Millennium Development Goals

Baroness Walmsley Excerpts

Thursday 7th November 2013 Grand Committee

[Baroness Walmsley (LD)]

My Lords, I thank my noble friend Lord Loomba for securing this important debate. I think we would all accept that when you educate a girl you also benefit her family. Although eliminating gender disparity has been a major focus of the MDGs, there are still 31 million girls of primary age not in school.

The poor quality of schooling in many parts of the developing world causes many girls to drop out and return to domestic or agricultural work. In some places the teachers do not turn up, demand bribes or are simply not well enough educated themselves. Among many other charities, the Steve Sinnott Foundation is trying to do something about that by training some of the teachers over here. As has been said, another reason why girls in rural areas do not go to school is because they simply fear for their safety on the journey. Among adult women, literacy rates are rising and the gender gap is narrowing. Even so, women represent two-thirds of the world’s illiterate adults.

If we draw any conclusions from the MDGs it should be that development must be holistic to have any real impact. The charity Network for Africa found that Rwandan women were unable to attend their free literacy and numeracy classes or vocational training sessions because they were worried about the safety of their children who were left at home. When childcare was provided, girls were no longer being kept home to care for younger siblings; mothers attended training programmes; and toddlers, who benefited from just one year of nutritious meals and cognitive development games, gained years ahead of their peers in health and mental ability. The women in the project quadrupled their income, on average, after six months. When women know that their babies are safe, they will attend classes and improve their life prospects.

Sadly, MDG progress sometimes disguises the fact that social norms still perpetuate discriminatory behaviour toward girls and women. Until someone challenges the idea that we cannot question traditional culture, no great strides will be made. Therefore, in the MDGs post-2015, we need indicators for social norms embedded into every aspect of development programming.

The MDGs tackle the easy part. The tough part is challenging cultures that keep discrimination against women in every aspect of their lives. The myth that gender equality is culturally sensitive and must be treated with kid gloves has to be challenged and debunked and the importance of universal human rights stressed. The position of adolescent girls is crucial and ought to be one of the focuses post-2015. Adolescence is when girls realise that their dreams are unattainable because of cultural traditions and persisting views about gender roles. It is all very well aiming attention at schooling but if negative attitudes still exist in the home they will dominate girls’ lives.

Finally, I wish to make a point about the importance of education in emergencies; it is an aspect of global education that is often forgotten. Nowhere is this more critical than in complex emergencies like the crisis in Syria. Currently in Syria, 2.3 million children inside the country and 400,000 refugee children are without education. More than 4,000 schools have been destroyed, damaged, used as shelters or occupied. In countries surrounding Syria, refugee children have put a strain on the local education systems. Without education and adequate psycho-social support, these children are at risk of accepting violence as normal and replicating it, undermining their own futures, the future of their nations and the stability of the region. The future of an entire generation lies in the balance; the global community must be more strategic in its planning and take steps now to avoid this lost generation and destruction of the region.

I ask the Minister whether the UK Government will ensure that the post-2015 MDG agenda adopts a 100% target for quality, basic education for all children and that inequalities relating to gender, location, age, and income levels will be tracked in all the targets in the post-2015 framework.