Denying education to women may erode fundamental human solidarity, affecting social cohesion, says a United Nations report
THE World Education Report, 1995, compiled by the United Nations Educational, Scientific and Cultural Organization (UNESCO) has recently been
released. The third edition of a biennial
series, the report aims at presenting a
broad but concise analysis of major
trends and policy issues in present day
education systems in different parts of
the world.
The report concludes that while the
actual situation varied from country to
country, the education opportunities
for women tended to be more limited
than those available for males. It notes
that this basic imbalance in the upbringing of men and women has undoubtedly
worked on the form and character of
social cohesion in different countries,
affecting human solidarity at the fundamental level.
"It focuses on the largest single category of persons denied equality of educational opportunity in the world today
- women and girls. So often maltreated
and abused, women represent two-
thirds of the world's illiterate among
adults and children," stated Federico
Mayor, director-general Of UNESCO.
"The prospects of a continuing
slowdown in the world's population
growth and its implications for sustainable development and future global
'quality of life' have emerged in recent
years as a powerful instrument for consideration in favour of education of
women in those regions of the world,
especially Africa and Asia, where population growth is still high," noted the
report.
Terming the task of global eradication of illiteracy and provision of equal
educational opportunities for women as
a fundamental imperative, the report
adds that women tended to be more
vulnerable to economic discrimination
in almost all societies.
A disturbing trend that has been
documented by the report is that, while
literacy rates were rising in all major
regions of the world, the absolute number of illiterate adults was still on the
increase in certain other regions -
notably sub-Saharan Africa, the Arab
states and southern Asia, where women
formed a substantial majority of the
social strata.
School life expectancies tended to be
higher in the case of girls in developed
countries who were in direct competition with boys in the job market. The
reverse was noted in developing countries. Studies revealed that in the developing world, policies were needed to
encourage parents to send their girl
child to school.
With reference to international
cooperation in the field of education,
the report notes that there is a growing
awareness in how things are done in
other countries. So far, global cooperation has been achieved in only such networks as UNESCO's Associated Schools
Project, which involves 3,300 institutions in 125 countries and whose activities are focussed in four themes: global
challenges and the role played by the UN
system; human rights; knowledge about
other countries, respect for different
cultures and the world heritage; and the
environment. The report projects that
in future, neighbouring countries will
exchange more frequently in the field of
education.
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