It therefore concerns equality of treatment and opportunity as well as the nature of gender relations between female and male students and teachers in educational settings. The factsheet “Education, girl, disability: an equation to solve” builds on the findings of a research conducted by Humanity & Inclusion in Burkina Faso, Mali, and Niger and conveys messages and recommendations aiming to inspire action and thus improve educational opportunities for girls … When read with Articles 28 and 29 on the right to education and the aims of education, respectively, there is a clear legal obligation to ensure equality and non-discrimination in education. Society: … Such violence takes multiple forms, including: ‘acts or omissions intended or likely to cause or result in death or physical, sexual, psychological or economic harm or suffering to women, threats of such acts, harassment, coercion and arbitrary deprivation of liberty’ (General Recommendation 35, para. When a state ratifies a human rights treaty which guarantees the right to education, without discrimination of any kind (see the three sections above), they are under a legal obligation to implement these provisions in their jurisdiction. So what does international law say about child marriage and what obligations do states have to ensure the right to education of married and/or pregnant girls? Of the 142 million youth out of school (an out-of-school rate of 37%) at the upper secondary level, 69.1 million are girls (48.7%) and 72.7 million are boys (51.2%). Education can improve the opportunities for women to work, which in turn can impact on poverty reduction. This has the effect of excluding girls and boys from certain subjects (sometimes, particularly in gender-segregated schools, certain subjects are not even offered to female students) but also has a detrimental effect on girls’ further educational and employment opportunities, as girls and boys go on to study different subjects at university, where ‘male’ subjects tend to lead to more lucrative and influential careers. See also Global Education Monitoring Report’s blog Teachers are central to any effective response to school-related gender-based violence (part 1 and part 2). 14). The youngest winner ever of the Nobel Peace Prize considers herself lucky to be “the voice of the 60 million girls who are deprived of education.” My name is Antoine Baldon and I am a high school social studies teacher from Louisville, Ky. Evidence collected by the World Bank Group (2015, p. 1) shows that in Nicaragua, ‘63% of the children of abused women had to repeat a school year and dropped out of school on average four years earlier than others.’ And in Zambia, ‘girls who experienced sexual violence were found to have more difficulty concentrating on their studies, some students transferred to another school to escape harassment, and others dropped out of school because of pregnancy.’. These strengths drove our immediate response to school closures, transitioning our school-based small group life skills and mentoring sessions into a system of remote one-on-one mentoring sessions within a matter of weeks. International human rights law imposes specific obligations on states to eliminate harmful gender stereotypes and wrongful gender stereotyping. From a global perspective, as the level of education increases, girls tend to fare slightly better in terms of participation. Does it matter, though, that girls are now performing better than boys in exams? Rights through education ‘define ways in which schooling shapes rights and gender equality in aspects of life outside the sphere of education. Women and girls are rights-holders and as such are entitled to the full exercise and equal enjoyment of the right to education. It interprets and applies the right to education in a way that considers the specific needs and circumstances of women and girls. How To Flirt With Your Crush Without Being Too Obvious. Pregnant girls are often banned from attending school and sitting exams, and mothers often lack access to bridging programmes which allow girls to catch-up on their missed education in order to reenter mainstream education. Video of Being a Young Person: Comprehensive Sexuality Education. States have specific responsibilities under human rights law dependent on the perpetrator which are well explained in paragraphs 21-6 of, For further reading, see Unesco and UN Women (2016), Child marriage is any formal marriage or informal union where one or both of the parties are under 18 years of age. Rights of access to education ‘involves participation and is reflected in the extent to which girls/boys, women/men are equally represented; and the extent to which there is adequate infrastructure at the various levels to accommodate the respective age cohorts’ (para. How To Flirt With Your Crush Without Being Too Obvious. According to Girls Not Brides, every year 15 million underage girls get married. Girls and women face specific forms of discrimination in accessing education, within education systems, and through education. The Committee on the Elimination of Discrimination against Women’s, Girls who receive more education are less likely to marry as children and to become pregnant and young mothers. I want to make sure that teenage girls know that if you decide to keep your child, you have to get an education. If we wish to see India progress and develop, we need to educate our girl child. According to the World Bank Group (WBG), one year of secondary education for a girl can mean as much as a 25% increase in wages later in life. In addition, UNGEI has produced useful guidance aimed at country and regional-level education planners to assist in developing gender-responsive Education Sector Plans. Articles 34, 49, and 50 of the Charter of the Organization of American States (1948) guarantee various aspects of the right to education. A number of other international human rights treaties also guarantee girls’ and women’s right to education combining general provisions on non-discrimination with specific provisions on the right to education. Harmful gender stereotypes and wrongful gender stereotyping also affect girls in the school environment. This includes acts or omissions by state actors and bodies, such as public authorities and officials, as well as by non-state actors, for example, partners, family members, teachers, etc. Only one girl in ten completes primary education in South Sudan, and girls comprise just a third of the secondary school population. The Committee’s legal interpretation of GBV as a human rights violation can be found primarily in General Recommendations 19 and 35. Studies have consistently shown that educating girls leads to significant and wide-reaching benefits not only to women themselves and their families but also to their societies and economies. 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