecting the education of girls around the globe, are child labor practices. In areas of the world such as Somalia, Pakistan, and Congo where child labor is prominent, girls begin work at a young age , increasing the school drop out rate. Many girls take on the burdening responsibility of housework and raising their younger siblings, while also working to provide for their families.This often poses an economic solution for parents who need this income for survival, while sacrificing the future of their daughters.
All of this leads one to wonder if enough is being done to combat the many reasons that girls around the world are not receiving an education. Programs like the Malala Fund were started to focus primarily on this issue. One of its many programs is doing things like providing grants in Pakistan to be used towards girl’s secondary education, repairing damaged classrooms, and establishing psychological support systems for girls escaping conflict. Another one of its programs is doing the same in Nigeria for girls who have escaped Boko Haram and for girls who don’t have the option of returning to school in a traditional pathway.
Of course we are left to wonder if these objectives are too great for these struggling countries to achieve. Should girls education be a priority when so many other significant problems in these countries exist ? Is the discrimination against women such a thread in these nation’s cultures that it is too ingrained to be overcome? Does preserving long-standing traditions outweigh the opportunity to allow someone to be able to reach their full potential?
It is believed by many that education could be the key to bringing change that these struggling areas so desperately need. Those who are educated could lead their communities to increased prosperity by treating the root causes of the aforementioned problems, as well as improving public safety, and creating economic growth and infrastructure, which would benefit society as a whole, while also, in many cases, providing women with what they are guaranteed simply by birth .
Join the conversation!
Should girls education be a priority when so many other significant problems in these countries exist ?
#ROEducation
Obtaining an education is considered a privilege, as many girls in the world are being denied such an opportunity. With 31 million girls not receiving an education and two thirds of women illiterate, these facts demonstrate the enormity of the issue. Education being a right granted by the United Nations has also lead to a mandate being created that includes that the quality of education should be the same for men and women and there must be an elimination of any stereotypes. These stereotypes however, do exist, as girls are often discriminated against and discouraged from taking leadership roles (malalafund).
It is not unknown that girls in developing countries experience a monumental struggle when trying to get a substantial education. There are a multitude of factors that contribute to these hardships. The cultural and social norms practiced in these areas are different than the ones we subscribe to. In many of these regions, girls are not supposed be educated. The belief is that women are meant to marry off, have children, then spend the rest of their lives taking care of their households. In fact, the poorest, rural girls in these economically challenged countries spend on average less than 3 years at school. Girls who do not submit to these guidelines are often berated and harassed. Their independent choice is scrutinized and can often turn deadly. Is the value of education greater than the value of preserving culture and traditions? Many cultures view the male as the authority figure and the woman as subservient to them, which means educating women is a direct threat to their existence. “Studies show that educated women marry educated men, and educated men require larger dowries for their wives. Even an uneducated man will demand a larger dowry for a literate women. This occurs because the men fear that an educated women might "expose their ignorance and, above all, challenge their power position within the family". (Knezek) While the issue of intruding on the culture norms of these countries cannot be overlooked, according to Savana Signatures, in parts of Africa, “Girls are often neglected and denied certain rights. African culture and religion hinder or limit girls physical and mental development.” Although it is important to respect and preserve foreign cultures, it is also sometimes necessary to intervene. When a basic human right, such as education, is being challenged, the issue dives into new waters. This is not a problem of culture, but the oppression of women.
Another obstacle keeping girls out of school besides gender stereotypes and societal norms, is violence. In over 70 countries, girls face daily brutality that prevents them from going to school. One example of this is the Chibok girls of Nigeria. Terrorist group Boko Haram kidnapped many girls in this area and out of fear, parents are willing to sacrifice their child’s education to attempt to save their life. These situations are abundant in many areas of the globe and are especially prominent in regions where girls are already struggling to receive an education.
In many regions of the world, gender discrimination in the workforce leads some to believe that a young girl’s education may not be a sound investment. Due to this obvious “lack of return”, educating girls seems like a waste of resources.This means that educating girls is not worth the risk, since many will struggle to find an opportunity to use it, yet according to Elite Daily, equal education and equality in the workforce …”is an essential tool for achieving social change, improved health and decision-making. In addition, investing in formal education yields high social and economic return, increasing economic growth and sustainable development in less progressive nations.”
Another factor affecting the education of girls around the globe, are child labor practices. In areas of the world such as Somalia, Pakistan, and Congo where child labor is prominent, girls begin work at a young age , increasing the school drop out rate. Many girls take on the burdening responsibility of housework and raising their younger siblings, while also working to provide for their families.This often poses an economic solution for parents who need this income for survival, while sacrificing the future of their daughters.
All of this leads one to wonder if enough is being done to combat the many reasons that girls around the world are not receiving an education. Programs like the Malala Fund were started to focus primarily on this issue. One of its many programs is doing things like providing grants in Pakistan to be used towards girl’s secondary education, repairing damaged classrooms, and establishing psychological support systems for girls escaping conflict. Another one of its programs is doing the same in Nigeria for girls who have escaped Boko Haram and for girls who don’t have the option of returning to school in a traditional pathway.
Of course we are left to wonder if these objectives are too great for these struggling countries to achieve. Should girls education be a priority when so many other significant problems in these countries exist ? Is the discrimination against women such a thread in these nation’s cultures that it is too ingrained to be overcome? Does preserving long-standing traditions outweigh the opportunity to allow someone to be able to reach their full potential?
It is believed by many that education could be the key to bringing change that these struggling areas so desperately need. Those who are educated could lead their communities to increased prosperity by treating the root causes of the aforementioned problems, as well as improving public safety, and creating economic growth and infrastructure, which would benefit society as a whole, while also, in many cases, providing women with what they are guaranteed simply by birth .
Join the conversation!
Should girls education be a priority when so many other significant problems in these countries exist ?
#ROEducation
RESOURCES
Featured:
A girls education advocacy group that invests and is hands on in developing countries. Click here to learn more.
Other Resources:
http://savsign.org/ Article by Savanna Signatures about the affects of cultural beliefs on girls' education.
http://www.globalpartnership.org/focus-areas/girls-education Article by Global Partnership about Girls' Education and Gender Equality.
A girls education advocacy group that invests and is hands on in developing countries. Click here to learn more.
Other Resources:
http://savsign.org/ Article by Savanna Signatures about the affects of cultural beliefs on girls' education.
http://www.globalpartnership.org/focus-areas/girls-education Article by Global Partnership about Girls' Education and Gender Equality.
Written by Heather, Meg, and Lucy
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