Educating girls is a surefire way to raise economic ...
Educating Girls
Educating girls is a surefire way to raise economic productivity, lower infant and maternal mortality, improve nutritional status and health, reduce poverty and wipe out HIV/AIDS and other diseases. All other development goals hinge on meeting the goals of gender parity and universal quality education.
Illiteracy is a catastrophe for any child, but particularly devastating for girls. Girls who are denied education are more vulnerable to poverty, hunger, violence, abuse, exploitation, trafficking, HIV/AIDS and other diseases and maternal mortality. If they become mothers, there is a greater chance that they will bequeath illiteracy and poverty to the next generation.
Educating girls has cascading benefits. Educated women are less likely to die in childbirth; more likely to have healthy babies; more likely to send their children to school; are better able to protect their children and themselves from HIV/AIDS, trafficking and sexual exploitation; and are more likely to contribute fully to political, social and economic development.
Educating girls benefits both boys and girls. The most effective way to ensure quality education for all children is to eliminate the barriers for girls: schools that are long distances from home, school fees and other hidden costs, lack of safe water and sanitation, discrimination and the threat of violence.
Gender parity in education will lead to gender equality in society. Educating girls is a means to an end. Quality education is the gateway to equal access to information, opportunity, self-determination, and political and social empowerment.
Poverty extinguishes hope of going to school for many children. Girls are more likely than boys to lose educational opportunities due to poverty. Destitute families often cannot afford to send all their children to school. If it means choosing between sons and daughters, girls usually lose out.
Even in cases where primary education is free, hidden costs such as books, supplies, uniforms or food may prohibit sending daughters to school. In societies where married women live with their husbands’ kin, parents find little value in investing limited funds in a daughter’s education only to see another family reap the rewards.
Other costs such as lost income or household labour, also derail girls’ chances of attending school. If household money or chores are needed, girls often land in the paid child labour force or are required to fetch water, find firewood and care for younger siblings or ill family members. There is a high correlation between work and girls’ school enrolment and completion rates. In the Lao People’s Democratic Republic, for instance, total hours worked per week strongly predicted the rate of girls’ school attendance.
Girls and women are often shackled by gender roles and outdated traditions, with male privilege and entitlement ensuring that when educational opportunities are limited, boys will take available classroom space.
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