THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

More documents

Recommendations

Info

and child-centred teaching for all children, and an improved learning experience for boys as well. An extensive evaluation by USAID in eight countries concluded that boys have consistently benefited from programmes and policies to improve girls’ education. 73 Not only did boys as well as girls benefit from initiatives to improve school quality, but boys’ enrolment also increased together with that of girls. Boys face many of the same problems as girls: restricted access, poor quality, lack of nearby schools and the absence of parental support for education. When these are addressed in order to get more girls into school, boys – especially those from vulnerable or marginalized groups – also reap the reward. To a large extent, the cause of developing gender-sensitive education systems worldwide benefits boys as well as girls. Nevertheless, it is important to recognize that in some countries and regions – including much of the industrialized world – it is boys’ academic underachievement and disaffection with school that are causing concern. Boys left out In a minority of countries, there are fewer boys than girls enrolled in school. A recent UNICEF study of household data from 55 countries confirms that while in a clear majority of countries girls’ attendance at school is far lower than boys’, in some countries boys are the ones not being reached by the education system. (See Box 5: Male/Female net school attendance). In countries such as Botswana, Lesotho, Mongolia and Namibia, this is largely due to a practice of Using theatre, sports and poetry workshops, teachers and community leaders educated boys and girls alike and reached the wider community with key messages. 60
having boys look after family cattle while the BOX 5 men seek wage-earning work. But in most parts of Latin America and the Caribbean, which has MALE/FEMALE NET SCHOOL no such ingrained pastoral tradition, the same ATTENDANCE underperformance and even disappearance of boys is evident in the school system. Colombia .................................................0.81 Haiti..........................................................0.84 In Latin America and the Caribbean, boys generally have higher repetition rates and Lesotho ....................................................0.45 lower academic achievement levels than girls, Madagascar.............................................0.82 and in some countries, a higher rate of absenteeism. In Brazil in 1996, men had an average Malawi .....................................................0.84 of 5.7 years of formal education compared with Mongolia .................................................0.82 6.0 years for women. 74 Gender disparity starts Suriname .................................................0.73 to show up around age 10 for boys, when they begin to leave school at a higher rate than girls. Tanzania, United Republic of.................0.81 At ages 15 to 17, 19.2 per cent of boys have (Among children aged 7 to 14) dropped out altogether, compared with only 8.5 per cent of girls. 75 Source: UNICEF, 2003 PANEL 9 Turkey: A school play touches a nation Mahmut Oral/2003 The young woman on the stage talks directly to the audience. “I don’t want just to work on my trousseau. I want to go to school and have my books.” The atmosphere is electric. Çiğdem Yildiz is only saying what she has told her own parents countless times as she watched other children going to school, begging to be allowed to follow in their footsteps. In her region of south-eastern Turkey, in the province of Van, girls are raised to work in the home and prepare for early marriage. Instead of writing their dreams down on paper, Çiğdem and girls like her learn to reflect them in their embroidery, in the designs of the rugs that are a staple product of the area. They learn to be silent, but this silence is shattered tonight in the auditorium. Çiğdem may be playing a part, but it is a part drawn from her own life. Çiğdem thought her opportunity to learn had long passed her by and she was determined that her younger sisters Gurbet and Esma should not lose out in the same way. Then her own chance came in the shape of an open primary school learning centre, opened in the local district of Muradiye in 2000. This was one of a network of centres established across five provinces following a successful pilot project initiated with the Turkey Development Foundation, International Labour Organization, United Nations Development Programme, United Nations Population Fund and UNICEF. The centres aim to give a second chance to girls who have not completed their compulsory primary schooling – as well as to release them from the burden of domestic work in their own families. They were encouraged to enrol in open primary school and were given support with their homework. The centres were equipped with computers, overhead projectors, video players and television sets. For girls who had rarely had the opportunity to get out of their homes, the centres functioned not only as learning centres but as social places where they could share their THE STATE OF THE WORLD’S CHILDREN 2004 61
Page 1 and 2:
THE STATE OF THE WORLD’S CHILDREN
Page 3 and 4:
THE STATE OF THE WORLD’S CHILDREN
Page 5 and 6:
4 THE MULTIPLIER EFFECT OF EDUCATIN
Page 7 and 8:
FOREWORD Within a family, there are
Page 9 and 10:
In the Millennium Declaration of Se
Page 11 and 12:
The most urgent goal of all More im
Page 13 and 14:
global and country levels 6 (see Pa
Page 15 and 16:
children out of school). At any mom
Page 17 and 18: Parents often do not realize that g
Page 19 and 20: that is needed to overcome the obst
Page 21 and 22: have acknowledged that education is
Page 23 and 24: THE STATE OF THE WORLD’S CHILDREN
Page 25 and 26: Education is everybody’s human ri
Page 27 and 28: The multiplier effect. Education ha
Page 29 and 30: This view of growth as central to d
Page 31 and 32: ment that was born of it, recognize
Page 33 and 34: gling with the decision as to wheth
Page 35 and 36: le jeopardy: because of their gende
Page 39 and 40: What is the scale of the problem th
Page 41 and 42: mostly report on averages and thus
Page 43 and 44: learning achievement. In many cases
Page 45 and 46: that have achieved gender parity is
Page 47 and 48: FIGURE 9 CHILDREN’S OPINIONS ON G
Page 49 and 50: There are recent, tentatively hopef
Page 53 and 54: The benefits of educating girls are
Page 55 and 56: that such programmes establish the
Page 57 and 58: in Zambia fell by almost half among
Page 59 and 60: HIV/AIDS prevention strategies. Som
Page 61 and 62: Tree Initiative in several other co
Page 63 and 64: if the extra income is channelled t
Page 67: Making schools and education system
Page 71 and 72: as boys achieved better results in
Page 73 and 74: graduated have gained significant s
Page 75 and 76: In Brazil, too, boys’ problems wi
Page 79 and 80: Girls’ education is a dream inves
Page 81 and 82: go to school was overwhelming. UNIC
Page 83 and 84: the outcome would be better for all
Page 85 and 86: BOX 6 BUDGETS AND HUMAN RIGHTS A hu
Page 87 and 88: An unfinished piece of 20th century
Page 89: THE STATE OF THE WORLD’S CHILDREN
Page 92 and 93: While one cannot assume that all wo
Page 94 and 95: Enabling young mothers to return to
Page 96 and 97: community meeting, where women disc
Page 99 and 100: ANNEX B THE HUMAN RIGHTS- BASED APP
Page 101 and 102: In addition, it is essential that 1
Page 103 and 104: 27. Spogárd, René and Meril James
Page 105: 94. Zarchin, Jill, Tin Mar Aung and
Page 108 and 109: General note on the data The data p
Page 110 and 111: TABLE 1. BASIC INDICATORS Countries
Page 112 and 113: TABLE 1. BASIC INDICATORS Under-5 m
Page 114 and 115: TABLE 2. NUTRITION Countries and te
Page 116 and 117: TABLE 2. NUTRITION % of infants wit
Page 118 and 119:
TABLE 3. HEALTH Countries and terri
Page 120 and 121:
TABLE 3. HEALTH % of population usi
Page 122 and 123:
TABLE 4. HIV/AIDS Countries and ter
Page 124 and 125:
TABLE 4. HIV/AIDS Adult prevalence
Page 126 and 127:
TABLE 5. EDUCATION Countries and te
Page 128 and 129:
TABLE 5. EDUCATION Countries and te
Page 130 and 131:
TABLE 6. DEMOGRAPHIC INDICATORS Cou
Page 132 and 133:
TABLE 6. DEMOGRAPHIC INDICATORS Pop
Page 134 and 135:
TABLE 7. ECONOMIC INDICATORS Countr
Page 136 and 137:
TABLE 7. ECONOMIC INDICATORS GNI pe
Page 138 and 139:
TABLE 8. WOMEN Countries and territ
Page 140 and 141:
TABLE 8. WOMEN Life expectancy: fem
Page 142 and 143:
TABLE 9. CHILD PROTECTION Child lab
Page 144 and 145:
Regional summaries Regional average
Page 146 and 147:
TABLE 10. THE RATE OF PROGRESS Coun
Page 148 and 149:
TABLE 10. THE RATE OF PROGRESS Unde
Page 150 and 151:
INDEX Afghanistan, 4, 73-75 Africa,
Page 152 and 153:
and budgets, 77 and economic develo
Page 154 and 155:
United Nations Development Assistan
Page 156:
UNICEF Offices UNICEF Headquarters
show all

THE STATE OF THE WORLD'S CHILDREN 2004 - Unicef

Create successful ePaper yourself

Delete template?

Save as template?