National 9 (Spotlight Weekly)

Time For Action

Activists focus on the need to ensure 'real equality'

By THAKUR AMGAI

Although girls are less privileged than boys in most Third World countries, Nepal is among the few countries where more than half a million girls have never seen a school. Even those who go to school rarely complete their education. The rate of girl dropouts is far more than that of boys. The need for better education opportunities for girls has long been felt in Nepal.

Over the decades, virtually all organizations — both governmental and non-governmental — and experts have been stressing the need for special programs for girls' education. At an interaction program held on 92nd International Women's Day, most participants focused on the need of girls' education and programs brought by their institutions. In emphasizing the need for girls' education, participants complained of lack of resources, poor awareness and flawed implementation of policies and programs and a host of other factors that stood in the way of equality.

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But there were voices — include one from a woman — against providing special attention to girls. "Since we all have realised the need for gender equality, we should stop providing additional programs for girls," said Manorama Rana, principal of Mahendra Bhawan Higher Secondary School, one of the capital's most prominent girls school.

Her argument was that if women are considered as capable as men, then why should they go on receiving special treatment. That would only create a psychological bias. "They can do well with the same opportunities men get. If we go on giving special attention to women, a day will come when men will lag behind women. Then we would need special programs for men," she said.

"Moreover, history and contemporary trends have shown that girls are more productive than boys. If girls are provided the same opportunities as boys, they can yield better results. That is why there is no need for special programs for girls. And this system of real equality should start right now from every family." Rana said many girls' schools in Kathmandu have started taking boys and vice versa. "Mahendra Bhawan, too, is going to be co-ed soon."

Discussions also focused on the role of women teachers. Ram Prasad Basyal, the chief of the school administration division of the Ministry of Education and Sports, said women teachers were found to be more effective in the classroom. "Bereft of motherhood for several hours a day, small children feel more secure in the presence of a lady teacher," he said.

That is why the government has made a provision for at least one woman teacher in every primary school of the country, Basyal said. In the secondary and lower secondary levels, too, women candidates should be given priority, he added.

According to the ministry, there are 4,100 female teachers working in schools across the country. However, most are centered in urban areas. Another survey has shown that 30 percent of the teachers in the primary level are women, followed by 15 percent in lower secondary level, and eight percent in the secondary level. But, again, most are in the cities.

Women teachers are found equally effective in higher classes. Other factors like qualification and experience being the same, women teachers are found to be better instructors. "Now at this point, one should wonder why aren't male teachers as effective as females?" questioned Saloni Singh, a woman education activist.

Obviously, the home environment and the social environment are more conducive for males in Nepalese society. In most aspects, males are more privileged than females. But why can't they be as good as women in the classroom? Anybody have an answer?