Prepared by Gender Links

1. Audit of measures taken by SADC governments to enhance access to quality education by men and women Prepared by Gender Links

2. Why is education important? • “In study after study, girls’ education emerges as the single best investment that any society can make. Educated girls become educated women – women who participate in the social, economic and political life of their nation.” (said at the launch of the Girls’ Education Movement) • Education enables individuals to make genuine choice about the kinds of lives they wish to lead.

3. Process • Assessment of the extent to which SADC Heads of State have achieved the commitment – Provision H (v) of: Enhancing access to quality education by women and men, and removing gender stereotyping in the curriculum , career choices and professions. • Assessment of the specific provisions made in other international and regional commitments incl. the African Protocol on the Rights of Women and Children; the Beijing Platform for Action (BPFA); the Convention for the Elimination of all Forms of Discrimination Against Women (CEDAW) and the Millennium Development Goals (MDGs).

4. Strong provisions • All of the instruments have strong provisions on equal access to education, with specific targets on achieving universal access to primary education by 2015 (MDG’s and BPFA) • Eliminating gender disparities in primary and secondary education preferably by 2005, and at all levels of education no later than 2015 (MDG’s). • All the instruments (except the MDG’s) have provisions on removing gender stereotyping in school curriculum, career choices and professions which play a key role in assigning women to lower paid jobs in the economy. • The need to reduce female illiteracy is addressed in The African Protocol and BPFA, with the BPFA setting a target of reducing the female illiteracy rate to at least half its 1990 level (though without a timeframe for doing so). • The BPFA also has extensive provisions on recognition of non-formal education and creating learning opportunities for unemployed women, women re-entering the labour market, indigenous and rural women. • The BPFA and CEDAW address the need for pregnant adolescents and young mothers to be able to complete their schooling.

5. Weak provisions • Gender violence: The African Protocol is the only instrument that addresses gender violence in schools, a problem that is prevalent in schools in the SADC region. • Sex education: None of the instruments address the importance of sex education and youth friendly sexual and reproductive health facilities and the responsibilities of adolescent and young fathers and what school policy should be towards them. • Barriers to performance: All the instruments fail to address the obstacles to good performance by girls, including their dual role as learners and care givers at home, especially in the era of HIV/AIDS. • State support for pre school: which research shows is critical for women’s effective participation in the labour force as well as for early child development is also not mentioned in any of the instruments.

6. Achievements • Primary school:In most SADC countries, there are now roughly equal numbers of boys and girls at primary schools. In some countries, such as Lesotho and Botswana, there are more girls than boys in primary schools as a result of boys being kept back at home to herd cattle. • Eg. When Malawi made primary education free in 1994 net enrolment surged from less than 50% to just over 80%.

7. Achievements • Secondary school:SADC countries differ from their counterparts in the rest of Africa in that the gender gap at secondary school level is rapidly narrowing.

8. Achievements • Higher education: In some SADC countries, such as South Africa, Lesotho and Mauritius, the gender gap in higher education is also rapidly narrowing.

9. Challenges • Whilst good strides have been made to narrow the gender gap in education it is not only about the numbers. • Gender parity is relatively easy to define and assess with statistical data, but gender equality is a much more complex concept which cannot be measure numerically

10. Challenges • User fees • School drop out rates • Sex education in schools • Reproductive health facilities for boys and girls • Blaming girls • Girls who fall pregnant while still at school esuming with their studies • Vocational and higher education • Pre-primary education

11. Challenges • Adult literacy:With the exception of a few countries in the region, for example Botswana and Lesotho, women in Southern Africa have lower literacy levels than men. This calls for targeted approaches to adult basic education in order to bridge the gender gap in literacy. Literacy classes should also take account of the responsibilities that women often continue to shoulder in the home with regard to the scheduling of classes and relevance of teaching material.

12. Challenges • Poor performance by girls especially at secondary school level • Sexual violence in schools • HIV/AIDS • Virginity testing • Inadequate sanitation facilities • Teacher prejudices • Gender biases in activities assigned to boys and girls at school • Gender biases in curricula

13. Recommendations • Eliminate gender disparity in primary and secondary education, preferably by 2005 and at all levels of education by no later than 2015. • Eradicate illiteracy by 2020. • Introduce state supported child development in all members by 2020. • Eliminate stereotypes in educational curricula and school activities. • Set targets for eliminating gender bias in subjects appropriate to the national situation. • Start campaign on, and end gender violence in schools by 2020.