Recently, Mariam Khalique, a teacher in Pakistan and spokesperson for the Global Monitoring Report, spoke about her dedication to girl’s education in Pakistan.
In the article, “Malala was right to fight for her education,” Khalique discusses her views on education and her support for her former student and education activist, Malala Yousafzai who was shot by the Taliban.
At the start of her teaching career, Khalique explains that her school enrolled 1,000 students, of which 300 were females. While poverty and conflict contribute to low enrollment for female students, Khalique believes that many girls in her community do not attend school for cultural reasons. Khalique further explains that many families believe that a female’s place is in the home and as a result, girls do not have equal access to education.
Despite these cultural challenges, Mariam Khalique is working to change perspectives and practices in her community, stating, “These are crimes against humanity, that I have no choice but to decry.” Khalique approaches education as an innate human right. Education transforms lives and by providing all children with equal education, they will be able to develop the necessary skills and knowledge to improve their lives. By giving individuals the ability to make changes, society will experience greater long-term benefits.
While education typically refers to improving reading, writing, and mathematics, we must expand upon this tradition definition to make education more practical and valuable to communities. Education programs can also target issues such as citizenship, maternal and child health, nutrition, and sanitation.
The Global Monitoring Report states that “Education’s unique power to act as a catalyst for wider development goals can only be fully realized, however, if it is equitable…Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives.”
As we approach the 2015 deadline for the Millennium Development Goals, it is important for us to consider the positive impacts that girls’ education can have on societies across the globe, but we must keep several points in mind: Are we creating educational programs that are culturally relevant to the specific communities they target? While Mariam Khalique explains that cultural perspectives in her community need to change, it is imperative that educational reforms and programs respect and reflect the wants and needs of a community. In order for education to have meaning and value to people, it must provide them with relevant skills and knowledge that will enable them to improve their lives. Whether it is health, nutrition or sanitation information, more job specific training, or literacy programs, we must move beyond the idea that one model of education will work across the globe and move towards increasing a community’s participation in the reform process.