Fill in the blanks exercise – education for girls

• the near-insurmountable …….. facing school-age girls in the world’s poorest regions: this could be challenges, but also obstacles, hurdles, difficulties, or even problems, if you couldn’t think of anything better.
• Her story ……. that of millions of girls around the world: this could be mirrors, or perhaps echoes, or simply is similar to.
• There is a need to ……stronger policies to ……. progress: the first gap could be devise, or develop, propose, plan, implement, push through, support. The second gap could be stimulate, boost, speed up.

Bright-eyed and clever, a young girl from a small village in Malawi shares her wish for a better life. From her confines, up early in the morning, cleaning and cooking, eating last, marrying young, she has little chance for school, much less a future with a career.

“Give me a chance,” she says disarmingly, “and I’ll take it from there.” The three-minute video, produced by Plan International, a UK-based global advocacy group on children, tells the story of the near-insurmountable challenges facing school-age girls in the world’s poorest regions, including many parts of sub-Saharan Africa.  Her story mirrors that of millions of girls around the world whose prospects are severely limited because they cannot finish school.

According to the 2014 Millennium Development Goals Report, a United Nations annual report that tracks progress towards achieving the MDGs, some 33 million children in sub-Saharan Africa were out of school in 2012.  While the situation varies from country to country and between rural and urban areas, overall 56% of the out-of-school children are girls. 

There is no doubt that a concerted global push for universal education has narrowed the gender gap in primary school enrolment between 2001 and 2008, says UNESCO, the UN agency on education and culture. Over the past seven years, however, the gap appears to have remained the same, according to the report. Pervasive poverty and persistent cultural attitudes, including forced early marriages and child labour, continue to be the main obstacles to girls’ education in sub-Saharan Africa. 

 “Poverty lies at the heart of many of the challenges that hinder girls’ access to education. The pressures of poverty mean that parents must constantly make decisions about how to utilize extremely limited resources and how best to provide a secure future for their family,”

Poor families, mostly in rural areas, are forced to send boys to school while keeping the girls at home helping with chores in the belief that chores are sufficient lessons for girls to learn how to keep a family. Even as more girls are enrolled in primary schools, their chances of dropping out continue to be greater than boys’. Girls may be withdrawn from school by parents for reasons linked not only to costs but to unwanted pregnancy.

There is a need to devise stronger policies to revive progress. UNESCO and UNICEF are recommending that countries focus on “broad investment to strengthen and expand education systems, a sharp focus on improving the quality of education on offer and targeted interventions for the children who are the very hardest to reach.” 

In a joint report, the two agencies said the priority should be to ensure that even the most vulnerable and disadvantaged girl has access to a school close to home—a school that meets her most basic needs for safety, privacy and cleanliness.