This post has been written by Macarena Romero, from the Public Affairs and Advocacy Programme, International Federation Fe y Alegría.
Goal number 5 in EFA Report pointed out already in 2000 directly towards “erasing disparities between genders in primary and secondary school from now to 2005 and achieve before 2015 equality between gender education realted, particularly guarateeing girls a whole equitable access to quality basic education, as well as good performance.” Since the World Education Forum in 2000 in Dakar, Senegal, progresses made towards equity among gender in primary education have been uneven. From the 145 countries on which there were information available, less than half of them, 43% have reached gender equality in primary and secondary enrollment, or it is likely be achieved in 2015. Just a little bit more than one fourth part, the 27% is likely to achieve equality in primary education, but not in secondary school. Among the achievements, we must highlight three; disparities are decreasing between gender in secondary school. Now, out of 133 countries, there are 19 countries, above all in the Occidental and Meridional Asia, with less than 90 scholarized girls for every 100 boys compared to 30 countries there were in 1999. If we speak in legislative terms, in 40 of the 59 states members that responded it is strictly referenced in their bills and educative laws to guarantee the right to education to women. Efforts made show, above all, in women training to be teachers, that has increased in , for example, Nepal, 19% the promotion internationally of many relevant activists for the education of girls and national subsidies programmes in many countries have also helped focus in increasing the number of girls who enroll in schools.
On the right of the shadows, they persist mainly access problems to education of girls due to issues related to child marriage and teenager pregnancies as well as sexist violence (physical, sexual and psicological) in the schools properly, which, added to the difficulties to measure real equality in gender in schools. Progresses have been uneven, because those who are the poorest girls have least chances to get schoolarized. For example, in Pakistan, less than 70 girls for every 100 boys have been to school at some point. Furthermore, it is alarming how disparities increase in gender in male and female youngsters in Latin America and the Caribbean, as well as in some of the poorest countries like Myanmar, Bangladesh or Rwanda.
Looking towards 2030, the international community and the education sector of the civil society has effectively included as Goal number 4 (out of 27) in the Sustainable Development Goals agenda “guarantee an equitable, inclussive quality education and promote longlife learning opportunities for everyone” highlighting the adjective inclusion and equitable as a sinequanone requirement to achieve the real and effective education for all we pursue. Therefore, gender under a magnifying glass becomes an inalienable framework to work from if inequlities in the access to education wants to be really eased that historically have been the founding walls of the educative structures in more countries than we mus allow ourselves. The word inclusion, must, unreservedly, turn into a real acknowledgment of women as rights generator engines.