#girls education

La moitié du ciel (Half the sky en VO) est un livre écrit par deux journalistes qui ont parcouru l'Afrique et l'Asie pour y découvrir les conditions de vie des femmes. Publié en 2008 aux États-Unis et en 2010 aux éditions des Arènes en France, je n'ai découvert ce livre qu'au début du mois d'octobre puisqu'il a été choisi par Emma Watson pour son club de lecture féministe Our Shared Shelf.

J'ai terminé ma lecture ce matin et à chaud, je dirais que ce livre va changer ma vie.

Kristof et WuDunn abordent plusieurs sujets principaux : la prostitution forcée, le viol et les crimes d'honneur, ainsi que la mortalité maternelle. Même si beaucoup de chiffres et de données nous sont transmis, c'est surtout par les récits de vie de plusieurs femmes que nous découvrons les horreurs dont elles sont les victimes. Et quand je dis « horreurs », c'est un euphémisme. Ce livre est difficile à lire tant les récits sont violents et dérangeants.
Plusieurs fois, j'ai essayé de partager des passages avec ma famille mais ils ont catégoriquement refusé que je continue ma lecture après quelques lignes seulement : c'est choquant, effrayant et ça reste gravé dans votre mémoire.

Pourtant, c'est le meilleur moyen pour ouvrir les yeux sur ce qui se passe dans le monde. Dans des endroits où les filles n'ont accès ni à l’éducation ni à l’électricité. Des endroits où le machisme est accepté par tous, y compris les femmes qui estiment normal que leur mari les battent. Des endroits si éloignés des villes que les lois censées protéger les femmes ne sont pas respectées – quand elles existent ! – et que la police ne s'aventure jamais en ces lieux.

« Une importante étude de l'organisation mondiale de la santé révèle que, dans la plupart des pays, entre 30 % et 60 % des femmes ont déjà subi des actes de violences physique ou sexuelle de la part de leur mari ou de leur petit-ami. » Extrait

Vous apprendrez à connaître Meena, kidnappée à 9 ans et forcée à se prostituer dans un bordel où elle aura deux enfants.
Mukhtar, victime d'un viol collectif qui devient une véritable héroïne après avoir osé porter plainte (dans un pays où – pour de multiples raisons – c'est extrêmement rare) puis avoir fondé une école grâce à l'argent qu'elle gagne à titre de dédommagement.
Mahabouba, vendue à 13 ans à un homme d'une soixantaine d'années, tombe enceinte, s'enfuit et passe sept jours seule dans une hutte à essayer d'accoucher (sans succès) avant que les villageoises la portent à l'écart du village pour qu'elle soit dévorée par des hyènes.

Il y en a beaucoup d'autres. En lisant, nous croulons sous les témoignages, tous plus tragiques les uns que les autres. Pourtant, Kristof et WuDunn ne nous laissent pas sans espoirs face à ces situations. Pour eux, la solution est dans l'éducation des filles. Le livre entier tourne autour d'un credo : il faut aider toutes les filles du monde à accéder à l'éducation. De nombreuses associations essaient, des entrepreneurs sociaux construisent des projets, des bénévoles envoient de l'argent ou des fournitures scolaires. C'est bien, mais c'est loin d'être suffisant.
Bonne nouvelle : cette lecture ne peut laisser personne indifférent et je pense qu'il est compliqué de retourner à son train-train après ça.

« Comment expliquer […] qu'on ait brûlé bien plus de sorcières que de sorciers ? Pourquoi les femmes sont-elles attaquées à l'acide et non les hommes ? Pourquoi les femmes ont-elles beaucoup plus de risques d'être dénudées et humiliées sexuellement que les hommes ? » Extrait

Les auteurs font tout pour nous inciter à agir, en annexe sont listées toutes les associations américaines qui viennent en aide aux femmes et le traducteur (Olivier Colette) a pris soin de noter celles qui ont un site français. Plus d'excuses donc pour ne pas agir.

Je suis loin d'être critique littéraire et cet ouvrage a bien entendu des défauts (il est bien trop américano-centré), je vous invite à aller lire ses critiques sur Babelio que j'ai trouvé très justes. Mais surtout, je vous invite à lire ce livre. Ne serait-ce que certains chapitres, certains récits de vie.

Si vous connaissez des associations ou des entreprises sociales qui viennent en aide à des filles, des sites qui proposent de parrainer des filles ou autres, merci de partager ces infos avec moi, je suis plus que preneuse ! Je fais mes recherches de mon côté mais votre aide me sera utile.

Science education has long been important part of the St. Andrew curriculum beginning with the main labs were built in 1944.  Though the labs could always not accommodate all science subjects, St. Andrew’s leadership ensured that its students had every opportunity to study the sciences.  The school’s third principal, Mary Dawson (1957 - 1968), was a science teacher.  A Welsh woman, she taught botany and returned to Jamaica to lead the school through several significant milestones.  Under her leadership, a great deal of development in science education at St. Andrew, notably the beginning of instruction in physics at the nearby Calabar Boys School until the St. Andrew physics labs were complete in 1963.  In 1959 Ms. Dawson oversaw the expansion and renovation of a block of facilities to create additional space for instruction in chemistry, biology, and botany.  These early commitments to science education have not wavered.  Many St. Andrew graduates (as you see from the testimonials) have pursued and excelled at many science and technology-related fields.  

Support the Because Girls in Science Matter Campaign to invest in girls’ science education – hands on laboratory experience is necessary for full instruction in this discipline – to inspire a new generation of scientists, and to empower girls to do their best: http://www.razoo.com/story/St-Andrew-High-Science-Lab-4-Campaign-Because-Girls-In-Science-Matter

Image Source: myjamaicanfamilyblogspot.com; Miss Dawson and Miss Liversidge (ca 1952) on St. Andrew High School grounds before the Main Building, which still stands today.

My interest in a career in dental medicine began when I was at SAHS. I loved science and those classes definitely provided me with the knowledge and fueled my ambition to pursue a career as a dentist. I recall working on experiments in the labs, where we sometimes had to pair up and work in groups because we shared Bunsen burners and other equipment. In Chemistry,

I sat at a lab table with Anya, Eesha & Tayo, which resulted in a lot of time discussing the experiments (and other non-related Chemistry subjects too). I think that our Chemistry teacher, Mrs. Stokes sometimes turned a blind eye to our chatting, because she understood that sharing our enthusiasm with friends made the subject even more fun. With the support of my teachers, completing my CXC SBA Manuals for (Chemistry, Biology & Physics) left me armed with confidence in my abilities and equipped with groundwork for vital scientific skills (from practical to data analysis).

Tiffany Ashton, DDS, SAHS Class of 1998

Support the Because Girls in Science Matter Campaign to invest in girls’
science education – hands on laboratory experience is necessary for
full instruction in this discipline – to inspire a new generation of
scientists, and to empower girls to do their best. As Dr. Ashton recalls, science class was a place – a safe space –for collaborative learning skills…and building friendships:
http://www.razoo.com/story/St-Andrew-High-Science-Lab-4-Campaign-Because-Girls-In-Science-Matter

Science Lab 4 will be used by students in grades 7 through 9, the early years of a student’s career at St. Andrew. Therefore, it’s important that the labs are of high quality to ensure that students have a good introduction to and foundation in the sciences, whether they chose those subjects for the CXCs or not. High quality facilities complemented by good instruction are necessary for students to have the best chance of excelling in the CXCs. Students also begin to build the confidence and academic curiosity that are necessary for future leadership positions at St. Andrew and beyond.

Support the Because Girls in Science Matter Campaign to invest in girls’ science education – hands on laboratory experience is necessary for full instruction in this discipline – to inspire a new generation of scientists, and to empower girls to do their best: http://www.razoo.com/story/St-Andrew-High-Science-Lab-4-Campaign-Because-Girls-In-Science-Matter

As St. Andrew prepares to celebrate its 90th year and builds for the next 90 years, it has embarked on several infrastructure improvement projects to renovate and upgrade original buildings and to build new ones.  The complete renovation of the Main (and original) Science Block and its 4 main labs – built in 1944 - is one of these projects.  Since 2012, the St. Andrew High School Foundation, which manages the fundraising, endowment, and infrastructure improvement projects for St. Andrew, has, through traditional fundraising, raised USD$250,000 to renovate three of the four main science labs.  Lab 33 (it is also called Lab 4 because it is the 4th in this infrastructure improvement project) is the last lab standing on the Main Science Block.  It was built in 1944. It is the largest of the main labs, and requires approximately USD$80,000 for its complete and necessary renovation.  Work on Lab 4 is expected to begin in June 2015.

In 1925, St. Andrew High School for Girls began with 21 students.  Now, St. Andrew educates 1500 girls from grades 7 through 13 (first form through upper 6th).  Many students pursue the sciences and all required to study sciences during their first years at the school.  The need for well-equipped science labs to support the school’s mission of high-quality holistic education is unquestioned.  Because Girls in Science Matter, we invite you to help continue the tradition of science education at St. Andrew High School for Girls.  Help us to ensure the school’s and Jamaica’s future by educating our girls.

Support the Because Girls in Science Matter Campaign to invest in girls’ science education – hands on laboratory experience is necessary for full instruction in this discipline – to inspire a new generation of scientists, and to empower girls to do their best. Let’s build for the next 90 years: http://www.razoo.com/story/St-Andrew-High-Science-Lab-4-Campaign-Because-Girls-In-Science-Matter

The science laboratories at St Andrew High School (SAHS) were a revelation to a 12 year old coming from primary school, and the magic remained for the 7 years of my stay at SAHS, from 1954 to 1960. The excitement stemmed from the discovery of the parts of a plant and learning to draw them, to observing and recording the life cycle of a coconut palm and a mango tree, and later carrying out food tests, judging the end point of a titration, conducting experiments on photosynthesis and tropisms, and dissection of earthworms, cockroaches, dogfish, toads and rats.

These activities, undertaken in the science laboratories, developed my sense of enquiry as I sought to satisfy curiosity about my environment. The interest generated by the science I did at school stimulated me to become a science teacher, and I taught science, mainly biology, for 13 years. It also prompted my interest in how the curiosity of students can be stimulated and their motivation for learning maintained and so I pursued graduate work in educational psychology. I spent the major part of my work life at the University of the West indies (UWI).

The school science laboratory needed in the 21st century is a far cry from the one in which my curiosity and interest were sparked. A number of the science laboratories at SAHS need updating to include modern scientific equipment, technology and its applications, so that scientific enquiry and developing excitement about doing science remains a priority.

Elsa Leo-Rhynie,
Professor Emerita, UWI

Support the Because Girls in Science Matter Campaign to invest in girls’ science education – hands on laboratory experience is necessary for full instruction in this discipline – to inspire a new generation of scientists, and to empower girls to do their best. As Professor Leo-Rhynie encourages, let’s make sure that scientific enquiry and developing excitement is encouraged: http://www.razoo.com/story/St-Andrew-High-Science-Lab-4-Campaign-Because-Girls-In-Science-Matter

…communicate with others in Kiswahili and English.

Qabale Dida, School committee member, Sololo, Kenya

…get relevant skills for community transformation.

Adbuba Dima, Village Elder, Kenya

…get connected with the world. 

Tana Wako, school parent
Dadach Ellele Primary School

Dadach Ellele Primary School, Kenya, grade 5

Dadach Ellele Primary School, Kenya, grade 4

Dadach Ellele Primary School, Kenya, grade 5

…education my children without depending on fundraising from well-wishers.

Qabale Dima, School Cook
Dadach Ellele Primary School

..I can be self-reliant and also help empower others in my community.

Ramole Primary School, Kenya, grade 5

Ramole Primary School, Kenya, grade 5

Dadach Ellele Primary School, Kenya, grade 4

Ramole Primary School, Kenya, grade 5

Dadacha Ellele Primary School, Kenya, grade 4

Elllele Primary School, Kenya, Grade 4

…buy my own car and drive it myself!

Ramole Primary School, Kenya, grade 5

19 year old Thereza is a student in the Nwoya District of Northern Uganda and she’s the oldest in a family of 5 children. Because her village didn’t have a school, her father took her on the back of his bicycle to the primary school where he worked.

When she entered high school, there were 160 students in her grade, more than 90 of them girls. But soon, early marriage, lack of funds, or the need to stay home and care for the family, began causing the other girls to drop out. By the time Thereza sat for her Junior Year exams, she was the only girl left.

Thereza found it uncomfortable being the only girl in school. “It was tough at first, and I thought of leaving school like my friends.” she said. The boys would insult or threaten her, so she decided to talk to a teacher. They met together with the boys and asked them to treat her like a sister and support her like they would their own siblings.

Thereza still sometimes finds it tough to be the only girl in school, but she wants to be a teacher, so she knows that she needs to keep studying to achieve her goals. She has some advice for girls who may be questioning their place in school. “Set a goal in life and follow it, you will always achieve it. It is important to have confidence in yourself, to know that you can succeed and not allow yourself to be intimidated.”

Learn more about how we support girls here.

In 2012, The United Nations marked October 11th as International Day of the Girl Child to highlight the unique challenges that girls face around the world. Last year, we displayed of girls and boys around the world with signs proclaiming why they believe in girls’ education. This year, we’re telling the stories of some of the girls that participate in our education projects from around the world.

Hezbalem is from rural Ethiopia, and she grew up not knowing her parents. When she was 10, she moved to Addis Ababa, Ethiopia’s Capital, to work as a baby sitter. She still managed to remain in school and supplement her income by selling lottery tickets. As she got older, her sight started to wane, and she eventually was rendered blind. She was forced to quit school so she could learn braille.

But, not all hope was lost. Thanks to a scholarship fund, she was able to continue her education and successfully passed her elementary school exams. She continued to sell lottery tickets until she reached 10th grade when she became a recipient of a scholarship from IIRR’s Economic and Social Empowerment of Youth program. She receives a stipend every month to cover school-related costs. She’s been excelling in school and receiving high marks, and has just started school as an 11th grader.

Hezbalem believes it’s extremely important to educate girls. “The road to learning is challenging,” she says “so girls should get the support they need to overcome those obstacles.”

Girls’ education is one of IIRR’s core tenets. This year, 2,500 at-risk youth were provided business training and supported in starting micro-enterprises as an incentive for returning to and remaining in school. 108 girls were also given scholarships to attend school.

You can learn more or support our work by visiting www.iirr.org