Gender Equality in Education

Gender Equality in Education Project with Art In Tanzania

Art In Tanzania has helped The One School in Tageta township by building a toilet cubicle and supplying a water tap so the 400 pupils that attend the school,are able to have the most basic needs of drinking water (not that its fit for european stomachs!) and are able to go to the toilet in separate boys and girls cubicles throughout the day. They also get given a meal a day, which quite often will be the only one the children will get.
The One School has 400 pupils attending. The youngest being 3 years old and the eldest age 12, there are only five class rooms with just a handful of teachers. I watched some classes being held and there were no books, just a blackboard and chalk. The children all had a very positive attitude to education and saw it as the only way to better their, and their families future.

We were allocated a wall on the school grounds, luckily under neath a huge tree which saved us from melting in the heat of the day while working! The workshops we ran with the children were brilliant! The children took a lot of time in thinking what they wanted on their wall with messages of “Education Is Our Future” appearing several times.

The words written on the wall in Swahili read “Educate Women, Educate a Nation”


Despite progress in recent years, girls continue to suffer severe disadvantage and exclusion in education systems throughout their lives.
Girls’ education is both an intrinsic right and a critical lever to reaching other development objectives. Providing girls with an education helps break the cycle of poverty: educated women are less likely to marry early and against their will; less likely to die in childbirth; more likely to have healthy babies; and are more likely to send their children to school. When all children have access to a quality education rooted in human rights and gender equality, it creates a ripple effect of opportunity that influences generations to come.

Girls’ education is essential to the achievement of quality learning relevant to the 21st century, including girls’ transition to and performance in secondary school and beyond. Adolescent girls that attend school delay marriage and childbearing, are less vulnerable to disease including HIV and AIDS, and acquire information and skills that lead to increased earning power. Evidence shows that the return to a year of secondary education for girls correlates to a 25 per cent increase in wages later in life.

Barriers to girls’ education

While gender parity has improved, barriers and bottlenecks around gender disparities and discrimination remain in place, especially at the secondary school level and among the most marginalized children.

There are various barriers to girls’ education throughout the world, ranging from supply-side constraints to negative social norms. Some include school fees; strong cultural norms favouring boys’ education when a family has limited resources; inadequate sanitation facilities in schools such as lack of private and separate latrines; and negative classroom environments, where girls may face violence, exploitation or corporal punishment. Additionally, schools often lack sufficient numbers of female teachers.

Increasingly, adolescent girls also face economic and social demands that further disrupt their education, spanning from household obligations and child labour to child marriage, gender-based violence and female genital cutting/mutilation. Recent estimates show that one-third of girls in the developing world are married before age 18, and one-third of women in the developing world give birth before age 20. If all girls had secondary education in sub-Saharan Africa and South and West Asia, child marriage would fall by 64 per cent, from almost 2.9 million to just over 1 million. Inadequate or discriminatory legislation and policies often inhibit girls’ equal access to quality education. In countries such as Afghanistan and Pakistan, formal or written threats to close girls’ schools or end classes for girls have fueled gender motivated attacks on schools.

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