Challenges of Girls Education in Rural Ayacucho Region of Peru - Case Study Example

Running Head: Challenges of Girls’ Education in Rural Ayacucho Region of Peru: An Overview of the Mitigation Measures An NGO Policy Brief on Realization of Universal Education Student’s Name: Course Code: Lecture’s Name: Date of presentation: Past researches have indicated that over 69 million of children fail to attend elementary school. 54 percent of these are girls. Once in school, these girls are faced with numerous challenges unlike their male counterparts, and there are more likely to drop out their school before successfully completing their studies in primary and elementary schools. Promoting gender equality and girls’ empowerment is crucial to realizing human capital development, economic growth, and poverty reduction. Government leadership under the umbrella of the United Nations have strongly committed themselves to supporting gender equality, wellbeing and rights of the girl child through a number of supportive instruments. Three Millennium Development Goals have also emphasized on the focus on the focus on girl child wellbeing and rights. MDG 2 on universal primary education puts more attention to challenges faced by girls, who form the bigger proportion of children out of primary education. MDG 3 talks about the focusing of inherent discriminatory practices that strangle girls’ right from childhood to all the way to their puberty. MDG 6 on combating HIV/AIDs focus on how to save the vulnerable girls from the pandemic. It has been a problem for rural children to access quality education in Peru. In some cases, it has been noted that the start of the girls’ puberty is often characterized by an increase in cases of school dropouts. The start of menstruation interferes with their socialization with classmates; family members and community in general and thus, have a significant effect on the education. ‘ This policy brief focuses on challenges faced by girl child in at puberty stage in Peru. The data used is based on a research carried out on remote Ayacucho district, where the rural communities survive under extreme poverty. This policy is aimed at convincing donors and public decision makers about the desperate need of tackling the challenges faced by girls in the quest to complete primary education. More specifically, it seeks to establish community and school factors that affect girls education and where necessary influence policy considerations regarding the same. The facts analyzed are also applicable in generalization to other district and regions with similar poverty levels and lifestyles. Education in Peru Generally educational standards for both boys and girls have greatly improved in the recent years in Peru. The literacy levels were 83 percent and 94 percent for females and males respectively in 2005. The enrollment of both boys and girls at the preschool and primary schools are fairly baled across the genders. However, as the pupils progress from primary schools to secondary schools remarkable differences begin to appear, particularly in the Peruvian native rural homes. For instance in 2009 in the rural areas of Ayacucho, only 49.3 percent of girls successfully finished their primary education when compared to 60.4 percent of boys. In 1998, USAID set out a campaign in Peru called New Horizons for Girls Education: Girls Education Activity (GEA). This was aimed t boosting the numbers of girls who finish primary school, especially among the indigenous rural households’ populations. In the period between 1998 and 2001, the campaign projects had realized substantial effect on the broad discourse dealing with education of girl child. The adopted activities increased general understanding about the need of girls’ education, motivated national and regional legislations meant to anchor the compulsory girl child education, and inspired projects that supported girl child education at both local and regional levels. Existing Challenges to Girl Child Education in Peru Despite the conducive legal and policy framework, girls in Peru continue to be disadvantaged in some particular ways just because of their gender. Due to enhanced patriarchal societies in this region, strong cultural and traditional taboos and practices that disadvantage the female gender still persist. Some of these cultural preferences undermine the access to education, and thus the ability to participate in decision making on issues pertaining to their interests. Serious efforts are required to transform people in this region on perceptions and attitudes that disregard equality of boys and girls in access to education and productive resources of the economy. Communities Cultural Beliefs, Customs and Practices that Prejudice Women at Puberty Changes in the Perception of family and community towards Girls In Ayacucho rural dwellings, once a girl reaches puberty, this is signified as a transformation from childhood to adulthood. At this stage, the assumed the ideal roles of female in the society i.e. performing household chores, serving males, and taking care of siblings. In addition, these young girls are seen as suitable to indulge in consensual sex activities and giving birth. During menstrual period, young girls are also bound by some weird taboo, for instance, being lethal and harmful to babies and certain plants. They are forced to assume a broader share of domestic and farming responsibilities and are assumed to be ready for marriage and bear children. Typically, when these girls are menstruating, they develop judgmental resentment of adults due to the feeling of inadequacy, rejection and exclusion; a feeling that often has adverse impact on their desire to continue with education. In these rural areas of Peru, the taboos and beliefs related puberty and o menstruation often keep these girls out of school during these periods. In this region, schools are very few relative to the vast area and population. These girls often cover long distances in untended avenues that put them on danger of being molested or sexually assaulted; this has contributed to a sizeable number of drop outs. The girls opt to stay at home which is thought to be the safest place as their mothers are always ready to protect their daughters. This often results in unnecessary school absenteeism, repetition of grade years, or in serious cases abandonment of education altogether. Majority of the formal schools lack the necessary physical infrastructure for girls to use during the menstruating period. Most schools lack clean water, wash rooms, and sanitary towels. The thought of sitting for hour with a stained garment and boys bantering on you often feel these young adults to feel uneasy and anxious. This feeling of psychological discomfort is often worsened by clinical symptoms such as cramps, headaches and general fatigue associated with monthly periods. These symptoms often contribute malnutrition, absenteeism, poor performance and ultimately dropping out of school. Some regulations and rules in schools often discourage girls to indulge from co- curricular activities during their menstrual periods. Many teachers and especially male teachers are poor informed on handling pertinent issues dealing with girls at puberty and therefore they cannot offer the necessary guidance and support that these girls require. The Role of the parents Most parents often encourage girls to drop out of school. The often stress the need for the girls to engage in domestic activities traditionally allocated to women. They reaffirm the existing believes and customs that girls need not to continue with their education as their meant to be married anyway. It is worth noting that the need to reduce the extreme poverty in this region often surpasses the need to educate the girls. Although majority of these parents are conscious of the importance of education to the future lives of their children, they can barely afford the high cost of the educating them and there they force their puberty girls to focus more on their domestic roles as this is a way of preparing them for future roles of housewives and mothers Early Marriages As stated earlier, the onset of puberty and menstruation is seen as indicator that proves that these girls are ready for marriage and starting families. Early marriage is a common practice in Ayacucho region of Peru. These marriages violates the fundamental human rights of the girls such as right to choice and dignity, right education, right to protection against violence and other forms of exploitation, and right to freedom of expression. Early marriages have therefore far reaching impacts to the growth and development potential of these young girls. Policy Implications A variety of policy actions may be applied at national, regional, community, and school level. This section of the policy brief evaluates the range of options available to ensure that the girls get to continue with their education at puberty stage; School Level Provision of adequate basic sanitary products and facilities To address the problem that these girls go through during their menstrual cycle, it is advisable that schools are equipped with necessary facilities at the best suitable sites. There should be separate washroom facility for boys and girls with adequate space and running water for cleaning. Lowly subsidized or free sanitary towels should be provided to the school going girls at puberty stage. This will enhance their morale and comfort in class. Local community groups with the assistance of non- governmental organizations, and local authority should look into the possibility of offering such products free of charge to girls hailing from this poverty stricken Ayacucho region. These will improve their sanitary hygiene, permit them to take part in a variety of co-curricular activities, and ultimately prevent them from being humiliated by their colleagues and reduce greatly the cases of dropping out of school and excessive absenteeism. Assuring of girls Safety and Security Other than the challenges of infrastructure, safety of the girls was cited as one barrier to their education. In order for these safety and security issue to be addressed, it is imperative that the community in general and the different schools to do the following: a) Educate people on violence acts of violence, harassment and sexual abuse directed against these girls b) Form community organs charged with the responsibility of protecting the school going girls against acts of violence c) The schools should formulate class timetables with teaching ending at early in the evening so that these girls can have enough time to walk home during safe hours d) Some pilot “girls only” can be established to monitor the performance of the girls and compare with the mixed schools The education should also be overhauled to improve comfort of girls at school. The relevant authorities need to devise teaching methodologies that will encourage students to attend schools as well as reducing assignment meant to be done at home. Such assign disadvantage girls because most of the time they are involved in household chores throughout the evenings. The education authorities should produce self- teaching guides for use by the girls in the remote rural areas such as Ayacucho. So if a girl is out of school either because of menstruation or other reasons, she should be in a position to cover up the lost class time by using such guiding materials. These materials can prove to be used across gender as there are also cases when boys are kept out of schools especially during major farming activity such as planting or harvesting periods. Re-training Teachers on Sex and Health Education In 1996, the central government of Peru introduced national program and guidelines on sex education in schools. In line with this, teachers can create discussion groups made up boys and girls; either mixed or separate. This may enhance dissemination of information through the use of customized and structured instructional materials and inclusion of supervision and training of teachers, from the primary to high schools. Information on health, diet and nutrition, growth and development, reproductive health need also to be incorporated in the refurbished teaching school curriculum with enough information on family life that is in line with culture, language and age of the girls. Groups such as parent teachers associations (APAFAs), Schools for Parents (Escuela de Padres) and other relevant community resource groups can be very instrumental in the formulation of these topics. Such interaction between parents and teachers is very vital in the enhancement of parent/ child relationship and communication and consequently supporting of the girls education. Provision of adequate nutrition in schools Ayacucho region is made up economically inferior population who cannot afford a descent meal all the year round. The government in conjunction should offer better nutrition and health care alternatives through school feeding programs. Community Level Provision of adequate safety and Security The local community should establish local neighborhood watch groups to offer protection to the girls especially on their way to and fro school. This will help deter the would be perpetrators from engaging in violence and sexual harassment acts against the girls Re-evaluate gender responsibility expectation and minimizing the workload on girls This policy brief supports the examination of roles that girls are expected to perform at home. To address this challenge, the community should: a) Establish awareness campaigns to sensitize parents on the socio- economic gain of educating the girl child b) Creating awareness to members of the community on the need of embracing the girl child education and reducing the workload assign to girls. c) Rallying the media to focus on issues pertaining to girl child education and thus promoting awareness campaigns The issues concerning education of girls may be articulated well through the social mobilization of the stakeholders through community meeting. The local administration officials and community leaders can build perfect community ownership and thus foster girls’ education. National Level Support of the central government, community and local leaders, and local- based organizations is crucial in expanding opportunities of education of girls. Realizing effective some of the changes recorded can take a long time and there it is only possible is such changes are anchored in national strategies and approaches. This policy brief proposes certain actions need financial resource allocation in the public sector, contribution from local community, sponsorship from donors and NGOs, and policy changes. Some of the particular strategies recommended at the national level are: a) Fostering relationship and partnership between private and public relationship to enhance particular actions aimed at improving physical structures in schools as well as donating free sanitary towels to needy girls in schools. b) Coordination of the national government, NGOs, and private business sector to improve the infrastructure of worst hit schools c) Provision of incentives for girls to successfully complete their studies in both primary and high schools d) Expand the mandate of the (National Network for Girl’s Education) to include more people as well improving its efficiency Bibliography Beyene, Y., 1989. From menarche to Menopause:Reproductive lives of peasant women in two cultures. New York:: State. C.E, C., Straatman, R. & Córdova, M., 2009. Menarche and its Implications for Educational Policy in Peru., Washington, D.C: Girls and Women's Education Policy Research Activity. Cory H, B. L., 2002. Changing Girls Education In Peru. [Online] Available at: http://www.eric.ed.gov/PDFS/ED470261.pdf [Accessed 07 May 2012]. P. Ames, V. R. a. T. P., 2010. Continuity and Respect for Diversity:Strengthening Early Transitions in Peru,. Working Paper 56, The Hague,: Bernard van Leer Foundation. p., S., B., L., H., C. & M., F., 2002. Changing Girls' Education in Peru. American Institute of Research, March, pp. 3-8. UNESCO, (2009). Education For All Global Monitoring Report 2010: Reachingthe Marginalized,, Paris: UNESCO. Read More