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IRIN Global | Girls fare worse in disasters | Global | Aid Policy | Conflict | Disaster... - 0 views

  • During disasters, girls fare worse than the rest of the population, according to a new report released on 11 October by child rights NGO Plan International.

    “Men, women, boys and girls experience disasters in different ways. Pre-existing inequalities and vulnerabilities will be exacerbated in disasters and will affect girls and women more,” said Plan International regional director Gezahegn Kebede at an event for the launch of the report.
  • “In emergencies, given their gender, age, and humanitarian status [girls] experience triple disadvantage,” said Kebede. However, education can be a powerful mitigating tool, and can significantly improve their livelihoods.
  • The report entitled The State of the World’s Girls 2013: In Double Jeopardy: Adolescent Girls and Disasters argues that a combination of political, economic, social and cultural attitudes can lead to discrimination of girls during disasters.
Teachers Without Borders Kenya: Overcoming Cultural Obstacles to Girls' Education in Dadaab - 0 views

    Dadaab - A mix of cultural practices, such as early and forced marriage, as well as child labour, are depriving girls of education in the Dadaab refugee complex in eastern Kenya.

    Out of Dadaab's estimated population of 463,000 mainly Somali refugees, more than half are children under 18; of these about 38 percent attend school. The proportion of girls in the camps' primary and secondary schools is 38 and 27 percent, respectively, according to the UN Refugee Agency. A third of girls aged between 5 and 13 in Dabaab go to school; for those aged 14 to 17, only one in 20 are enrolled.
Teachers Without Borders

In Zimbabwe, school grants provide equal learning opportunities to girls | Ba... - 0 views

  • BULILIMA, Zimbabwe, 7 December 2011 – After completing the fourth grade at the top of her class, 13-year-old Ellen Mbedzi was forced to drop out of Mafeha Primary School in Bulilima, a district in south-western Zimbabwe. Her unemployed father did not see the value of spending the family’s limited resources on a girl.
  • Ellen became a recipient of the Basic Education Assistance Module (BEAM) programme, a school grant programme that helps disadvantaged children stay in school, or, in Ellen’s case, return to the classroom. Her school also received support from the Education Transition Fund (ETF), which provided textbooks in four core subjects – math, English, environmental sciences and a local language – to every student in the school.
  • ETF, an innovative partnership of the government, UNICEF and the international donor community, offers large-scale support to the education sector, and provides much-needed resources and textbooks to every primary school. So far, 15 million textbooks were distributed around the country, and an additional distribution of 7 million is planned.
Teachers Without Borders

PAKISTAN: Wanted: A Revolution For Girls - IPS - 0 views

  • KHAIRPUR, Nov 8, 2011 (IPS) - Sixteen-year-old Noor Bano believes nothing short of a revolution will convince the men in Malangabad – her remote village in the Khairpur district of the Sindh province, some 460 kilometres from the southern port city of Karachi – to treat women as equals.

    Only then, she says, will women and girls be free from forced marriages and be safe from domestic violence. Her words, unusual for such a young girl hailing from the hinterlands of rural Pakistan, take most people by surprise.
Teachers Without Borders

IRIN Africa | ZIMBABWE: Thousands of girls forced out of education | Zimbabwe | Childre... - 0 views

  • HARARE, 7 November 2011 (IRIN) - Poverty, abuse and cultural practices are preventing a third of Zimbabwean girls from attending primary school and 67 percent from attending secondary school, denying them a basic education, according to a recent study which found alarming dropout rates for girls.

    ''Sexual harassment and abuse by even school teachers and parents, cultural issues, lack of school fees, early marriage, parental commitments and early pregnancies are some of the contributing factors to the dropout by the girl child,'' said the authors of "Because I am a Girl" by Plan International, a nonprofit organisation that works to alleviate child poverty.
  • According to the Plan International report, the long distances that children in rural areas have to travel to reach school, and the burden that girl children face because they often have to assume the responsibilities of being head of the household after the death of their parents, are other factors contributing to the high dropout rate for girls.
  • A 2005 government programme of forced evictions, known as Operation Murambatsvina (Drive out Trash), which uprooted some 700,000 people from urban areas across the country, compounded the difficulties of accessing education for girls from affected households.

    Amnesty International, in its report ''Left Behind: The Impact of Zimbabwe's Forced Evictions on the Right to Education'' released in October 2011, documents the ways in which the evictions disrupted the primary and secondary education of an estimated 222,000 children.
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  • The Amnesty International report notes that many girls at Hopley became sex workers, entered relationships with older men, or married at a young age after eviction from their homes, and the government's failure to support them to re-enrol in school.
  • Zimbabwe's education system, once considered a model for other African countries, has been steadily declining over the last decade due to the economic crisis. Many schools lack text books and other supplies.
Teachers Without Borders

Gains in girls' education in Afghanistan are at risk: Real lives - 1 views

    As of September 2011, there were 2.7 million Afghan girls enrolled in school, compared to just 5,000 in 2001. There are two main challenges here. One is the lack of security in this country. There aren't many places which are peaceful where girls can go to school easily. Secondly, we don't have enough schools, books, chairs, tables or professional teachers. These are the things that close the path to school for many girls in Afghanistan. The biggest problem here that it is a mixed school. There are four thousand female students and not enough room for them. In the morning, both boys and girls come while in the afternoon it's just girls. But it is difficult because many people are not open-minded and do not like the girls and boys being educated together. We need a separate school for the girls but right now we have no choice.
Teachers Without Borders

Because I Am a Girl Report 2011 - - 1 views

    This year's Because I Am A Girl report launched by Plan International revealed that 65 per cent of participants from Rwanda and India agreed that a woman should tolerate violence in order to keep her family intact. With the theme What About Boys?, the report further found out that another 43 per cent agreed with the statement that there were times when a woman deserved to be beaten.
Teachers Without Borders

Gaps between boys and girls in developing world widen as they get older - UN report - 0 views

  • 13 September 2011 –
    A new report by the United Nations Children’s Fund (UNICEF) highlights significant gaps in areas such as education and health, mostly favouring males, as boys and girls in developing countries grow older.

    “While there is little difference between boys and girls in early childhood with respect to nutrition, health, education and other basic indicators, differences by gender appear increasingly more pronounced during adolescence and young adulthood,” said Geeta Rao Gupta, UNICEF Deputy Executive Director.

  • The data shows that girls are significantly more likely to be married as children (under 18 years of age) and to begin having sex at a young age. Young women are less likely to be literate than young men and are less likely to watch television, listen to the radio and read a newspaper or magazine.

    In addition, young men are better informed about HIV/AIDS and are also more likely to protect themselves with condoms during sex. Young women in sub-Saharan Africa, the report says, are two to four times more likely to be infected with HIV/AIDS than young men.

    "While there is little difference between boys and girls in early childhood with respect to nutrition, health, education and other basic indicators, differences by gender appear increasingly more pronounced during adolescence and young adulthood," said Geeta Rao Gupta, UNICEF Deputy Executive Director.
Teachers Without Borders

Educating Girls A Must | Editorials | Editorial - 0 views

  • Girls' education brings enormous benefits far beyond improving the lives of the girls themselves.  Once an educated girl becomes an adult, there are many continuing benefits of her education, not only for herself, but also for her community.  
Teachers Without Borders

China to offer compulsory education to 95 percent of girls - 0 views

    BEIJING, Aug. 8 (Xinhua) -- An official document released on Monday pledged that the government will endeavor to provide compulsory education to 95 percent of Chinese girls over the next ten years.

    The Outline for the Development of Chinese Women (2011-2020) issued by the State Council, or China's cabinet, said that the government will continue to promote equal opportunity for nine years of free schooling for all children, but especially for girls, who are more likely to drop out.
Teachers Without Borders

Burkina Faso: Tin Tua (The Bike Race) - 0 views

  • Students from the Bandakidini Primary School on their way to their exams in Gayéri, the provincial capital of Burkina Faso and twelve miles away from their village, were a sight to see. They were riding on new bicycles, provided to them through the Ambassadors' Girls' Scholarship Program (AGSP), which is funded by USAID.
  • Transportation has long been a barrier to children attending school and accessing testing centers. When AGSP first started at this school in the village of Bandikidini, there were only 53 students.
  • In Bandikidini, the responsibility of transporting students to the testing centers falls on the community. Means of transportation are limited, as are supervisors to travel with the students. The Certificat d'etudes primaries (CEP) exams fall during the growing season, normally just around the time when there is enough rain to start planting the fields.
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  • In response, AGSP made it a point to include bicycles as part of this area's scholarship package. By 2010 they had given out 817 bicycles to scholars, which have proved to be beneficial in many situations, whether for a student to get herself to a crucial exam, or to ride across town to a classmate's house for an extra study session.
Teachers Without Borders Rwanda: More Than Building Schools - Access to Affordable Sanitary Pads ... - 1 views

  • How can countries encourage girls to attend school? Is the answer providing free textbooks or building schools closer to their homes? While these are important pieces of the puzzle, there is another issue that influences whether girls attend school: menstruation.
  • According to the United Nations Children's Fund, one in 10 African girls stays home during menses or drops out of school. In many cases, girls do not have access to affordable sanitary pads, and social taboos against discussing menstruation compound the problem.
  • Sustainable Health Enterprises (SHE) in 2007 to address this problem. SHE works in Rwanda with its she28 campaign to develop an affordable and eco-friendly pad made from banana stem fibers so that girls can attend school unimpeded by worries over their menses.
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  • Not only is SHE working to help girls attend school during menses, but also the group is taking a market-based approach to boost local businesses in Rwanda. SHE plans to sell its more-affordable pads to local entrepreneurs, focusing on women sellers.
  • However, after talking to local girls, the SHE staff realized that the girls wanted health and hygiene education as well. In response, SHE has trained more than 50 community health and hygiene education workers, reaching some 5,000 Rwandans, according to Camacho.
  • SHE's work in Rwanda shows that a comprehensive approach is needed to expand women and girls' educational opportunities. "Women and girls are often left behind because of some of these silent issues," Camacho explains. "We need to approach women and girls' education in a holistic way."
    Would SHE be interested in getting its health and hygiene education materials into the Sugar Labs program for Replacing Textbooks, as a Free OER to be provided with OLPC XO laptops as Rwanda rolls them out? We would be interested in whatever they have in Kinyarwanda, French, or English, and would then offer them for translation to be used in other countries.
Teachers Without Borders

EGYPT: Modern Teaching Practices Spur 15-Year Old to New Beginnings | CREATIV... - 0 views

  • “I believe the school environment was the main reason I dropped out. Mainly, I didn’t feel that I was learning anything. Teachers preferred using force and intimidation instead of listening to the students. I wasn’t able to understand a thing during class, and was constantly so scared.”
  • “I thought many times of going back to school, especially since my new school is very close to home. But at the time, my parents said I was too old to go back and that I’ll soon get married and have a home of my own. I still felt something missing from my life, and it was difficult for me to see my peers at the preparatory level going to school every day, while I stayed home.”
  • Safaa had the unique chance to tell her story to the USAID Mission Director, Mr. Jim Bever, on a surprise visit to Abou Harb School. “It was a really nice visit and had a huge impact on me. People came from such a far off place to visit our school, and spend time to talk to me! It really made a difference to me personally. I felt important and people were interested in listening to me and what I had to say.”
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  • Upon returning to school, Safaa was surprised by the changes in mindset, in teaching practice, and in the classroom environment as a whole. Although she was overwhelmed to be returning to the 6th grade after leaving school in the third, the changes she witnessed motivated her greatly to overcome her obstacles. “My first impression was my amazement with the class set up. The girls were sitting in groups, thinking together, discussing, and working as a team. No punishment, no intimidation, and everyone trying to help each other learn.”

  • “I have something to say to every girl thinking of dropping out of school: you will regret every day you spend away from school and from learning, for the rest of your life. I am very happy and would like to thank everyone who helped me and encouraged me to return to school. “Thank you TILO for helping my school to change and for helping me to learn again.”
Teachers Without Borders

Afghan girls' education backsliding as donors shift focus to withdrawal | Global develo... - 0 views

  • Education has long been held up as a shining example of reconstruction in Afghanistan. Donors have ploughed approximately $1.9bn into rebuilding the Afghan education system since 2001. The Back to School campaign, launched in 2002 as a joint Afghan government/UN Initiative, was labelled an "inspiration" and the flagship of reconstruction and development efforts in Afghanistan.
  • The achievements of the Back to School campaign were undeniably impressive. In just the past two years, 2,281 schools have been built across the country. Around 5,000 Afghan girls were enrolled in school in 2001. Now there are 2.4 million, a staggering 480-fold increase.
  • Now, according to the report, Afghanistan's education system is sliding backwards and becoming crippled by poverty, increasing insecurity and a lack of investment in infrastructure and trained staff.
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  • The report's research claims that far fewer of the 2.4 million girls enrolled in school are actually in the classroom. In 2009 approximately 22% – around 446,682 – of female students were considered long-term absentees.
  • While 2,281 schools have been built in the past two years, data from the Afghan Ministry of Education shows that 47% still have no actual building. A lack of investment in female teachers is proving a significant obstacle to girls attending school.
  • In the past years schools and girl students have been targeted by anti-government forces or other extremist groups, prompting teachers to leave their jobs and parents to keep their children out the classroom. In 2009 there were 50 attacks on schools across Afghanistan every month.
Teachers Without Borders

PERU : Rural Girls Face Barriers to Education - IPS - 0 views

  • "It was a really difficult and dangerous walk," especially when the girls had to make the trek home at night, the 18-year-old Sena, who is from Tumpa in the west-central highlands region of Ancash, told IPS.

    Although she managed to complete her secondary school studies, many of the other girls in her class dropped out, due to the numerous barriers standing in the way of education for girls in many of Peru's impoverished rural regions.
Teachers Without Borders Namibia: Close to 1 500 Pregnant Girls Drop Out in 2010 - 1 views

  • A total of 1 493 schoolgirls dropped out of school last year because they fell pregnant.

    Furthermore, a total of 31 teachers "were recorded to have been responsible for some pregnancies".

    This shocking revelation was made by Education Minister Abraham Iyambo during his New Year's address yesterday.

  • According to him, "current measures to punish those who impregnate learners must be revised urgently and strengthened immediately. We have no excuse to wait. Management must attend to this." Iyambo promised that all the bad apples will be eradicated this year. He said 2011 will be "a year of recommitment, better education outcomes, mass drive and mobilisation".

  • Iyambo emphasised that "education is not an asset if it is not quality education". He said: "We need a serious inventory to pinpoint possible misfits ... before they become a system. We need urgent transformation of our education system from the bottom to the top."
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  • In light of the close to 50 per cent of grade 10s who failed last year, Iyambo said: "We spend too much money on repetition, dropouts, repetition rates and failure rates. We cannot afford to send children into the streets year in and year out."
  • The most important means to address the crisis is to invest more in teachers, he said. "Teachers are the solid backbone of any education system. The determinant factor of the quality of any education system is the quality of its teachers and more importantly the collective capacity of teachers.
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