Girl-child education – More needs to be done

Education is one of the most critical areas of empowerment for women, and is also an area that offers some of the clearest indicators of the discrimination women suffer. According to UNICEF National Committee Panel 13; A Network for Children, among children not attending school and dropping out of school, there are twice as many girls as boys, and among illiterate adults, there are twice as many women as men, a contrast that has persisted for decades.

During visits to Moyo District in 2016, while collecting Uwezo learning assessment school information, high levels of girl-child school dropouts were evidenced. Records seen by the Uwezo assessment team in one of the schools visited indicated high enrollment in lower classes and very low enrolments, especially of girls, in primary seven. For instance, in a class of 27 pupils in primary seven in one school, only four were girls. When this number is compared with 72 girls who are in primary four (P4), it is evident that many girls drop out before ever reaching primary seven (P7). In the same school, enrolment for girls is; P1 – 39 girls compared to 42 boys, P2- 38 girls compared to 44 boys, P3- 57girls compared to 46 boys, P4 – 72 girls compared to 87 boys, P5 – 32 girls compared to 48 boys, P6 – 21 girls compared to 20 boys and P7 – 4 girls compared to 23 boys. This clearly indicates that the number of girls enrolled begins to decline from primary five.

One of the major factors hampering girl-child education, in this case in Moyo district, is early pregnancy. This was confirmed by the Deputy Head teacher of Arrak Primary School (real name withheld), who indicated that in 2016 they had two students with terminations of early pregnancy; one in primary two and the other in primary four. It is commonly believed that some of these children are married off by their parents in an attempt to make quick wealth, but also given the long distances some of the girls must walk to and from school, they are exposed to incidences of defilement.

It is imperative to point out that when a girl or a woman is not educated; it is not only her who suffers, but the entire family bears the consequences of her illiteracy. According to the Uwezo 2011 findings, children whose mothers are educated tend to perform better in Basic English reading and Mathematics. Only three out of every 10 of children in P3 to P7 whose mothers had never acquired any level of education could read and understand a P2 level story text, compared to six out of every 10 of children in P3-P7 whose mothers had post-secondary level of education who could read and understand a P2 level story text.

Women must understand and appreciate that education can actually end the vicious cycle of poverty affecting them, and that it is only through education that their misfortunes can be addressed, so that they can live life with pride. All concerned key stakeholders should encourage girl- child education as a key step towards creating a balanced and healthy society.