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

DIALOGUE ON SCALING UP PROMISING DIALOGUE ON SCALING UP PROMISING PRACTICES FOR GENDER EQUALITY AND PRACTICES FOR GENDER EQUALITY AND

GIRLS EDUCATION IN SOUTH ASIAGIRLS EDUCATION IN SOUTH ASIA Aishath Aishath ShehenazShehenaz Adam Adam

Ministry of Education, Male’, MaldivesMinistry of Education, Male’, Maldives

Lahore, Pakistan February 2006

““In no society do women yet enjoy the same In no society do women yet enjoy the same opportunities as men. They work longer hours opportunities as men. They work longer hours and they are paid less; their life chances and and they are paid less; their life chances and

choices are more restricted than for men. Girls’ choices are more restricted than for men. Girls’ unequal access to, and performance in unequal access to, and performance in

education is both a cause and a consequence education is both a cause and a consequence of these disparities. Educational inequality is a of these disparities. Educational inequality is a major infringement of the rights of women and major infringement of the rights of women and

girls and an important barrier to social and girls and an important barrier to social and economic development. The right to education economic development. The right to education

is clearly enshrined and accepted is clearly enshrined and accepted internationally. There is also a powerful internationally. There is also a powerful developmental case for gender equality. developmental case for gender equality.

Indeed, countries that heed their moral, legal Indeed, countries that heed their moral, legal and political commitments also act strongly in and political commitments also act strongly in

their own economic and social interests” their own economic and social interests” (UNESCO, 2003).(UNESCO, 2003).

Why do we need to educate Why do we need to educate girls?girls?

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

What can we do as parents, teachers, and What can we do as parents, teachers, and policy makers to decrease gender policy makers to decrease gender

disparities?disparities? As parents we can invest equally in the education of our As parents we can invest equally in the education of our

daughters and sons, redistribute the domestic workload daughters and sons, redistribute the domestic workload equally between our sons and daughters, initiate dialogue equally between our sons and daughters, initiate dialogue with children and provide them with reliable knowledge on with children and provide them with reliable knowledge on sexual behaviour, and treat our sons and daughters with sexual behaviour, and treat our sons and daughters with equal dignity and respect.equal dignity and respect.

As teachers we can treat all the children equally irrespective As teachers we can treat all the children equally irrespective of gender, create a gender friendly environment in the of gender, create a gender friendly environment in the classroom, not by word, gesture or action demean the dignity classroom, not by word, gesture or action demean the dignity of the female child or of women, and be careful not to of the female child or of women, and be careful not to promote gender stereotyping in the classroom.promote gender stereotyping in the classroom.

As policy makers we can review education policy to ensure As policy makers we can review education policy to ensure gender responsiveness, we can enact supportive legislation gender responsiveness, we can enact supportive legislation banning negative social customs, we can encourage the banning negative social customs, we can encourage the adoption of gender friendly curricula at all levels of education, adoption of gender friendly curricula at all levels of education, we can institute affirmative action on behalf of girls, we must we can institute affirmative action on behalf of girls, we must work towards universal, free, and compulsory education, and work towards universal, free, and compulsory education, and we can continuously monitor girls’ participation in education. we can continuously monitor girls’ participation in education.

The National Policy on The National Policy on GenderGender

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

Draft Education ActDraft Education Act

The aims of education in the Maldives are to The aims of education in the Maldives are to develop: develop:

• physical, mental and expressive capability; physical, mental and expressive capability; • thinking and learning skills; thinking and learning skills; • Islamic values and beliefs; Islamic values and beliefs; • skills and attitudes to be a responsible citizen; skills and attitudes to be a responsible citizen; • moral and ethical behaviour; moral and ethical behaviour; • knowledge and understanding of Maldivian knowledge and understanding of Maldivian

culture and history; and culture and history; and • the knowledge and skills for employment in the the knowledge and skills for employment in the

global economy.global economy.


The duties of the Ministry of education The duties of the Ministry of education include: include:

• provide access to education to the extent provide access to education to the extent that economic development of the country that economic development of the country needs and allows, needs and allows,

• ensure that the right of children to an ensure that the right of children to an inclusive education is observed,inclusive education is observed,

• ensure pre-school education for all ensure pre-school education for all children in the Maldives by 2015, and children in the Maldives by 2015, and

• ensure access to ten years of basic ensure access to ten years of basic schooling for all children by 2010.schooling for all children by 2010.


children have the right:children have the right:

To free tuition in primary and secondary educationTo free tuition in primary and secondary education To a safe and secure learning environmentTo a safe and secure learning environment In the case of students with physical disabilities, sensory In the case of students with physical disabilities, sensory

impairment, mental difficulties, to experience inclusive impairment, mental difficulties, to experience inclusive educationeducation

In the case of gifted children, to a programme that meet In the case of gifted children, to a programme that meet their special needstheir special needs

Of access to extra curricular education such as leisure, Of access to extra curricular education such as leisure, sports and other recreational activitiessports and other recreational activities

To financial assistance as required to ensure access to To financial assistance as required to ensure access to educationeducation

To be informed of any school decisions that may affect To be informed of any school decisions that may affect themthem

EFA goalsEFA goals Expanding and improving comprehensive early childhood Expanding and improving comprehensive early childhood

care and education especially for the most vulnerable and care and education especially for the most vulnerable and disadvantaged childrendisadvantaged children

Ensuring that by 2015 all children, particularly girls, children Ensuring that by 2015 all children, particularly girls, children in difficult circumstances have access to and complete free in difficult circumstances have access to and complete free and compulsory primary education of good qualityand compulsory primary education of good quality

Ensuring that the learning needs of all young people and Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate adults are met through equitable access to appropriate learning and life skills programmes.learning and life skills programmes.

Achieving a 50 percent improvement in levels of adult Achieving a 50 percent improvement in levels of adult literacy by 2015, and equitable access to basic and literacy by 2015, and equitable access to basic and continuing education for all adults.continuing education for all adults.

Eliminating gender disparities in primary education and Eliminating gender disparities in primary education and secondary education by 2005, and achieving gender equality secondary education by 2005, and achieving gender equality in education by 2015 with a focus on ensuring girls full and in education by 2015 with a focus on ensuring girls full and equal access to and achievement in basic education of good equal access to and achievement in basic education of good quality.quality.

Improving all aspects of the quality of education and Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.numeracy and essential life skills.

EFA Objectives for MaldivesEFA Objectives for Maldives

The most important EFA objectives for the Maldives are:The most important EFA objectives for the Maldives are:

Inclusive education especially for children with Inclusive education especially for children with special needs.special needs.

Expanding and improving early childhood care and Expanding and improving early childhood care and education (ECCE)education (ECCE)

Access to basic education (10 years of universal basic Access to basic education (10 years of universal basic education)education)

Continuing education for all adultsContinuing education for all adults Equitable access to appropriate learning and life skillsEquitable access to appropriate learning and life skills Enhancing quality of education.Enhancing quality of education.

Achieving Universal Achieving Universal Primary EducationPrimary Education

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

Eliminating Gender Eliminating Gender Disparities in EducationDisparities in Education

Maldives have reached gender parity in Maldives have reached gender parity in both primary and secondary education. both primary and secondary education. Girls account for more than 49% of the Girls account for more than 49% of the total enrolment in both primary and total enrolment in both primary and secondary education in 2004. The secondary education in 2004. The proportion of girls in lower secondary proportion of girls in lower secondary was slightly higher than boys was slightly higher than boys accounting for 53.2% in that year. The accounting for 53.2% in that year. The percentage of girls in primary education percentage of girls in primary education was at 48%. was at 48%.

36203

37847

35764

37758

34384

36670

32801

35441

31621

34548

30160

33140

5000

10000

15000

20000

25000

30000

35000

40000

FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE

1999 2000 2001 2002 2003 2004

Primary (Grades 1 - 7)

74717060

9518

8736

11368

10276

12656

11247

13594

11892

13896

12245

2000

4000

6000

8000

10000

12000

14000

FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE

1999 2000 2001 2002 2003 2004

Lower Secondary (Grades 8 - 10)

Similarly, female teachers outnumber the Similarly, female teachers outnumber the male teachers. The percentage of female male teachers. The percentage of female teachers in all levels by the end of last teachers in all levels by the end of last year was 58.2%. Out of this 78.2% are year was 58.2%. Out of this 78.2% are local teachers. Female teachers outnumber local teachers. Female teachers outnumber male teachers at the primary level. Nearly male teachers at the primary level. Nearly 7 out of every 10 primary teachers are 7 out of every 10 primary teachers are female. And this ratio is even higher at the female. And this ratio is even higher at the pre-primary level with women representing pre-primary level with women representing more than 93% of all pre-primary teachers. more than 93% of all pre-primary teachers. It is important to note however that nearly It is important to note however that nearly 39% of all local female teachers are either 39% of all local female teachers are either untrained or temporary teachers.untrained or temporary teachers.

2,383

1,026

665

1,165

-

500

1,000

1,500

2,000

2,500

F M F M

Local Expat

Teachers All Levels by Gender 2004

EARLY CHILDHOOD CARE EARLY CHILDHOOD CARE AND DEVELOPMENTAND DEVELOPMENT

A project funded by UNICEF to develop model A project funded by UNICEF to develop model community-based Early Child Care and community-based Early Child Care and Development (ECCD) Centers in Maldives is a part Development (ECCD) Centers in Maldives is a part of the Maldives National Early Childhood Care and of the Maldives National Early Childhood Care and Development (ECCD) Strategy, which is comprised Development (ECCD) Strategy, which is comprised of the following inter-related components:of the following inter-related components:

– National policy to create and enhance access to National policy to create and enhance access to opportunities and improve the quality of early childhood opportunities and improve the quality of early childhood care and development in the country.care and development in the country.

– Formation of community-based ECCD centres.Formation of community-based ECCD centres.– Capacity building for parent and teacher education.Capacity building for parent and teacher education.– A multi-media national campaign, entitled “First Steps… A multi-media national campaign, entitled “First Steps…

Maldives,” to mobilize public commitment and interest Maldives,” to mobilize public commitment and interest while providing simple and doable culturally appropriate while providing simple and doable culturally appropriate interactions that can improve the life of infants and young interactions that can improve the life of infants and young children.children.

EARLY CHILDHOOD CARE EARLY CHILDHOOD CARE AND DEVELOPMENTAND DEVELOPMENT

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

NON-FORMAL NON-FORMAL EDUCATIONEDUCATION

Special programs are conducted by the centre Special programs are conducted by the centre for continuing education.for continuing education.

Academic upgrading courses for school drop-Academic upgrading courses for school drop-outs and technical vocational courses for outs and technical vocational courses for adults.adults.

A pilot project will be conducted this year to A pilot project will be conducted this year to introduce a vocational stream in selected introduce a vocational stream in selected schools.schools.

A life skills program is also conducted by the A life skills program is also conducted by the ministry of education.ministry of education.– Under this program, trainers have been trained and Under this program, trainers have been trained and

workshops are being conducted in Male and Atolls. workshops are being conducted in Male and Atolls. Life skill education programs are also conducted for Life skill education programs are also conducted for students of grade 10, grade 6, and school leavers.students of grade 10, grade 6, and school leavers.

Improving Quality in Improving Quality in EducationEducation

Shortage of trained teachersShortage of trained teachers Currently, Maldives is experiencing a shortage of Currently, Maldives is experiencing a shortage of

trained teachers, influencing the quality of trained teachers, influencing the quality of education being provided, 40 percent of teachers education being provided, 40 percent of teachers are untrained and the education system relies are untrained and the education system relies heavily on expatriate teachers (73 percent of 2000 - heavily on expatriate teachers (73 percent of 2000 - 6th National Development Plan 2001-2005). 6th National Development Plan 2001-2005).

In addition, UNICEF is establishing Teacher In addition, UNICEF is establishing Teacher Resource Centres (TRC). In order to increase Resource Centres (TRC). In order to increase teacher capacity and availability and enhance teacher capacity and availability and enhance active teaching and learning the 20 TRCs will act as active teaching and learning the 20 TRCs will act as centres of excellence in training and material centres of excellence in training and material development for both pre- and primary level. development for both pre- and primary level. Effective functioning of the TRCs will be ensured Effective functioning of the TRCs will be ensured through adequate monitoring and evaluation. through adequate monitoring and evaluation.


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


Monitoring mechanism Monitoring mechanism

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

Highest educational Highest educational prioritiespriorities

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

Mitigating the impact of Mitigating the impact of HIV / AIDS in EducationHIV / AIDS in Education

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

Using Distance learning to Using Distance learning to overcome barriersovercome barriers

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

Administrative challengesAdministrative challenges

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

CONCLUDING CONCLUDING REMARKSREMARKS

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

Thank youThank you