Brief summary of presentation of information made

Opening statement:

Mansi Mehta – Deputy Director, UNICEF USA

• 130M girls between ages of 6-17 are currently out of school and 15M will never enter a classroom. This number will continue to rise after post-pandemic.
• Girls who face multiple disadvantages are furthest behind in terms of access to education, such as poverty, social norms, infrastructure, and violence.
• COVID school closures have put improvements over last 25 years at risk. Girls cut off from social networks which may increase risk of violence. Girls are limited in access to tools for remote learning compared to male peers. Risk of girls not returning to school, as seen post-Ebola.
• Investing in girls’ education is important. Educated girls are less likely to marry young and more likely to earn an income. When women earn an income, economies are strengthened, and inequalities reduced.

Panel introductions:

Sharon Langenbeck – President, Zonta International

• Zonta International has a history of commitment to girls education. Active in 63 countries. 
• COVID means many girls have had a ‘lost year’, particularly in underprivileged areas of the world. Zonta has set up projects to help girls learn at home and assist UNICEF to help girls stay in school.

Andrea Clemons – Interim Head of Education, UNCEF Madagascar

• UNICEF active in 190 countries. UNICEF has track record of concern for gender equity, including gender issues in education.

Guadalupe Roman – Student

• Created a Professional Development curriculum for educators while at High School based on personal experiences and discussions with teachers/school staff.

Discussion Questions:

For Andrea – Why are girls so disproportionally impacted by lack of access to education issues, what are the largest barriers, and how has COVID-19 played a role in being an impediment?

• Access issues: Distance to schools (exposure to abuse particularly for girls when travelling), quality of curriculum (patriarchal content and delivery), institutional messaging, humanitarian issues (e.g. extreme weather destroying schools and homes, boys’ education is prioritised).
• COVID: When schools were closed, increased (30%) calls to abuse hotlines reporting violence towards girls. Girls more vulnerable to marrying early due to financial implications.

Sharon – What are Zonta members saying about the importance and value of education for girls and why is it instrumental in the fight to achieve gender equity?

• Education is a way to achieve gender equality. Education is a human right. When girls stay in school they are less likely to marry early, earn higher incomes and participate in person and family decisions. Education breaks down cycles of poverty. Zonta has provided funding and scholarships (including up to PhD level) for women. Partnering with UNICEF to have worldwide impact at a local level to make sure education is a key element of programs.

Guadalupe – What inspired you, and what are some of the immediate effects a girl will experience without access to education? 

• Attended an underfunded public school, transferred to a competitive-entry public school which pushed her and found her a safe space. Traumatising event induced by a teacher at her school in relation to heightened political discourse in USA, causing mental health issues. Intersection of gender and race. Started curriculum of professional development for educators to give students a voice. COVID has created barriers to curriculum development.

Andrea – Globally, and particularly relating to Madagascar, where are we making progress, and where are we falling behind?

• Very diverse globally. Some significant improvements in access over last 25 years, and there continues to be long-term investment of funds and interest.
• Not as much progress made in making schools equal in quality of learning for boys and girls. Teaching for educators required. Part of the curriculum should include equity issues, gender respect, and sexual/reproductive health. True for both developing and developed countries.

Sharon – What initiatives are you/your organisation part of and what do we need to do more of together?

• Education is not just textbooks but also life skills – looking at overall person development. Worked with UNICEF to get girls going to and staying in school. Consistency in project important to make lasting and policy changes. Need other organisations to take over before Zonta can move resources on to another project.
• Local adaptation to projects important to overcome local barriers.

Guadalupe – same question - Recipient of Zonta scholarship.

• Wants to conduct a study to change district school policy. Change how teachers can get Professional Development hours, how and by who they are trained.
• More access required to find and obtain scholarships. - Youth activism is key to any progress. Youth need to be given opportunity to explore and take active part in community alongside advocacy organisations.

Andrea – How has Zonta assisted UNICEF in ‘Let us Learn’ project in Madagascar?

• Assisting in development requires a sustainable and flexible vision. Zonta has contributed to gender-sensitive materials and teacher training and contributed to setting up a (now) national cash transfer program – giving small sums to needy families for school enrolment – so the child does not need to work/do chores, and girl-child is not married-off for financial reasons. Giving to child protection services such as life skills, networking in communities (training police officers to identify Gender-based violence). Zonta invests in that package – not just an education issue, but education is part of a social norms issue.

Q: Why is partnership and collective impact so key?

Guadalupe

• It is not about individual success/achievement, but what we can do together. Organisations such as Zonta provide large infrastructure but need local leaders to meet specific cultural needs. Willingness to adapt important.

Sharon

• Zonta has international perspective and mindset, wanting to create lasting change globally.

Andrea

• Grassroots issue, but also a policy/government issue. Both are important.

Q: What is one thing you would ask each attendee to do?

Guadalupe

• Approach someone aged between 12-17 and ask them what they want support with to get done. Show someone you believe in them and help them to be activists on something they are passionate about.

Sharon

• Challenge to think about mentoring girls and young women. Support girls’ education locally and globally. Use voice to advocate for women in traditionally male environments.

Andrea

• Reimagine education. Look at girl or young woman and reimagine what we can do to support and change the situation. 

What was of particular significance to share with The Salvation Army globally?

The Salvation Army has more than 2,000 schools, educating in excess of 500,000 children. Providing education opportunities for girls is key to reducing gender inequality globally. Educating girls is a vehicle for ending intergenerational poverty, while providing a safe space for girls away from potential abuse at home. However, more is needed to improve access to education for girls and to combat related issues (such as poverty, social norms, and child marriage).

The Salvation Army is well placed to influence on a macro-level (through advocacy, policy, and international projects), while also involving and tailoring with local knowledge of local Salvationists.

Web links for more information

https://www.unicef.org/education/girls-education 

Tags: SDG5: Gender Equality