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Educational Attainment and Its Impact on Women's Status in Central Asia

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Educational Attainment and Its Impact on Women's Status in Central Asia D3 SYSTEMS, INC. Educational Attainment and its Impact on Women’s Status in Central Asia A Comparative Analysis of Public Opinion of Tajikistan, Kyrgyzstan and Kazakhstan Stephen Hornbeck Research Analyst March, 2012 8000 Towers Crescent Dr. Suite 1350 - Vienna, Virginia 22182 USA - Ph.703.388.2450 - Fx.703.388.2454 www.D3Systems.com Table of Contents Introduction ......................................................................................................................3 History of Education in Central Asia ...............................................................................4 Differences Among Neighbors ........................................................................................6 History’s Impact on Education ........................................................................................7 Employment Opportunities ..............................................................................................9 State of Economic Dependence: Payment of Wages .....................................................10 Conclusion .....................................................................................................................13 Methodology ..................................................................................................................15 Works Cited ...................................................................................................................22 8000 Towers Crescent Dr. Suite 1350 - Vienna, Virginia 22182 USA - Ph.703.388.2450 - Fx.703.388.2454 2 www.D3Systems.com Introduction Survey research has a role to play in providing Muslim women with a public voice where custom and culture do not permit them their own. It can be used to inform and shape empowerment policies from the perspective of each population. The Women in Muslim Countries (WIMC) study is designed to measure women’s empowerment in actual daily practice, providing an in-depth look into the oft-perceived gap between current public policy and empowerment initiatives, as well as actual practice on the personal and local level. The answers are intended to yield a metric for promoting excellence in public policy by informing policymakers on women’s attitudes about the effects of policy initiatives, as well as a measure of the degree of effectiveness of those policies. As part of a collective effort to understand the status of rights (in practice and beliefs) of Muslim women around the world, D3 Systems, Inc. (www.d3systems.com ) sponsors and manages the 26 country WIMC. The nationwide Kazakhstan, Kyrgyzstan, and Tajikistan survey, the focus of this report, consists of interviews with 1121, 1027, and 999 randomly selected Muslim women nationwide in Kazakhstan, Kyrgyzstan and Tajikistan respectively. The respondents were interviewed in person by native speakers, from November 14 to November 27, 2007. With a 95% confidence interval, results from this survey can be expected to have a margin of error of +/- 3 percent. This report provides analysis of differences between three countries of the same region with overlapping histories. It addresses women’s attitudes and opinions on their rights, analyzes their economic status and looks at each of these factors through the lens of varying levels of education across and within the three countries. It provides a historical context, focusing on Soviet occupation and later independence in the late twentieth century, for how and why the educational standards vary between the countries. The results of this study indicate that the history of each country has created distinct social structures and conditions that have left lasting impressions on the status of women within each. Due of the stark differences in Tajikistan’s history since the dissolution of the Soviet Union, this paper will focus on the educational conditions of women within Tajikistan in comparison to both Kazakhstan and Kyrgyzstan. It will demonstrate that of the three countries, Tajikistan has the highest percentage of women who did not attend university and who stated their highest desire would be for a better education (19%). This limited access to education has inhibited much of the female population from working in higher paying jobs and has decreased their economic independence, as those with lower levels of education tend to work in jobs where the payment of the wages are made to other members of the household. 8000 Towers Crescent Dr. Suite 1350 - Vienna, Virginia 22182 USA - Ph.703.388.2450 - Fx.703.388.2454 3 www.D3Systems.com History of Education in Central Asia With the advent of Soviet control of Central Asia in the early twentieth century, government programs were designed and instituted to decrease the power and influence of religious leaders and the local oligarchs, subjugate the influence of Islam in the Soviet states, and increase the power of the lower and middle class segments of society as well as their loyalty to the state. These programs included land redistribution, educational reform and public works programs, such as the construction of libraries and cultural centers. Though these programs were originally designed to increase loyalty to the state, they had many unintended consequences. Soviet education programs replaced traditional Arabic and Latin scripts with the Cyrillic alphabet and required primary education for the entire population. Bright and talented youth were recruited from the countryside and brought to urban centers to receive a higher quality education and to demonstrate the progress that the Soviet Union was making for the people. This also served to bring different ethnic, religious, and social segments of the population together to exchange ideas and dissipate ethnic tensions that had traditionally led to conflict within these societies. Educational opportunities in the urban centers led to the retention of the educated youth in these areas due to the limited number of jobs in the rural areas. This movement and retention of the population in urban areas continues in Central Asia today. WIMC data indicates that in Kazakhstan, 67% of women who have enrolled in or have completed a university education currently live in urban areas compared to 33% who live in rural areas. Similarly, in Kyrgyzstan, 59% of university students or graduates are living in urban areas compared to 44% living in rural areas. In Tajikistan, which has a similar urban and rural population as Kyrgyzstan, the opposite situation exists where 65% of college students or graduates live in rural areas and 35% live in urban areas. The difference in Tajikistan may be due to the lack of employment opportunities currently available in urban Tajikistan as well as displacement of the urban population as a result of the Tajik civil war which left over 1 million people displaced. Figure 1: Residence of College Educated Women 67% 65% 56% 44% 33% 35% Urban Rural Kazakhstan Kyrgyzstan Tajikistan Country 8000 Towers Crescent Dr. Suite 1350 - Vienna, Virginia 22182 USA - Ph.703.388.2450 - Fx.703.388.2454 4 www.D3Systems.com This theory concerning the lack of employment opportunities in urban Tajikistan is supported by the WIMC data which reveals that women with higher education that live in rural areas actually have a higher rate of employment. Overall, 62% percent of Tajik women with a college degree living in rural areas are employed full-time compared to 45% of their urban counterparts. Furthermore, these educated Tajik women living in rural areas are more likely to work in areas of public health (28% rural women, 17% urban women) and education or culture (38% rural women, 20% urban women) while their educated urban counterparts have higher rates of working in trade (14% urban women, 3% rural women) and commercial services (14% urban women, 7% rural women). Figure 2: Percentage of Employed College Educated Women by Residence 76% Tajikistan 52% 40% Rural Kyrgyzstan 50% Urban 43% Kazakhstan 59% 0% 20% 40% 60% 80% Educational programs instituted by the Soviet Union also helped to increase literacy rates among the population, improve the educational standards in both urban and rural areas, and increase the population’s perceived value of education. For example, the literacy rate in Tajikistan increased from 2.2% in 1926; to 71.7% in 1939 (Hiro, 2009, pg 56); and again to 93% in 1989 (Falkingham, 2000, pg 7). Although these numbers may have been inflated by the government of the period, they do represent a tremendous increase in literacy rates in Central Asia. Soviet rule also set the minimum age of marriage to 16 for females while polygamy, payment of kalym (payment for a bride), and marriage without the bride’s consent were all banned. (Falkingham, 2000, pg 7) These initiatives helped to curtail traditional religious and social practices imposed on women which prevented them from pursuing a basic education. During this time, social safety nets were provided to women when they started a family. Women were given two years maternity leave and guaranteed free health care for themselves and their children. (Hiro, 2009, pg 56) These circumstances provided women with the opportunity and ability to pursue ambitions 8000 Towers Crescent Dr. Suite 1350 - Vienna, Virginia 22182 USA - Ph.703.388.2450 - Fx.703.388.2454 5 www.D3Systems.com beyond raising children. This further improved the educational achievement levels of women throughout Central Asia. Through these programs, women of Central Asia were able to pursue higher education and were provided with the tools necessary to compete with men in
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