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SOMMET DE LA FRANCOPHONIE / EDUCATION ET FORMATION (suite)

Dans notre article précédent nous avions évoqué la disparité qui existe entre l’accès de la femme à la formation par rapport à son partenaire masculin. Les statistiques démontrent amplement qu’en DRC les femmes sont plus nombreuses à être analphabètes. Le nombre de filles ne sachant lire ni écrire est supérieur à celui des garçons. Plusieurs contraintes font que les filles dès le bas âge sont victimes de ce fléau.
OBSTACLES :
En vue de faire face à ces obstacles, il est important de révolutionner les questions socio-culturelles, dont certaines d’entre elles constituent bel et bien des freins à l’épanouissement intégral de la femme en RDC.
Sachant que le savoir et la formation constituent des outils nécessaire en vue d’accéder à des changements : social, économique et culturel. C’est alors que lorsque l’on traite de la formation et instruction de la femme, certains hommes, surtout en milieux ruraux, ont la crainte de voir les femmes évoluer. De peur de s’auto-prendre en charge.
Sachant ensuite que la question d’éducation constitue une question d’enjeux politique, économique et même politique, elle tient aussi compte du contexte social et de la culture. Cependant, en RDC, dans certaines cultures, la femme est tout simplement vouée aux travaux champêtres et au seul rôle de la reproduction y compris les travaux ménagers. C’est ainsi que notre société elle-même constitue un frein à l’éducation de la fille qui est la femme de demain. La pauvreté et le manque des ressources contribuent à l’augmentation du taux d’analphabétisme chez le femmes en DRC.
Par ailleurs, il est ultime d’interroger le 2e objectif du millénaire en insistant sur la scolarisation des filles en DRC où l’on observe dans certains cas que l’enseignement va au rabais de suite de l’absence de certains dispositifs d’encadrement du corps enseignant.
QUELQUES STATISTIQUES .
Au Mali, 1 fille sur 2 ne va pas à l’école. Au Cameroun,49% de filles fréquentent l’école, au Bénin, 57% de filles vont à l’école, 50% des enfants en âge scolaire n’étudient pas dont 30% sont des filles.
QUELQUES RECOMMANDATIONS

La RDC étant un pays potentiellement riche, un plaidoyer musclé doit être fait pour l’éducation des filles.
Les centres d’alphabétisations des adultes devront être multipliés, en vue de permettre aux jeunes filles et aux femmes d’apprendre à lire et à écrire.
Les femmes regroupées au sein de leurs organisations devront mener des plaidoyers en vue de la suppression de certaines traditions ne favorisant pas l’épanouissement de la femme.
Renforcer les initiatives des femmes,
Faire un lobbying auprès des tenants du pouvoir pour que l’Enseignement primaire soit gratuit pour tous les enfants en DRC.
Mener une forte campagne de sensibilisation en vue de scolariser les filles massivement.
Initier les filles aux métiers et éliminer toute discrimination à leur égard.
ACTIONS-CLES
-Plaidoyers à tous les niveaux (National, International et Local)
-Que les femmes s’intéressent aux budgets votés dans le domaine de l’éducation par les états
-S’assurer qu’investir dans l’éducation, c’est investir dans le développement
-Sensibiliser tous les parents, les dirigeants y compris toute la société
-Savoir que plus les filles étudient, plus elles se marient tard, plus elles mettent au monde des enfants forts.

English translation by PulseWire member Nita

In our previous article we talked about the disparity between the access of women to training compared to her male partner. Statistics amply demonstrate that in DRC women are more likely to be illiterate. The number of girls who can neither read nor write is higher than that of boys.
Many constraints make girls from an early age to be victims of this situation.
OBSTACLES:
In order to face these challenges, it is important to revolutionize the socio-cultural questions, some of them which constitute real obstacles to the full development of women in the DRC.
Given that knowledge and training form necessary tools to access social, economic and cultural change, some men especially those in rural areas are afraid to see women evolve for fear of self reliance.
Knowing therefore that the issue of education constitutes a question of policy, economic and even political ventures, it also considers the social context of the culture.
Meanwhile in the DRC, in certain cultures, the woman is simply dedicated to farm work and to the sole role of child bearing and domestic chores.
It is in this wise that our society itself constitutes a blockage to the education of the girl who in turn is a future woman.
Poverty and lack or resources contribute to increase illiteracy rate of the women in DRC.
Again, it is important to question the second objective of the millennium emphasizing on the education of girls in DRC where we notice in certain cases that teaching is on a decrease due to the lack of certain parameters of the teaching corps.

SOME STATISTICS.
In Mali, one out of two girls does not go to school. In Cameroon, 49% of the girls attend school, in Benin, 57% of girls go to school, 50% of school-age children do not study, and 30% of this, are girls.

SOME RECOMMENDATIONS
The DRC being a potentially rich country should do a strong advocacy for the education of the girls.
The adult literacy centers should be increased in order to allow girls and women to learn how to read and write.
Women grouped within their organizations should advocate for the elimination of certain traditions which are not conducive to women’s the development.
Reinforce women's initiatives,
lobby those in power so that primary education is free for all children in the DRC.
Carry out a strong sensitization campaign to massively educate the girls.
Introducing girls to trades and eliminate every discrimination against them.

KEY ACTIONS
-Advocacy at all levels (National, International and Local)
-That women should be interested in budgets voted for the education domain by the state
-Make sure that investing in education means investing in development
-Sensitize all the parents, the leaders and the whole society
-Knowing that the more the girls study, more they marry late, the more they give birth to stronger children.

This story was written for World Pulse’s Ending Violence Against Women Digital Action Campaign.

World Pulse believes that women's stories, recommendations, and collective rising leadership can—and will—bring an end to gender-based violence. The EVAW Campaign elicits powerful content from women on the ground, strengthens their confidence as vocal grassroots leaders, and ensures that influencers and powerful institutions hear their stories.
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Comments

Nita's picture

vous avez raison

Bonjour Ma Madeleine,
merci une fois de plus pour votre contribution
c'est une bonne chose que vous avez evoqué les problemes et vous avez proposé aussi les solutions
Vous avez raison sur tous les angles
Quel est votre source de statistiques cite dans votre article?

Bonne journee

NITA

Nita's picture

Translation

In our previous article we talked about the disparity between the access of women to training compared to her male partner. Statistics amply demonstrate that in DRC women are more likely to be illiterate. The number of girls who can neither read nor write is higher than that of boys.
Many constraints make girls from an early age to be victims of this situation.
OBSTACLES:
In order to face these challenges, it is important to revolutionize the socio-cultural questions, some of them which constitute real obstacles to the full development of women in the DRC.
Given that knowledge and training form necessary tools to access social, economic and cultural change, some men especially those in rural areas are afraid to see women evolve for fear of self reliance.
Knowing therefore that the issue of education constitutes a question of policy, economic and even political ventures, it also considers the social context of the culture.
Meanwhile in the DRC, in certain cultures, the woman is simply dedicated to farm work and to the sole role of child bearing and domestic chores.
It is in this wise that our society itself constitutes a blockage to the education of the girl who in turn is a future woman.
Poverty and lack or resources contribute to increase illiteracy rate of the women in DRC.
Again, it is important to question the second objective of the millennium emphasizing on the education of girls in DRC where we notice in certain cases that teaching is on a decrease due to the lack of certain parameters of the teaching corps.

SOME STATISTICS.
In Mali, one out of two girls does not go to school. In Cameroon, 49% of the girls attend school, in Benin, 57% of girls go to school, 50% of school-age children do not study, and 30% of this, are girls.

SOME RECOMMENDATIONS
The DRC being a potentially rich country should do a strong advocacy for the education of the girls.
The adult literacy centers should be increased in order to allow girls and women to learn how to read and write.
Women grouped within their organizations should advocate for the elimination of certain traditions which are not conducive to women’s the development.
Reinforce women's initiatives,
lobby those in power so that primary education is free for all children in the DRC.
Carry out a strong sensitization campaign to massively educate the girls.
Introducing girls to trades and eliminate every discrimination against them.

KEY ACTIONS
-Advocacy at all levels (National, International and Local)
-That women should be interested in budgets voted for the education domain by the state
-Make sure that investing in education means investing in development
-Sensitize all the parents, the leaders and the whole society
-Knowing that the more the girls study, more they marry late, the more they give birth to stronger children.

NITA

melanief7's picture

Madeleine! I applaud your

Madeleine!

I applaud your in-depth analysis of the educational system and its impacts on girls. While I have known that this is the case it is refreshing to hear your critique and to see what you offer as solutions to such an entrenched system that continues to deny girls the right to education. I recently read a post by a woman in India who was discussing this same issue. The denial of education to girls is not a national issue but a global one and we are all responsible to address such injustice.

It might be worth it for you to look and see if there are any NGOs or smaller non-profits who are addressing this issue and see if you can participate. I think you would make a great advocate!

cmphung's picture

Advocacy

Madelaine,

Your article is very clear and well put together. You give us a wealth of information about the challenges and give us some ways we can help. I agree that a change has to be made, political, social, and cultural. These changes in the DRC and around the world can only be made if we take your recommendations and advocate for them. We as women must unite together and make change happen. I think that what you are doing is leading us in the right direction.

In solidarity,
Charlene

Charlene Phung MPH

Natalya Rutchyk's picture

education is a central

education is a central component of our life and deprivation of it violates girl's right to meaningful life! girls are future mothers! the more they can, the more they will pass to their children!

Hi Madeline,
Your courage is great and very strong. Keep up the good work. Your ideas and advocay are very apparent. Have you put them into action? I agree women need to become more and more educated.

Kind Regards,
Bina Patel
hc Mediate, LLC
www.hcmediate.com

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