Find a newspaper article related to gender parity in education

African Girls' Route to School Is Still Littered

With Obstacles
By SOMINI SENGUPTA
Published: December 14, 2003

For as long as anyone could remember, the girls of this village had been forbidden to go
to school. They were to be educated instead by the local voodoo priest, in a secret rite of
passage not to be spoken about to anyone. When they finished, they were to be married.
They and their children were to forever enjoy the protection of the voodoo priest.

That was until six years ago, when, with prodding from local government and United
Nations officials, an extraordinary deal was struck. Every family in Koutagba could send
one girl to school, the priest agreed, so long as it also sent another to him.

The mothers of the village fell on their knees, laid bottles of home-brew at his feet and
prayed. Two years ago, two Koutagba girls finished primary school. Today, 8 of the 27
pupils in fifth grade are girls. So is nearly half of the first grade.

The story of this tiny, remote hamlet in the heart of West Africa offers a metaphor for
the challenges facing girls' education on the continent.

In spite of the steady progress in increasing school enrollment in sub-Saharan Africa,

only 59 percent of all children attended primary school from 1996 to 2002, the lowest
percentage of any region in the world, according to a report released Thursday by the
United Nations Children's Fund, or Unicef.

For girls, because of a mix of traditional mores, crippling poverty and a lack of
international aid for education, the numbers are even lower. Only 57 percent of girls
were enrolled during the same period -- again, by far the lowest rate worldwide,
according to the Unicef report. (In South Asia, by comparison, girls' enrollment reached
71 percent during the same period, and in the Middle East and North Africa 75 percent.)

Perhaps most alarming of all, the number of girls out of school in sub-Saharan Africa
rose over the last decade, to 24 million in 2002 from 20 million in 1990, according to
the Unicef report. The costs of leaving girls out of school have already proved to be high,
researchers say. Uneducated girls are more prone to live in poverty as adults, die in
childbirth, contract H.I.V. and raise children who, in turn, are likely to be poor and in ill
health.

A report released by Unesco, the United Nations Educational, Scientific and Cultural
Organization, in November painted an equally bleak picture, shining a light on the
gender gap in countries like this one. While girls' enrollment in Benin increased by 9
percent over five years, the gap between boys and girls remains among the highest
anywhere.

The latest reports stand in the face of recent pledges made by world leaders. Reaching
gender parity by 2005 was among the principal development goals at the United
Nations Millennium Summit meeting three years ago, along with reducing infant
mortality and hunger. Reaching the education target in sub-Saharan Africa now appears
unlikely, if not impossible.

''It would be criminal to fail on that goal,'' Carol Bellamy, executive director of Unicef,
said in a telephone interview. ''We believe that girls' education may be the single most
important investment you can make to propel not only education for all, but several of
the millennium development goals.''

Ms. Bellamy singled out school fees, which were a fixture of World Bank-led economic
reform packages for the last decade, as the largest obstacle to girls' education. In
societies where girls are considered unworthy of the investment, many poor parents pay
for their sons, not their daughters, to go to school. Girls are put to work, helping their
mothers fetch water and firewood, caring for younger siblings, sweeping and cooking.
Persuading mothers to send daughters to school is often a formidable practical
challenge. In some places, nurseries have been set up to relieve young girls of baby-
sitting chores; in others, wells have been installed close to schools to save the girls from
long walks.

Education specialists also point a finger at donor countries. Overall development aid has
shrunk, and financing for education has fallen. Even a much-lauded education program
begun by the World Bank two years ago, the Fast Track Initiative, remains woefully
underfinanced.
That, advocates argue, has hurt ostensibly well-meaning nations. Niger, for instance,
locked in the Sahara and among the world's poorest countries, drafted an ambitious $96
million proposal to establish free primary education. But the country has received barely
half the aid it needs, according to a recent study by the Global Campaign for Education,
a coalition of development groups. Only 24 percent of girls and 36 percent of boys now
attend school.

Many other factors conspire against girls' education as well, most notably the practice of
marrying off girls as soon as they reach adolescence. In West and Central Africa, war has
shuttered many schools. Across the continent, AIDS has robbed communities of
breadwinners, leaving untold numbers of children to care for their families.

In the latest Unicef report, countries in West and Central Africa scored lowest in the
gender parity index, a ratio of girls to boys enrolled in school. In Benin and Niger, for
instance, the ratio was just under 0.70, compared to nearly full parity, or 1.00 on the
index, in Iran and Bangladesh. Beyond sub-Saharan Africa, only Pakistan hovered close
to the bottom, with a gender parity index below 0.70.

The turnaround for Koutagba in Benin came in April 1997, with the arrival of a strange
apparition. Riding up the narrow dirt road on a scooter came Regina Guedou, a woman
with a college degree. She came to tell villagers about how they could profit from
sending their daughters to school. At first, Ms. Guedou recalled, the women of the
village did not even speak to her.

Ms. Guedou was a liaison between the local government, the villagers and Unicef.
Slowly, she got the villagers' attention. The girls would learn to read a thermometer and
be able to figure out if a baby had a fever, she told them. They could help their mothers
compute the costs of buying and selling their peanuts at the market. She told them their
girls could one day ride a scooter all the way to the nearest small town.

She finally won their trust by offering a Unicef-underwritten loan for $700, a huge
amount in this country.

The women were to use the money to buy food from the nearest small town, and to bring
it back to sell. In exchange, the mothers agreed to send a daughter to school.
The voodoo priest, Mamassa Babalakoun, was apparently convinced of the merits as
well. His youngest daughter is now in the fifth grade.

The priest was not available to speak to a visiting journalist on a recent day. But his
representatives spoke on his behalf, making it plain that while they believed that girls'
education could one day profit their community, they were worried that tradition -- and
in turn, their own influence over the affairs of the village -- would be overwhelmed.

''The fetish existed before the school,'' said one, who called himself the priest's
spokesman. ''Each one has to respect the other.''

Ms. Guedou was there, speaking to the representatives with shoes off, hands behind her
back, bowing ever so slightly between sentences. Tact is of the essence in such
communications.

The priest's representatives added that girls who were educated could become
government ministers and doctors. They could help care for their parents.

A group of village men sat on a log in the shade and listened intently. One's T-shirt bore
the image of Tupac Shakur; another's Osama bin Laden; a third, an American slogan
against drug abuse.

Behind the priest's compound lived an illiterate woman named Egbin Setati, quietly
smashing tradition. Neither of her two daughters, ages 9 and 7, were going to go to the
priest. They were both in school.