Best Practises in Girls Education Regional by Dr. Baela Raza Jamil

8/6/2019 Best Practises in Girls Education Regional by Dr. Baela Raza Jamil

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Best Practises in Girls Education-

Regional Perspective- fromequality to equity

20 th April 2011Islamabad

Baela Raza JamilDirector Programs

Idara-e-Taleem-0-Aagahi (ITA)


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Education A Fundamental RightRTE in Constitution a Fundamental right for ALL:

India 2001 Articles 21A, 41,45, 46;Pakistan 1973 Article 25-A;

Maldives 2008 Articles 29& 36;Nepal Sub-article 2 of article 17 -interim constitution;Bangladesh constitution 2004 article 17;

Sri Lanka 2001 Art. 27;Bhutan 2007 article 9(15 & 16);Afghanistan 2004 Articles 17, 43,44, 45 and 46(http://www.right-to-education.org/country-node )


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Education Budgets

According to UNESCO s EFA Global MonitoringReport 2011, public sector expenditure oneducation as a percentage of GNP, in South

Asia was :1.9% in Pakistan2.2% in Bangladesh

3.7% in Nepal3.2% in India5.2 % in Bhutan &

8.4% in Maldives


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EFA & MDGs 2000

Education For All (EFA) Goals2. Ensure that by 2015 all children have access to,and complete, free education of good quality.5. Eliminate gender disparities in primary and

secondary education by 2005, and achieve genderequality in education by 2015, with a focus onensuring girls full and equal access to, andachievement in, basic good quality education .

Millennium Development Goals (MDGs)Goal 2: Achieve universal primary educationGoal 3: Promote gender equality & empower women


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Challenges of Meeting MDGs/EFABarring Maldives & Sri Lanka all countries of South Asia strugglingto achieve targets of MDGs and EFA constrained by resources,governance gaps, uneven capacities and emergencies.Bangladesh; India; Nepal; Bhutan; Pakistan and Afghanistan.(GMR 2008)

MDGs for education are restricted to UPE

MDG Goal 2 a narrow focus : an equity focused approachconsiders post primary education critical to sustained well being

Gender equity is not just redistributive but transformative. -Attention to the physical, social and academic aspects of multiplelearning environments is necessary to enhance opportunities,especially for adolescent girls, and to move beyond basiceducation (EFA Dakar Declaration) .http://www.ungei.org/index_2527.htm


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Net & GER GPIPrimary -2008

Countries Gross Enrollment Rate(Primary)

Net Enrollment Rate(Primary)

Gender ParityIndex GPI

M F T M F T GER NER Afghanistan 127 84 106 . . . 0.66 .

Bangladesh 89 94 92 85 86 85 1.06 1.02Bhutan 108 110 109 86 88 87 1.01 1.03India 115 111 113 91 88 90 0.97 0.96Maldives 115 109 112 97 95 96 0.94 0.98

Nepal . . . . . . . .

Pakistan 85 77 85 72 60 66 0.83 0.83Sri Lanka 101 102 101 99 100 99 1.00 1.01


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Net & GER GPIS econdary -2008

Countries Gross Enrollment Rate(Secondary)

Gender ParityIndex GPI

M F T GERAfghanistan 41 15 29 0.38Bangladesh 43 45 44 1.05Bhutan 62 61 62 0.99India 61 52 57 0.86Maldives 81 86 84 1.05

Nepal . . . .Pakistan 37 28 33 0.76Sri Lanka . . . .


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Equity As Entitlements

Equity has an absolute core, addressing socio-economic asymmetries through public policy, lawsand commensurate actions. It is embedded in quality

to address capabilities and entitlements (Ahmed2005; Subramanian 2005; Jamil, 1999; Sen 1987;1984 and 1981).

E quity is a broader and more comprehensiveconcept. It emphasizes affirmative action andpositive discriminationEx ternalities : health; family size; economicopportunities; participation in legal, democratic andpolitical processes - as entitlements


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An Equity Focused ApproachChallenge to reach the poorest quintile living in hard to reachareas, or with high migration.

An equity-focused approach to reach such groups whosuffer critical disparities (UNICEF-2010)

Children 1.5 times less likely to receive measles immunization,or to attend primary school, than the children from the richestquintile , and girls more likely to be excluded due to culturaland traditional barriers.

Girls excluded due to gender-based barriers run multiple risksof little or no education, early marriage, large family size,exposure to HIV Aids, violence and other protection problems.

- multiple vectors of exclusion


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5 S trategies for Equity Focused Approach

An equity-focused approach argues that costs far outweigh theadvantages to child survival, breaking the cycle of povertythrough a rights based framework. Five strategies that work :

1. Identify the poorest through disaggregated HH based data2. Upgrade local facilities of essential services ;3. Overcome barriers : waiving fee extending social safety nets;4. Task shifting from outside experts/outreach teams to local

community partners ..e.g LHV/teachers for sustained localengagement

5. Use of technologies SMS etc.


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The Gender Gaps

Unesco Institute of Statistics (UIS)- nearly 68million children are not in school worldwide,more than half are girls and, of those 25%reside in South Asia trapped in the viciouscycle of poverty and extreme disadvantage(2010).

Globally 774 million adults, 64 per cent of whom are women, still lack basic literacyskills (UN Human Rights Council, 2008).


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Girls in Zones of Exclusion

Bottom quintile: a higher proportion of girlsout of school: never enrolled, drop outs/push-

outs , at risk of poor learning and dropping outat ECE, primary & lower secondary age groups.

Gender, geography, customary traditions, andwealth are the vectors of exclusion (UNICEF(2010)


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Girls Education-Three Interlocking S ets of Issues

Systemic Issues Economy S ociety &Culture

C ontent, Process of Education

Problem of accessDysfunctional schoolsQuality of schoolsMotivation / attitude of TeachersExistence of multipledelivery systems ; formal,non-formal, condensed,

satellite and residential,Calendar and Timings

Poverty/powerlessnessStatus of WomenChild/Female Abuse

Cost to family; Child labor/domestic choresFarm/non-farm workSurvival battlesDisplacement/conflict Perception of herself Post puberty practicesChild /early marriages (myaddition)Perception of herself Post puberty practicesChild /early marriages (myaddition)

Gender stereotypingPerpetuation of gender-bias Relevance of curriculumLanguageJoyful LearningReady access to books,Magazines, papers etc.

Appropriate readingmaterial for the neo literates

Ramachandran V. (2003)


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4 As of Rights Based ApproachAvailability and in sufficient quantityAccessibility - without discrimination, 3overlapping dimensions:

Non-discrimination - Phy sical accessibilit y within safe physical reach, E conomic accessibilit y has to be affordableAcceptability form & substanceAdaptability - be flexible to changing needswithin their diverse social and cultural settingsUNGEI 2010 Dakar Senegal Meeting Proposed by Katarina Toma evski - 1999


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The Annual Status of EducationReport(ASER)Pakistan 2010 surveyed:

32 rural districts54062 children (58% male, 42% female) for3-16 years age group19,006 households in 960 villages852 government schools and 445 privateschools

AS ER 2010 Pakistan RuralDisaggregated Data Collected by 2000 Citizens A Partnership for Outcomes Based Action

Findings. Contd


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A greater number of boys ascompared to girls wereenrolled in both types of institutes, however a greaterpercentage of girls weregoing to the private schoolsas compared to governmentschools .

P arents are willing to spend on girls education in privateschools

Enrolment Trend

37.8%4 .8%

6 . % 59. %

0%

10%

20%

30%

40%

50%

60%

70%

Government school Private school

Girls

Boys

E nrolment by Gender and Type of Institution(3-16 Years Age Group)


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More girls than boys were found to be out of school except in the 14 to 16years age group.

Out of S chool


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Enrollment -1 year olds: 80% Enrollment inrural areas, 38% girls and 62% boys. Of the 20%out of school (never enrolled and drop out) thereare equal percentage of girls and boys.Enrollment -10 year olds : 83% Enrollment with60% boys and 40% girls. Of the 17% out of school

children, 52% are girls compared to 48% boys.Enrollment - 5 years: 45% Enrollment inKatchi/ECE,: 43% girls and 57% boys.

Enrolment Trend


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Learning Levels by Gender(Urdu/ S indhi S entences)

The difference in learning levels amongst girlsand boys is highest in Balochistan, lowest in Gilgit


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National Level : Mothers Literacy

Only 32.3% mothers were found to be literate!

Mothers Literacy


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N et & Gross Enrollment Rates Gender Parity Index in Pakistan

E nrollment Rate GrossEnrollment Rate

(Primary)

Net EnrollmentRate (Primary)

GenderParity Index

- GPIM F T M F T GER NER

Sindh 93 75 84 57 49 54 0.77 0.80Balochistan 93 54 75 51 36 44 0.55 0.64Punjab 102 92 97 64 60 62 0.90 0.94Khyber Pakhtoonkhwa

102 70 87 58 45 52 0.69 0.64

Gilgit Baltistan N/ANational 99 83 91 61 54 57 0.83 0.87


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Insufficient schools in rural areas for girlsGirls protection and mobility are the main reasons for not sending themto school especially when schools are not there (Balochistan out of 150villages only 110 had schools)

Poverty undermines girls right to education. School fees/expenses for transport, clothing and books widen the gender gap: as families cannotafford to educate all their children, girls are the ones who stay at home,helping with household chores and minding siblings.Inadequate school facilities like boundary walls, useable toilets anddrinking water.In some cases early marriages for girls lead to their higher drop outrates.E conomic shocks like crop loss (income loss)/ emergencies/displacement effects girls schooling disproportionately compared to

boys.

Reasons for Gender Disparity inRural Areas


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Government to ensure that education as a fundamental right is moreaccessible to low-income families and rural population, with specialattention to girls for completing primary and secondary education throughaggressive equity focused approaches.Special subsidies and social safety nets to support girls attendance inschools at primary/middle /secondary levels with provision of mid daymeals and cash grants/vouchers.Improve school facilities by providing separate toilets for girls and

boundary walls.Girls to be provided hostel facilities along with teachers in rural middle andhigh schools.Decision by government to determine the placement of new primaryschools in areas with wide gender disparity in enrollment rates inBalochistan, Sindh and Khyber Pakhtunkhwa.E xpansion of non-formal learning options is critical for out of school girlsand boys for catch up/ second chance programs and mainstreaming informal schools when ready .

Suggested Actions


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At least 70% of the teachers in government primary/middle schools must be females .Make gender and child sensitive training a core principal in all teacher training initiatives.Allow flexible school schedules to accommodate girls work

responsibilities.The content of all educational curricula needs to be revised regularly toeliminate any material that reinforces prevalent stereotypes and injusticesagainst women/girls.Provide certified vocational training options to girls after middle and in

secondary/post secondary levels .E xtensive media campaigns to be initiated both by the public and privatesector to create awareness about the benefits of female education :entitlements for labor markets; low maternal mortality, fertility and infantmortality rates.E stablish special public employment schemes for girls who have completedhigh school education.

Suggested Actions


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Best Practice- Defining Features

The best practices criteria

Present on scale, or have elements of

scalabilityReaches out to the most marginalized

Is replicable with adaptations

Have an impact on policyAddresses MDGs & EFA Goals


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Best Practices Bangladesh-

reac h ing be y ond primar y Girls S tipends From 2000 to 2008, about 26.3 million femalestudents at secondary level received a sum of Tk. 17,367.1millions as stipend under the social safety net programs.

Every year about 2.75 million female students are providedannual stipend from Tk. 420 in Class VI to Tk. 1750 in Grade XPost Primary Education Grants in Aid to ALL SecondarySchools - 97% non-state through Monthly Payment Orders(MPOs) - 100 percent salaries as subvention Paid to 15,498secondary schools, 2,403 colleges, 7,346 Alaa Madrasah and1,088 vocational institutes (BANBEIS, 2008).CSOs BRAC/Dhaka Ahsania Mission/CAMPE supplementquality, policy and innovations

NER primary 91.1 % (boys 87.8 and girls 95%)


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Best Practices India- Quality for QuantityM

ost P rograms are t hroug h M

ulti-Stak holder partners hips Govt,Corporates; CSOs and Communities - Targeted & M easured rigorousl y

Naandi Foundation & t he Girl C hild Focus : Ensuring Children Learn is aprogram focusing on remedial education. It currently reaches out to1,500,000 students in govt. schoolsN anhi Kaali program per child support for 60,000-100,000 post primarygirls from poor urban, remote rural, tribal and conflict afflictedcommunities across 7 states of Maharashtra, Andhra Pradesh, Rajasthan,Chhattisgarh, Madhya Pradesh, Karnataka and New Delhi.Impact: Drop out rates less than 10% compared to 30% Primary & 70% atSecondary levels. Learning outcomes improved from 40% in tribalChhattisgarh to 78% in Mumbai slums.Azim Premji Foundation: Learning Guarantee Programme (LGP) in 4states of Karnataka, Rajasthan, Gujarat and Uttarakhand for qualitycompetency based assessment and improving learning outcomes


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India contd

ICICI Foundation Quality through mainstreamS tate Training Institutions S CERT/Block ResourceCentres contextualized curriculum and textbooks

Pace Setter satellite schools Disadvantaged districts Chattisgarh/Baran in Rajastahan

Read India by PrathamAims to improve learning levels of the children(age 6 to 14) in reading,writing and arithmetic33 million children across 19 states by 2009.Offers training on accelerated learning technology to govt school teachersand volunteers who teach the children in class & outside class as wellNearly 4.5 lakh volunteers have been mobilized


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Best Practices PakistanEducation Foundations :SEF, PEF, BEF, KPEEF,NEFLarge scale outreach to over 2 million childrenin disadvantaged communities remotedistricts/tehsils - mostly girls ..Public Private Partnerships is the modalityGovernment Financing Private ManagementGirls S tipends - Middle .. Very positiveoutcomes .. More girls finishing middleNeed to expand to Matric Like Bangladesh TCF - 2,000 children with 48% girls buttar eted to the oorest - CSR financed ro ram


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RecommendationsScale for a break through in Girls Education

Actions with measureable results for key indicators of 25A (Access/Quality/Equity):Access: NER at primary/middle/secondary level

Quality: Grades 2-3; 4; 5; 8; 9; 10 etc. 3Equity : The bottom quintile- gender; geographyPartnerships well tested in Pakistan need to be backedby law, scaled up but with government held responsible;

strengthened in the field and accountableEmergency programs to be re-conceptualised foraccountability and sustainable impact beyond goodsand short term services for countries like Pakistanalready in a state of silent emergency for a long time


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Documents

Best Practises in Girls Education Regional by Dr. Baela Raza Jamil