<<previous  |  index  |  next>>

VII. Particular Challenges for Girls

The Millennium Development Goals set in 2000 called for the elimination of gender disparities in primary and secondary education preferably by 2005 and at all levels by 2015. Yet in some parts of the world, gender disparities are growing ever wider. As illustrated throughout this document, girls face particular obstacles in gaining access to schooling, and being able to learn in a safe environment. 

Traditional biases against educating girls often cause parents to give their sons priority over their daughters for schooling, particularly when school fees or poverty make it difficult for parents to send all of their children to school. Such discrimination is becoming more acute in many countries, particularly in sub-Saharan Africa, as the HIV/AIDS pandemic worsens. When parents or other family members become sick with HIV/AIDS, it is often girls who are pulled out of school to care for them. Once removed from the school system, many never return to school. In many areas of Africa heavily affected by AIDS, rates of school completion for girls are declining when compared to boys. This contributes, in turn, to higher HIV infection rates for girls than for boys in many countries.

Girls are preferred for certain kinds of child labor, particularly domestic work, which the ILO estimates involves more girls than any other form of child labor. The demand for girls as domestic workers draws girls out of school, and once they begin working, their typically long working hours makes it difficult if not impossible for girls to continue their education. The practice of trafficking exploits and exacerbates traditional practices of sending girls into domestic labor instead of to school, as increasing numbers of girls are trafficked into domestic servitude far from their own homes.

Violence in and near schools also uniquely affects girls. Girls are particularly vulnerable to sexual violence by classmates and teachers, as seen for example in South Africa, compromising their ability to learn in a safe environment, and in some cases driving them out of school altogether. In other cases, the necessity of traveling dangerous routes to get to school keeps many girls home. As discussed above, child laborers who work during the day may be reluctant to take advantage of evening classes because of greater risks of traveling alone after dark. In Iraq, widespread reports of sexual violence and abduction of girls since the US-led war and occupation has kept many girls out of school.

To achieve gender equity in education, governments must give focused attention to the particular obstacles that deny girls their right to education, and ensure sustained efforts to address them. These include improving security, investigating and prosecuting those responsible for sexual violence against girls, educating families and communities about the benefits of girls’ education, and making special efforts to retain girls in the school system and address the reasons that lead them to drop out.

Recommendations

• Governments should address security needs for girls, ensuring safe passage to and from school; promising practices may include increased police presence or provisions for girls to travel in groups or be provided with escorts.

• Governments should establish accessible mechanisms for girls to make confidential complaints regarding sexual harassment or violence by other students, teachers, staff or principals. Ensure the prompt and effective investigation of such complaints, and prompt and appropriate disciplinary action against perpetrators, including counseling, suspension, termination and prosecution when necessary. Bring criminal charges where indicated.

• Governments should provide incentives for girls to attend school; promising practices include free meals, and stipends conditional on school attendance.

• Governments should address gender inequalities that lead girls to be withdrawn from school to support families affected by AIDS. Sensitize families and communities about the importance of keeping girls in school as a safeguard against HIV infection. Ensure that programs to combat child labor, particularly child prostitution and child domestic labor, have a clear HIV/AIDS component.

• Governments should amend national laws as necessary to ensure that domestic workers receive the same rights as other workers, including a minimum wage, time off, and limits on hours of work, and that the minimum age for employment conforms to international standards and is effectively enforced.