Fewer Barriers Against Schooling For Girls

Press, Volume CII, Issue 30130, 14 May 1963, Page 2

Fewer Barriers Against Schooling For Girls

[By

RICHARD GREENOUGH]

Although there has been a spectacular rise in the number of girls receiving elementary education all around the world, schooling for girls is still a serious problem in many countries.

This is a general conclusion reached m a survey, carried out by U.N.EJS.C.O. for the United Nations Commission on the Status of Women, regarding the opportunities for girls in elementary education in 82 countries and territories. About four million children of elementary school age were covered in the survey.

The commission has adopted a resolution urging the United Nations Economic and Social Council to recommend to all U.N. member states equal educational rights and facilities for boys and girls. The report on the results of the survey says that, since girls generally constitute about 49 to 50 per cent, of the population aged 5 to 14. it may be considered that elementary school enrolment of girls, in relation to that of' boys, is satisfactory if they make up 46 per cent, or more of the total number of children enrolled. . On this basis, the survey shows that in 50 countries and territories the situation is "satisfactory’': in 11 others, girls constituted between 40 and 45 per cent, of the enrolment; in 12, between 30 and 39 per cent.; in six, between 20 and 29 per cent. In one country the percentage was between 10 and 10 per cent., and in one other it was below 10 per cent. Top of the list, ahead of countries such as the United States, United Kingdom. France. Norway, Czechoslovakia and Chile, all with 49 per cent., is Basutoland with 63 per cent. This is mainly because the boys there have to work on farms. The report notes, that there is a “deflnite trend” nowadays towards an increase in the number of girl pupils and. in the majority of countries for which comparative information was available, this trend has been in evidence for the last 10 to 25 years Among countries which are making strides towards offering girls the same opportunities as boys in elementary education are, Burma. Jordan, Jugoslavia and Ecuador. Analysing the situation in many countries where the elementary schooling of girls is still a serious problem, the survey disclosed that a large number of girls never finish school. Drop Out "Among the countries which replied to the inquiry, this situation obtains mainly in the developing countries, particularly in Asia, Africa and the Arab States, which deplores the fact that the number of girls attending elementary school—small in any case—is often seriously reduced by the dropping out of large numbers of pupils," savs the report. This dropping out, mentioned with varying degrees of importance by half of the countries that replied to the questionnaire, constitutes one of the most serious problems in elementary education. According to the report, the reasons are usually economic (the cost of studies, need for child labour at home or in the fields), or related to the way in which the education services are organised (shortage and remoteness of schools, lack of teachers and school equipment) The factors most often mentioned are the need to work in the home, prejudice against school education for girls in particular, traditions confining women to the home and housework, superstition, and early marriage "Corrupts Them” For example, the reply from Togo mentions a prejudice that education corrupts women and makes them permanent rebels against marital and parental authority India notes that marriage is regarded as tne culmination of a girl's existence and that education is sometimes seen as an

obstacle to marriage. Since, in some areas, the rple of women in public life is not yet accepted, paid work by wonten cannot be sanctioned and consequently cannot justify their education of arouse the desire for it Resistance to girls’ education, notes Nigeria (Northern Regioni. is not only due to the parents; it also exists in the minds of the girls themselves, who do not see the value of education. Quite a number of countries, according to the report, have taken steps to correct the imbalance between the enrolment of boys and girls in elementary schools. These efforts have been made on a psychological level; combating prejudice, and trying to make the parents understand the purpose and value of education. Many measures have also been taken to improve education: better distribution of schools; transport of pupils: training of a larger number of schoolmistresses; creation of girls’ schools when the opposition to co-education is so strong no positive results can be achieved by a direct attack; and better adaptation of curricula to local needs. Economic prosperity and

the improvement in the standards of living achieved in many countries have made elementary education more accessible to girls, the survey found. As a result of these economic changes, which are closely linked with social changes, women are called on more- and more either to take up new professions, or to j take posts which formerly were held only by rrien.

‘‘Parents, who are becoming increasingly conscious of their duties to their daughters,” says the reply from Morocco, “send bhgtn to school to give them an opportunity of learning a skill or receiving instruction which will enable them to find a position in the future, realising that women nowadays are able to play an important role in society.” The Philippines reported: “Even professions such as engineering, agriculture, law and medicine, which hitherto were pursued only by men are now open to women as well. Social prejudice against women participating in politics or going out of the home to seek employment in government or private firms no longer exists.” The survey shows that great progress has been made in many countries to provide elementary education for girls. It should not be forgotten, however, that there are still more than 1000 million illiterates among the world’s population and that the majority of them are women. This gives some measure of the task to be achieved.—(U.N.E.S.C.O.)