Advantages of female education - The Gambia
IMPORTANCE OF GIRLS' EDUCATION
A girl’s education has direct impact on a country's social, economic and practical well-being. An educated mother is not only economically productive but also affects the education level of her daughter. There are socio-cultural barriers, economic constraints, religious barriers, political and personal factors as well as institutional obstacles that impede the access of Gambian girls to education.
Socio-cultural/ traditional barriers - these include laws, rules, societal norms, beliefs and practices that prevent girls from getting access to education. Examples include control of women's lives, male privilege, negative attitudes towards women's education, time constraints and the various roles assigned to women and girls. It is believed in many communities that because an educated woman equates herself to men, it is better not to educate girls. Societal views in Gambia are along the lines of a woman's place being in the kitchen.
Socio-economic barriers - these include low salaries, men controlling resources and direct cost of education. Men control how resources are shared in the communities and girls are marginalised.
Political/institutional barriers - Gambia, like many sub-Saharan countries, faces the inability to manage the educational sector due to fiscal crises and inadequate public support. African governments also do not have the political will to promote education for girls.
Religious barriers-traditional and religious practices in Gambia give power to men (husbands, brothers, fathers, grandparents or uncles) to control all aspects of the lives of their female relatives. These practices do not give women (wives), mothers, grandmothers, sisters, or aunts the power to make any final decisions regarding their own lives or those of their daughters or female relatives. Cultural practices revolve around girls being in traditional productive and reproductive roles.
Socio-cultural/ traditional barriers - these include laws, rules, societal norms, beliefs and practices that prevent girls from getting access to education. Examples include control of women's lives, male privilege, negative attitudes towards women's education, time constraints and the various roles assigned to women and girls. It is believed in many communities that because an educated woman equates herself to men, it is better not to educate girls. Societal views in Gambia are along the lines of a woman's place being in the kitchen.
Socio-economic barriers - these include low salaries, men controlling resources and direct cost of education. Men control how resources are shared in the communities and girls are marginalised.
Political/institutional barriers - Gambia, like many sub-Saharan countries, faces the inability to manage the educational sector due to fiscal crises and inadequate public support. African governments also do not have the political will to promote education for girls.
Religious barriers-traditional and religious practices in Gambia give power to men (husbands, brothers, fathers, grandparents or uncles) to control all aspects of the lives of their female relatives. These practices do not give women (wives), mothers, grandmothers, sisters, or aunts the power to make any final decisions regarding their own lives or those of their daughters or female relatives. Cultural practices revolve around girls being in traditional productive and reproductive roles.
