DIALOGUE ON SCALING UP PROMISING PRACTICES FOR GENDER

DIALOGUE ON SCALING UP PROMISING PRACTICES FOR GENDER EQUALITY AND GIRLS EDUCATION IN SOUTH ASIA Aishath Shehenaz Adam Ministry of Education, Male’, Maldives Lahore, Pakistan February 2006

“In no society do women yet enjoy the same opportunities as men. They work longer hours and they are paid less; their life chances and choices are more restricted than for men. Girls’ unequal access to, and performance in education is both a cause and a consequence of these disparities. Educational inequality is a major infringement of the rights of women and girls and an important barrier to social and economic development. The right to education is clearly enshrined and accepted internationally. There is also a powerful developmental case for gender equality. Indeed, countries that heed their moral, legal and political commitments also act strongly in their own economic and social interests” (UNESCO, 2003).

Why do we need to educate girls? It is a basic human right that promotes gender equity. It provides positive values and skills for personal and national development. It has multiple effects, empowering women to bring about other necessary changes investing more in family welfare especially the education of girls.

What can we do as parents, teachers, and policy makers to decrease gender disparities? As parents we can invest equally in the education of our daughters and sons, redistribute the domestic workload equally between our sons and daughters, initiate dialogue with children and provide them with reliable knowledge on sexual behaviour, and treat our sons and daughters with equal dignity and respect. n As teachers we can treat all the children equally irrespective of gender, create a gender friendly environment in the classroom, not by word, gesture or action demean the dignity of the female child or of women, and be careful not to promote gender stereotyping in the classroom. n As policy makers we can review education policy to ensure gender responsiveness, we can enact supportive legislation banning negative social customs, we can encourage the adoption of gender friendly curricula at all levels of education, we can institute affirmative action on behalf of girls, we must work towards universal, free, and compulsory education, and we can continuously monitor girls’ participation in education. n

The National Policy on Gender The Government of Maldives is committed to the principles of gender equality. The Maldives Vision 2020 envisages that within the next two decades, women and men will participate in political, social and economic activities on an equal footing. Indeed, commitment of the Government of the Republic of Maldives has resulted in considerable progress in it’s’ endeavour to achieve gender equality. While achievements are notable, women are still at the periphery and more needs to done to accelerate the achievements of the goals and targets set for women. The challenge ahead, as a nation, is to accelerate efforts towards the early implementation of effective strategies to attain gender equality, and to face new challenges without restrain. The Maldives will adopt gender mainstreaming as a key strategy to eliminate gender disparities, attain gender equality, and promote gender equity.

Draft Education Act The aims of education in the Maldives are to develop: • • physical, mental and expressive capability; thinking and learning skills; Islamic values and beliefs; skills and attitudes to be a responsible citizen; moral and ethical behaviour; knowledge and understanding of Maldivian culture and history; and the knowledge and skills for employment in the global economy.

Draft Education Act The duties of the Ministry of education include: • provide access to education to the extent that economic development of the country needs and allows, • ensure that the right of children to an inclusive education is observed, • ensure pre-school education for all children in the Maldives by 2015, and • ensure access to ten years of basic schooling for all children by 2010.

Draft Education Act children have the right: n n n n To free tuition in primary and secondary education To a safe and secure learning environment In the case of students with physical disabilities, sensory impairment, mental difficulties, to experience inclusive education In the case of gifted children, to a programme that meet their special needs Of access to extra curricular education such as leisure, sports and other recreational activities To financial assistance as required to ensure access to education To be informed of any school decisions that may affect them

EFA goals n n n Expanding and improving comprehensive early childhood care and education especially for the most vulnerable and disadvantaged children Ensuring that by 2015 all children, particularly girls, children in difficult circumstances have access to and complete free and compulsory primary education of good quality Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. Achieving a 50 percent improvement in levels of adult literacy by 2015, and equitable access to basic and continuing education for all adults. Eliminating gender disparities in primary education and secondary education by 2005, and achieving gender equality in education by 2015 with a focus on ensuring girls full and equal access to and achievement in basic education of good quality. Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

EFA Objectives for Maldives The most important EFA objectives for the Maldives are: n n n Inclusive education especially for children with special needs. Expanding and improving early childhood care and education (ECCE) Access to basic education (10 years of universal basic education) Continuing education for all adults Equitable access to appropriate learning and life skills Enhancing quality of education.

Achieving Universal Primary Education Primary education in the Maldives begins at the age of 6; the age at which children enter a 7 -year cycle starting in Grade 1 and ending in Grade 7. Maldives has successfully achieved universal seven years of primary education. The net enrolment ratio for the primary level stands at over 99 percent.

Eliminating Gender Disparities in Education Maldives have reached gender parity in both primary and secondary education. Girls account for more than 49% of the total enrolment in both primary and secondary education in 2004. The proportion of girls in lower secondary was slightly higher than boys accounting for 53. 2% in that year. The percentage of girls in primary education was at 48%.

Similarly, female teachers outnumber the male teachers. The percentage of female teachers in all levels by the end of last year was 58. 2%. Out of this 78. 2% are local teachers. Female teachers outnumber male teachers at the primary level. Nearly 7 out of every 10 primary teachers are female. And this ratio is even higher at the pre-primary level with women representing more than 93% of all pre-primary teachers. It is important to note however that nearly 39% of all local female teachers are either untrained or temporary teachers.

EARLY CHILDHOOD CARE AND DEVELOPMENT n A project funded by UNICEF to develop model communitybased Early Child Care and Development (ECCD) Centers in Maldives is a part of the Maldives National Early Childhood Care and Development (ECCD) Strategy, which is comprised of the following inter-related components: – National policy to create and enhance access to opportunities and improve the quality of early childhood care and development in the country. – Formation of community-based ECCD centres. – Capacity building for parent and teacher education. – A multi-media national campaign, entitled “First Steps… Maldives, ” to mobilize public commitment and interest while providing simple and doable culturally appropriate interactions that can improve the life of infants and young children.

EARLY CHILDHOOD CARE AND DEVELOPMENT Another project funded by UNICEF is the underserved schools project. Student achievement in these schools was well below the average performance level in other schools in Maldives, alternative teaching and learning methods were investigated in order to develop a method that is more appropriate for the needs of the children in the selected schools. Hence, child-friendly school environment has been introduced and childcentred teaching techniques and learning strategies have been adopted in these schools.

NON-FORMAL EDUCATION Special programs are conducted by the centre for continuing education. n Academic upgrading courses for school dropouts and technical vocational courses for adults. n A pilot project will be conducted this year to introduce a vocational stream in selected schools. n A life skills program is also conducted by the ministry of education. n – Under this program, trainers have been trained and workshops are being conducted in Male and Atolls. Life skill education programs are also conducted for students of grade 10, grade 6, and school leavers.

Improving Quality in Education Shortage of trained teachers Currently, Maldives is experiencing a shortage of trained teachers, influencing the quality of education being provided, 40 percent of teachers are untrained and the education system relies heavily on expatriate teachers (73 percent of 2000 - 6 th National Development Plan 20012005). n In addition, UNICEF is establishing Teacher Resource Centres (TRC). In order to increase teacher capacity and availability and enhance active teaching and learning the 20 TRCs will act as centres of excellence in training and material development for both pre- and primary level. Effective functioning of the TRCs will be ensured through adequate monitoring and evaluation. n

Improving Quality in Education Student teacher ratio The student teacher ratio of 21: 1 (at the primary level in the year 2000) in other context would be considered extremely favourable. In the context of Maldives this ratio barely meets the need, as due to the nature of the population distribution, resources have to be provided to each island, in spite of the small numbers residing on most islands. There are presently 2221 teachers teaching Grades 1 -5 and 914 teaching Grades 6 -7.

Improving Quality in Education Monitoring mechanism n Ministry of Education has a section (school supervision and quality improvement section) which deals with supervision, monitoring and quality improvement of schools. Whole school supervision are conducted in a selected number of schools every year. In addition tele supervision (via phone) and school visits are also made to a number of schools every year.

Highest educational priorities With universal primary education achieved, the highest educational priorities currently for Maldives include the need for the expansion of secondary education, quality enhancement of education at all levels and reduction in the barriers that prevent many children accessing educational services.

Mitigating the impact of HIV / AIDS in Education In the Maldives, there have been very few cases of HIV/AIDS. No child or a teacher has so far been reported to be affected. However, various awareness programmes are being conducted for the secondary and higher secondary students regarding the pandemic which is spreading very fast in some of its closest neighbours.

Using Distance learning to overcome barriers The Centre for Open Learning is established for providing training in distance learning mode for the untrained teachers and teachers with very basic training who are in service. The main areas are English for Further Studies and a course on Advanced Certificate for Primary Teaching. All the Atoll schools are reached in these trainings.

Administrative challenges The education system faces significant administrative challenges given that a total of 337 schools are dispersed widely over 199 island communities. Supervision, distribution of education materials and professional development opportunities are constrained by the physical geography. An increase in human resource capacity and administrative reform is essential to bring about the changes required for the increase in access to and quality of education.

CONCLUDING REMARKS In conclusion, “by 2015, we are collectively committed gender equality in education. So this is not just a matter of numbers. Parity is important, but it is not enough. Education is a right. This requires equal access to good quality education for all; a learning process in which girls and boys, and women and men, have equal chances of fully developing their talents; and outcomes that bestow social and economic benefits on every citizen without discrimination. These benefits are immense. And they are attainable” (UNESCO, 2003).

Thank you