rights to girl child 1
TRANSCRIPT
Rights of the Girl Child
-Vivek shukla FYBMMRoll no. : 71
The Current Status-Gender Discrimination World-wide of the more than 110 million children
not enrolled in school, nearly 60% are girls By age 18, girls have received an average of 4.4
years less education than boys In some countries in sub-Saharan Africa,
adolescent girls have HIV rates up to five times higher than adolescent boys
Pregnancies and child-birth related health problems cause the death of nearly 146,000 teenage girls each year
The Current Status-Gender Discrimination-contd.. In sub-Saharan Africa, a woman faces a 1 in 13
chance of dying in child birth At least one in three girls and women worldwide
have been beaten or sexually abused in their life time
An estimated 150 million girls under 18 have experienced forced sexual intercourse or other forms of sexual violence involving physical contact.
Three million girls and women are subjected to female genital mutilation every year
The Current Status-Gender Discrimination-contd.. Over 100 million women are now missing in
Asia which will result in a 12 to 15% excess of young men in the next 20 years
China and India alone are responsible for 80 million missing females.
Women and children account for 80% of civilian casualties during armed conflict
Girls’ Education in India
At the time of independence, the national female literacy rate was as low as 8.9%
Gross enrollment ratio for girls was 24.8% at primary level and 4.6% at the upper primary level in the 11-14 years age group
Access to Schooling Improved
In 1950-51, 2,09,671 primary and 13,596 upper primary schools were functional
In 2004-05, 7,67,522 schools are functional at the primary level and 2,74,731 schools at the upper primary level.
Today 98% of India’s rural population has access to primary schools within a Kilometer of their habitation
Access to Schooling Improved In 1950-51, enrollment of boys was 13.8
million and 5.4 million girls in primary school.
In 2004-05, this has increased to 69.7 million boys and 61.1 million girls in primary school
At upper primary level, enrollment increased from 2.6 million boys and 0.5 million girls to 28.5 million boys and 22.7, million girls
Policy Framework
Constitution of India Article 15(1): Prohibition of discrimination on grounds of religion, race, caste, sex or place of birth.—(1) The State shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth or any of them.
Education for All, 1986 Modified in 1992 Sarva Shiksha Abhiyan, EFA 2001
Policy Framework –Contd.. Earlier education was a State subject in
the federal structure 42nd Constitutional Amendment in 1976
brought education into the concurrent list Education now responsibility of Central
government, State Government, Local Government
Education cess levied to raise resources
Policy Framework –Contd.. 86th Constitutional Amendment Act, 2002
has made elementary education a fundamental right for children in the age group of 6-14 years by providing that “the state shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine”
Role of International Agencies UNICEF- Research, Reports and public debate ILO- Campaign to prevent child labor, NCLP,
financial support SIDA The Government of Netherlands DFID- Quality of education, Support in AP World Bank- DPEP Support Civil Society Organizations – International
campaigns
Stop Child Labor Campaign Campaign carried out by Alliance 2015, Network of
European Development Organizations Action plan for companies to combat child labor Focus on all forms of child labor (not only worst forms) Engagement with companies in the global supply chain Combating child labor within broader goals of realizing
labor rights Focus on engagement with multi stake holders including
unions, NGOs and governments
To Promote Inclusive Education, Indian Experience Required change in attitude of the elite Early understanding that poverty had to be
overcome to ensure universal education Child labor was a necessary evil for
survival Cannot interfere in family life and bring
girls into public life Fear for safety of girls Lack of resource allocation
Some Significant Barriers- to Ensure Inclusive Education Extreme poverty 18 official languages 29 languages spoken by more than one million
people More than 2000 dialects High levels of child labor Girl children invisible due to bondage at home Remote location of villages/hamlets
Role of Civil Society in India Making a shift from focus on access to creating
demand Anti child labor campaigns Identifying “missing” girls Community mobilization Mobilization of SHGs Mobilization of local leaders Mobilization of religious leaders Mobilization of Children/girls Mobilizing through street plays, public meetings,
workshop seminars
Role of Civil Society in India- Contd.. Local state and national networks formed Public debate and lobbying with parliamentarians Women’s movement demand for 6% of the
budget for education, 1995 Beijing conference outcome
Vertical mobilization from the grassroots to international organizations
Millennium Development Goals, Wada Na Todo Campaign
Mid day meal programme in schools (Right to Food)
Strategy Adult Literacy programmes (failed but created
demand for primary school’s for disadvantaged children)
Night schools for children Part time day schools Summer camps (30 to 45 days) to enroll children
in hostels Back to school programme with residential
bridge schools Demand for government hostels, target SC/ST
boys and girls
Creating Access Demand for minimum infrastructure
School building Close location of early childhood education centers in
primary schools (brought girls into school) Toilets Drinking water Residential schools for vulnerable children
Demand for Teachers Teacher Training Quality learning material Constant monitoring
Vulnerability of Dalit Children/Girls
Practice of untouchability Girls made to clean playground Made to sit at the back of the class Discrimination by teachers Poor quality of food served Poor infrastructure facilities Sexual harassment of girls Alcoholic teachers Response-campaigns to prevent discrimination School committee set up with responsibility to community
leaders
Who remains out of school?
Girls from extremely poor families/suffering ill health
Orphan girls From shepherd community Migrating parents Girls from large families where household help is
required Older girls who missed primary school Girls from tribal community (others) living in
remote hamlets
Who remains out of school?
Girls from violent homes Girls with disabilities Children of sex workers Agriculture child labor (picking cotton,
helping the families etc) Girls from Muslim Community (some may
be enrolled in religious schools)
Quality of Education Issues
Relevance Achieving minimum levels of Learning Assessment through standardized achievements
tests Need to improve achievement, testing
methodology Need for curriculum reforms Restructuring teacher training contents and
methodology
Quality of Education Issues Contd..
Poor infrastructure Overcrowded class rooms Lack of competency based teaching
learning materials Poor science teaching Poor mathematics teaching Poor language teaching
Quality of Education Issues Contd..
Poor supervision in educational administration
Unqualified teachers Limited/nil in service training Achievement levels tend to decline as the
children move up in the educational hierarchy
Thank you