literacy for life; EFA global monitoring report, 2006 - Institut de ...

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96 / CHAPTER 3
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Education for All Global Monitoring Report
Box 3.9 The Niger’s strategy to eliminate
gender bias in schooling
The Niger’s strategy to improve girls’ participation in the first and
second cycle of basic education has eight elements:
three campaigns between 2003 and 2015 to make parents and
school partners aware of the benefits of enrolling girls, with special
emphasis on issues relating to registration, retention, graduation
rates and the sharing of education costs;
local action plans to promote the enrolment of girls in rural areas
with low girls’ enrolment rates, starting with a test phase involving
480 schools and gradually being extended to 1,280 villages;
tutoring to reduce the drop-out rate in 1,350 schools with the lowest
girls’ retention indicators;
gender-based training for 5,410 teachers and 60 academic supervisors;
revision of texts on the protection of girl students;
prizes and scholarships for the 400 girls who each year achieve the
best grades in science subjects for the primary school completion
certificate;
building of accommodation and provision of support to families that
host girls from disadvantaged backgrounds while they attend school;
capacity-building for the department concerned with the promotion
of girls’ enrolment (Direction de la promotion de la scolarisation
des filles).
Source: Damiba (2005), citing the 2004 action plan of the Niger for its 2000—2015
national plan.
Figure 3.15: Education and armed conflict
Panama
Colombia
Peru
Guatemala
Nicaragua
Haiti
resources are greatly constrained, it is rational
to make a special effort to reach the most
disadvantaged groups – whether girls or boys –
as gender disparities are often greater among
the poor (World Bank, 2001; Filmer, 1999).
Emergencies, conflict and post-conflict settings
should also receive preference in implementing
strategic priorities and allocating resources.
The boundaries and names
shown and the designations
used on this map do not
imply official endorsement
or acceptance by UNESCO.
J. K.: Jammu and Kashmir.
Dotted line represents
approximately the Line of
Control agreed upon by India
and Pakistan. The final
status of Jammu and
Kashmir has not yet been
agreed upon by the parties.
Adapting to the context
The discussion thus far in this chapter has related
to normal circumstances, implicitly assuming
reasonably stable governments and economies.
A major obstacle to the achievement of EFA is the
high proportion of countries that are in fact in, or
recently emerged from, conflict, natural disasters,
such as the December 2004 Indian Ocean tsunami,
and economic instability. In addition, especially in
sub-Saharan Africa, most countries have to
confront the HIV/AIDS pandemic. This section
initiates a discussion of such issues that future
Reports will pursue further.
Emergencies and EFA
Increasingly war and conflict occur within, rather
than between, countries. In 2003, for instance,
there were thirty-six armed conflicts, mostly civil
wars, in twenty-eight countries, almost all lowincome
developing countries; 90% of the victims
were civilians (Project Ploughshares, 2004).
Figure 3.15 plots these conflicts on the world map.
Conflict has important consequences for EFA
for two reasons. First, the countries furthest from
EFA are the low-income countries, and most
conflicts today occur in poorer countries. Second,
conflicts and their aftermath directly affect