Deltawomen Newsletter Issue 14

Editor In Chief Elsie Ijorogu Reed Managing Editor and Coordinator Kirthi Jayakumar Contributors Belinda-Rose Young Federica Busiello Miriam Bentham Renee Grozelle Designer Kirthi Jayakumar

By: Belinda-Rose Young

Education has the undeniable ability to change the lives of those who seek it. Components of it, such as literacy, can impact the future of individuals everywhere. Indeed, it is through education that people come to: learn about the world; discover their passion(s); communicate opinions and ideas; enjoy leisurely material; and enrich their everyday lives. To deny education is to deny a person the opportunity to develop intellectually, emotionally, and socially, thus leaving a physically mature, yet hollow individual.

According to UNICEF and UNESCO, of the 115 million 6 to 12 year olds out of school, 60% are girls (as cited in Women Deliver, 2014) and only 30% of all eligible girls are enrolled in secondary school. Worldwide, there are 163 million illiterate children, 63% of whom are female (as cited in Women Deliver, 2014). There are many factors that contribute to the internationally low school attendance of young girls. Many of the barriers to education stem from a lack of financial resources. These include, but are not limited to fees for: school tuition; transportation; books; uniforms; and sanitary napkins (UNICEF, 2011; Women Deliver, 2014). In addition to the pronounced costs associated with education, cultural biases may exacerbate the issue of negating a girls right to education. This can be seen when parents choose not to send their daughter to school because, culturally, girls are expected to work at home and join their husbands family at marriage. Due to this gender role expectation, it is not seen as a loss if girls remain uneducated (Women Deliver, 2014). A decision to keep their daughter at home may also occur if parents can only afford to send either their son or daughter to school. It should be known that the intent of this article is not to disparage cultural ideas, but to point out social

The Link between Economic Empowerment and the Education of

Young Girls

www.deltawomen.org [email protected] 1

June 2014

norms that potentially limit that very societys ability to grow. A way in which the culture may be limited is by its indirect support of poverty. Internationally, women are disproportionately impoverished, yet are valuable assets to economic growth; as their inclusion in the workforce can lead to stable economies (Canadian Executive Service Organization [CESO], 2013) In addition, provision of financial resources will not only better the employed women, but also their families and communities as research shows that economically empowered women tend to invest into both areas (Soroptimist, 2013). To be economically empowered means to have the opportunities to generate income and the power over your own finances. Indeed, the reciprocal nature of economics and education is visible. For education provides the skills necessary for employment, and it is the same financial gain from employment that can be used to pay for education of children. Thus, it would behoove societies everywhere to consider how fees associated with primary and secondary education may be mitigated or eliminated for its own betterment and longevity. Education is a right that should be enjoyed by everyone, but its particularly weighty for girls and women as it is not only an entry point for other opportunities, but it has a ripple effect on the development of societies at large (UNFPA, n.d.). With this knowledge, the 1994 Cairo Consensus recognized and put forth that universal primary education should be a Millennium Development Goal for 2015 (UNFPA, n.d.). Though great strides have been made to close the gap, there is still much to be done. Through economic empowerment of women, there is hope to achieve this communal goal.


By Federica Busiello Early marriage, often referred to as child marriage, is defined as the marriage of a child of less than eighteen years of age, and is a globally widespread practice. While boys are sometimes married early as well, early marriage mostly affects girls, who are often married to men at least a decade older. According to UNFPA, up to 4,615,000 Nigerian girls will be married as children by 2030. Globally, it is estimated that 142 million girls will be married by 2020. In Nigeria, almost half of married women were married before they turned eighteen, one in five were married by age fifteen. Women living in rural areas marry earlier that those living in urban areas. Poverty is a key factor, as 66% of girls among Nigerias poorest 20% are married early, against 12% of girls in Nigerias richest quintile. Lack of education is another risk factor; the median age of marriage among women with no education is as low as 15.5 years. Aside from poverty and lack of education, reasons for early marriage include traditional beliefs and practices; the belief that a marriage will increase the social status of the family and the girl, and create and improve bonds among tribes, clans and villages; concerns by the family to preserve the girls virginity and chastity, and protect her from sexually transmitted diseases. However, early marriage disrupts a girls childhood and affects both her future and her health. It is a grave human rights violation, of a girls rights to education, freedom from violence, reproductive rights, access to reproductive and health care, employment, freedom of movement, and the right to consensual marriage.

Early marriage robbing girls of their future

Child marriage often ends a girls education prospects and reduces her life choices, as she becomes financially dependent on her husband. A girl leaving such a marriage is vulnerable poverty, and at risk of being shunned by her family and community. The health risks of early marriage are particularly high. Early pregnancy is high among child brides; in Nigeria, for example, sixty two percent of married girls younger that nineteen have already began childbearing. Childbirth is the main cause of death among adolescent girls in developing countries. Girls physical immaturity makes it more likely for labour complications to occur, which, together with the lack of efficient emergency obstetric services, puts girls at risk. Obstructed labour can result in obstetric fistula, a condition that causes incontinence, which in turn, will cause not only pain and infections, but also shame and rejection by the community. Children born of early pregnancy are also at higher risk of illness and death: children born to a girl under 18 are 60% more likely to die within their first year than children born to women over nineteen. Early marriage puts a girl at risk of sexual and emotional abuse, which can have devastating mental health consequences. Early sexual relations also put girls at higher risk of STDs, particularly HIV and human papilloma virus (HPV), the cause of cervical cancer. Early marriage is a practice that must end. In Nigeria, the Child Rights Act (2003) prohibits child marriage. However, while laws are a first step, social change is still necessary. Policies and programmes are required to promote change in the communities, through awareness raising, community education, engagement of local and religious leaders, and parents. Girls themselves must also be empowered with information, skills, support networks, economic support and incentives, and access to quality education. Girls who marry later will have a greater chance of educating themselves and exiting poverty, creating in turn, a better chance for the next generation.

SOURCES: Federal Government of Nigeria (2004) Country Report on Violence Against Children http://www2.ohchr.org/english/bodies/CRC/docs/study/responses/Nigeria.pdf Girls not Brides, Child Marriage Around the World: Nigeria, Accessed on 06 June 2014 http://www.girlsnotbrides.org/child-marriage/nigeria/ Human Rights Watch (2013) Q & A: Child Marriage and Violations of Girls' Rights http://www.hrw.org/news/2013/06/14/q-child-marriage-and-violations-girls-rights International Centre for Research on Women (2006) Child Marriage by the Numbers http://www.icrw.org/files/images/Child-Marriage-Fact-Sheet-By-The-Numbers.pdf International Centre for Research on Women (2013) Solutions to End Child Marriage - Summary of the Evidence http://www.icrw.org/publications/solutions-end-child-marriage-0 National Population Commission (NPC) [Nigeria] and ICF Macro. 2009. Nigeria Demographic and Health Survey 2008. Abuja, Nigeria: National Population Commission and ICF Macro. http://dhsprogram.com/pubs/pdf/FR222/FR222.pdf National Population Commission (NPC) and ICF Macro. 2009. Nigeria Demographic and Health Survey 2008: Key http://dhsprogram.com/pubs/pdf/SR173/SR173.pdf Nour, N. M. (2006) Health Consequences of Child Marriage in Africa http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3372345/ Population Council (2004) Child Marriage Briefing Nigeria http://www.popcouncil.org/uploads/pdfs/briefingsheets/NIGERIA.pdf


By Miriam Bentham Education is transformative. It is the key to poverty reduction and is the least expensive and most effective way to tackle inequality most significantly, female inequality. This is due to the ripple effect of female education on future generations. Educated girls marry later. They have fewer children. Children born to educated, older women are often healthier and are encouraged to remain in education themselves, and so the positive cycle continues. Inequality and rising education levels cannot coexist. Nowhere else is the equalising power of education more evident than in Islamic fundamentalists fear of it. To groups like Boko Haram and the Taliban who believe the womans place is in the home, to be married young with children; to live domestic lives and covet modesty and virtue above all else education poses the biggest threat to their ultraconservative ideals. Educated women are more independent; they are less likely to abide by traditions that repress them and keep them subservient to men. In Afghanistan, Taliban militants have thrown acid on girls for daring to go to school. In Pakistan, they shot Malala Yousafzai for speaking up about girls rights to education. More recently, an extremist group called Tanzeem-ul-Islami-ul-Furqan has threatened girls schools in Balochistans Panjgur district. These groups proclaim that womens inferiority is divinely decreed, quoting their own extremist brand of Sharia law. But this barbaric interpretation bears no relation to the concept of Islamic law found in Islam's scripture, or in the example of its prophet. www.deltawomen.org [email protected] 4

Education: inequalitys antidote The 276 girls currently held by Boko Haram were kidnapped under a belief summed up in the groups name, which translates to: Western education is sinful. Its leader, Abubakar Shekau, confirmed that the girls, on track to becoming Nigerias next lawyers, teachers and doctors, were kidnapped because the education they were receiving at Chiboks government girls secondary school was haram. Shekau branded the girls pursuit of their dreams and destinies sinful, and in the same breath declared that he would Give their hands in marriage because they are our slaves. We would marry them at the age of 9. We would marry them at the age of 12. Why are Islamists so scared of girls and their educations? The answer is an edifying one: Because girls grow up. They grow up to become surgeons, biochemists, astronauts, teachers, lawyers, and journalists. They spread their knowledge and the power it brings to other girls who spread it further

still. It is the potential of these girls that terrifies extremists, because a nation of educated women is one where the threat of men with guns and toxic beliefs holds little sway. Education is more transformative than fundamentalism and is more powerful than artillery. As international outrage over the kidnappings swells in protests from Dakar to London, Glasgow to Los Angeles, we all look to Nigeria hoping for the girls safe return and are left with more reason than ever to fight for their right to education.

By Renee Grozelle In most developing countries the investment in aiding the expansion of girls education is an important issue (Patience, 2013). Nigeria has been noted as facing numerous challenges in addressing the issue of gender disparities in primary and secondary education (Geo-JaJa, Payne, Hallam & Baum, 2009). Although education is important, a large number of women in Nigeria are still excluded (Aja-Okorie, 2013). It is through education that individuals are better able to claim their rights and realize their potential in social, economic, and political arenas (Aderinto, 2001; Ucha, 2010). An important question is consistently raised: Why are Nigerian girls failing to attain an education? Research has suggested that the primary reasons that inhibit girls from going to school have been linked to religious misinterpretation, economic and poverty issues, and early pregnancy and marriage (Dauda, 2007; Ozele, 2007). It is estimated that out of the 121 million children globally that do not attend school, 65 million of them are girls (Jaulmes, 2007). Access to fundamental education has remained low in Nigeria, specifically in northern states (Geo-JaJa, Payne, Hallam & Baum, 2009). Studies have shown that fewer than 20% of women living in the North East and North West area of the country have gone to school (Jaulmes, 2007). Through education, women can be given better opportunities and will be provided with a more in-depth understanding and knowledge surrounding their reproductive and legal rights (Akpotor, 2009). Girls are given essential life skills through education, increasing social participation and self-confidence (Dauda, 2007). www.deltawomen.org [email protected] 4

Education DISCRIMINATION Throughout the world women are subjected to subordination and discrimination in society (Geo-JaJa, Payne, Hallam & Baum, 2009). However, research has suggested that the subordination of women is higher in developing countries (Aderinto, 2001; Herz & Sperling, 2004). Education has been viewed as an essential element of empowerment and liberation for women in Nigeria, increasing womens status in public and domestic spheres (Akpotor, 2009; Patience, 2013). In Nigeria, social inequality significantly impacts the content and provisions of girls ability to stay in school and attain an education (Jaulmes, 2007; Ucha, 2010). Male decision making and authority, definitions of masculinity, economic inequality between women and men, and restricting gender roles significantly contribute to discrimination against women at the social level (Aderinto, 2001). Although some progress has been made in achieving gender equality in education, there are still a large number of countries that are far from accomplishing this task (Herz & Sperling, 2004). Gender biases continue within classrooms through learning materials and textbooks that portray men and women in stereotypical roles such as women being portrayed as doing housework and taking care of the family while men are shown playing sports and working (Dladla & Moon, 2002). Moreover, the interactions and practices of teachers can impact students perceptions of gender roles (UNICEF, 2007).

SOCIAL AND FAMILY Dominant social and economic rationale causes the investment in sons education instead of daughters which intensifies gender disparities (Aderinto, 2001; Dauda, 2007). Daughters are viewed as being less valuable once they are educated as they are

A countries development benefits from providing girls with a proper education and empowers communities and individuals (Herz & Sperling, 2004). School management committees should be created with the help of community participation and involvement (Dauda, 2007). Existing curricula should be reviewed and plans to implement gender sensitivity in teaching (Dladla & Moon, 2002; Jaulmes, 2007). More female teachers are needed in order to mentor girls and serve as role models (Aderinto, 200). REFERENCES Aderinto, A. A. (2001). Subordinated by Culture: Constraints of Women in a Rural Yoruba Community, Nigeria. Nordic journal of African studies, 10(2), 176-187. Aja-Okorie, U. (2013). Women Education in Nigeria: Problems and Implications for Family Role and Stability. European Scientific Journal, 9(28). Akpotor, J. (2009). Promotion of Gender Equality and Women Empowerment: A Millennium Development Goal. Gender and Behaviour, 7(2), 2504-2516. Dauda, R. O. S. (2007). Female Education and Nigeria's Development Strategies Lots of Talk, Little Action?. Indian Journal of Gender Studies, 14(3), 461-479. Dladla, N., & Moon, B. (2002, July). Challenging the Assumptions about Teacher Education and Training in Sub-Saharan Africa: A New Role for Open Learning and ICT. In Pan-Commonwealth Forum on Open Learning. International Convention Centre, Durban, South Africa, Open University. Ebigbo, P. O. (2003). Street Children: The Core of Child Abuse and Neglect in Nigeria. Children, Youth and Environments, 13(1), 22-31. Garba, P. K. (1999). An Endogenous Empowerment Strategy: A Case-Study of Nigerian Women. Development in Practice, 9(1-2), 130-141. Geo-JaJa, M. A., Payne, S. J., Hallam, P. R., & Baum, D. R. (2009). Gender Equity and Women Empowerment in Africa: The Education and Economic Globalization Nexus. In Race, Ethnicity and Gender in Education (pp. 97-121). Springer Netherlands. Herz, B. K., & Sperling, G. B. (2004). What Works in Girls' Education: Evidence and Policies from the Developing World. Council on Foreign Relations. Jaulmes, C. (2007). Information Sheet Girls Education: Nigeria Country Office. Nigeria: UNICEF. Ozele, A. (Director) (2007, November 4). Cultural Paternalism and the Challenges of Educating Nigerian Women. Annual Meeting of Religious Education Association. Lecture conducted from, Boston, Massachusetts. Patience, O. (2013). Open Distance Learning: An Imperative to Womens Educational Status and National Development: A Study of Bende Local Government Area of Abia State Nigeria. Ucha, C. (2010). Poverty in Nigeria: Some Dimensions and Contributing Factors. Global Majority E-Journal, 1(1), 46-56. Ukpore, B. A. (2009). Sustainable development in Nigeria: Roles of women and strategies for their improvement. Journal of Sustainable Development in Africa, 10(4), 268-283. UNICEF. (2007). Whats the Difference?: Confronting Factors that Affect Gender Equality in Education. UNGEI.


less likely to listen to their husband, father, or brother (Aja-Okorie, 2013; Geo-JaJa, Payne, Hallam & Baum, 2009; Jaulmes, 2007). Negative attitudes toward female education held by some parents increases the difficulty women may experience in trying to obtain an education (Akpotor, 2009). Gender stereotypes also exist within the education system causing gaps in enrollment between boys and girls (Herz & Sperling, 2004; Ozele, 2007). Gender biases cause barriers for women achieving education (Dladla & Moon, 2002; Ukpore, 2009; UNICEF, 2007). JOBS Focusing on the reduction of poverty is rooted in obtaining educational rights of women and girls (Herz & Sperling, 2004). An important step toward ensuring economic development and overcoming poverty can be made through educating women and girls (Geo-JaJa, Payne, Hallam & Baum, 2009; Ucha, 2010). When women are not given access to proper education it significantly reduces their chances of obtaining higher paying jobs (Akpotor, 2009; Ukpore, 2009). Social stigmatization and stereotypes held about specific professions being male and female forces a large majority of Nigerian women to take lower paying jobs such as nursing, secretary, and cleaners (Aderinto, 2001; Dauda, 2007). FUTURE INNITIATIVES One of the most important strategies for improving the role of women in sustaining development is providing education to girls to increase their involvement in the nations economy, society, and policies (Herz & Sperling, 2004; Patience, 2013). Furthermore, educating girls is seen as a way to liberate them from poverty (Geo-JaJa, Payne, Hallam & Baum, 2009; Ukpore, 2009). There needs to be a combined effort given towards alleviating girls poverty and increasing education (Garba, 1999; Ucha, 2010).

DELTA WOMEN DRUMBEAT BEGINS! Delta Women Drumbeat, our very own Magazine went live! It was launched in Nigeria with Elsie Ijorogu-Reed, our CEO and Founder being in the Delta State for the official launch. Four people namely Anthonia Oguah, Olutosin

Adebowale, Gabrielle Ijorogu and Rita Okoye received awards for their selfless service to people. The colourful unveiling of Drumbeat, attracted many personalities such as: Orodje of Okpe kingdom, His Royal Majesty, Major General Mujakperuo (RTD), Chief Mrs. Onokpasa, Chief Dominic

Oneya, Otunba Dino Melaye, Lanre Ogunkoya, Pastor S. A. Olatunji, Barr. Emuobenuvie Majemite representing Olorogun (Barr.) Fred Majemite and

Prof. Ayo Aruya. Actors Guild of Nigeria (AGN) factional Chairman Lagos, Don Pedro Aganbi graced the occasion with three of his executives namely:

Thelma Okhaz, Mike Okon, Chi White.


Documents

Deltawomen Newsletter Issue 14