IFUW mobilises for quality education that meet Indigenous People’s needs

There are 350 million indigenous people in more than 70 countries around the world, speaking more than 5,000 languages (UNESCO, 2009). While education is widely recognised as a universal human right, indigenous people continue to face serious discrimination in terms of access to education. This discrimination is reflected in the gravely concerning education gap that exists between indigenous people and the general population. For instance, in Mexico, indigenous illiteracy is five times higher than that of non-indigenous populations (Education For All Global Monitoring Report, 2010).

Indigenous women throughout the world are among the most marginalised groups of society, facing multiple counts of discrimination on the basis of sex, ethnicity, language and culture. In terms of accessing education, minority girls and women face the greatest challenges. A 2010 report by Education for All (EFA) reported that Peruvian illiterate indigenous women represent 75% of the illiterate population, and in Ecuador 40% of indigenous rural women are illiterate compared to 20% of illiterate men. The barriers to achieving universal basic education are numerous and complex. In most indigenous communities, cultural norms prevent girls from attending school. Some families require girls to remain at home and perform domestic chores. Many families prefer their daughters to be married off at a young age which sees the young brides denied the long-term benefits of education. This is so because girls and women have to leave their homes after marriage and are expected to help their husbands’ families with chores (United Nations Permanent Forum on Indigenous Issues United Nations Permanent Forum on Indigenous Issues, 2010). Such gender norms and traditions prevent women and girls from participating in all spheres of life.

Indigenous girls also face geographical obstacles to obtaining education. Girls who live in remote areas with inadequate school infrastructure often have to travel longer distances or leave home altogether to attend school. In addition, lack of access to education prevents women from minority communities from escaping the cycle of poverty. Indigenous people constitute about 5% of the world’s population and yet account for about 15% of the world’s poor (International Fund for Agricultural Development). Financial barriers such as school and exam fees as well as the costs associated in buying uniforms prevent many of the indigenous girls from going to school. Even when girls from minority groups do access school, they often have to contend with educational materials that are not culturally appropriate and that are not offered in indigenous languages. In addition to hindering learning, failure to use the child’s vernacular tongue threatens the ability of indigenous girls to build self-confidence and self-identity. In Burundi, for example, Batwa women and girls report being verbally and sexually harassed by male teachers and students at school (Minority Rights Group International, 2009).

Gender equality and the empowerment of women and girls through access to quality education are critical to removing the barriers to indigenous people’s education.

Research shows that investing in girls’ education contributes to sustainable and economic development (UNICEF, 2011). It also, increases the capability of women and girls to realise their rights, determine their life outcomes and influence decision making in household, communities and societies. Research by the EFA Global Monitoring Report (2013) shows that educated women are more likely to find work. In Brazil for example only 37% of women with less than primary education are in work, while this rises to 60% for women with a secondary education.

IFUW calls upon on governments, global policy makers, education sectors and the civil society to develop and share best practices in indigenous education, in collaboration with indigenous people. States should establish education systems responsive and tailored to the specific needs of indigenous people. Quality, accessible school curricula must provide for linguistic necessities and the learning environment should incorporate cultural diversity. States can sustain the quality of education by recruiting and training more local and multi-lingual teachers, who have familiarities with minority languages and cultures. Education based on mother tongue curriculum, which incorporates traditional knowledge, will help girls to stay in schools (UNPFII, 2010). Where possible, teachers should be recruited amongst the indigenous populations themselves, which also provides encouragement for secondary school girls to continue education with a view to becoming educators.

Investing in non-traditional education for marginalised women and girls has proved to be one of the best means of achieving economic growth (UNESCO, 2002). States should invest in appropriate technology and teaching methods so that women are empowered to realise their full educational and professional potential. Radio stations, for instance, can help women and girls to access knowledge where physical, institutional presence is not possible.

As discussed above, issues of safety and security make it less likely for parents to allow daughters to attend school if they have long distances to travel. To tackle this issue, IFUW recommends that States build more schools in rural communities that are safe and welcoming to girls and also develop appropriate solutions to ensure increased access for indigenous girls. With the full participation of indigenous people, governments should provide designated funding for indigenous education, adjusted regularly for inflation and population increase. The adoption of these measures will ensure the advancement of indigenous women.

States should recognise the significance and necessity of providing accessible, quality education to indigenous people. It is crucial that indigenous and minority women are not practically prevented from accessing learning due to linguistic, geographical or other barriers.

Lorraine Mangwiro, IFUW