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Knowledge and Attitudes Amongst Teacher-Students in Senegal Regarding Girls’ Right to Education

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Knowledge and Attitudes Amongst Teacher-Students in Senegal Regarding Girls’ Right to Education Knowledge and Attitudes amongst Teacher-Students in Senegal regarding Girls’ Right to Education: - A qualitative study concerning the disparity in school attendance due to gender A Minor Field Study Bachelor Thesis by Pia Niemi and Emma Cete Supervisor: Maud Edgren-Schori Acknowledgements We would like to thank Our inspiring supervisor Adjunct, fil.lic. Maud Edgren-Schori, Our dear friend, professor Thierno Cissé, The helpful professors at FASTEF; Dr Adama Coly, Dr André Marie Diagne, Dr Fatou Diouf Kandji and Mr Mamby Camara. Our wonderful key informant Ms Rokhaya Faye Our dear interpreters Mr Abdoulaye Faye and Mr Aliou Diouf, And finally all the respondents, whom generously and patiently shared their views and knowledge. Without all the help from you lot, this thesis would not have been compiled. ”Only if women play a full and equal part can we build the foundations for enduring peace – development, good governance, human rights and justice” Kofi Annan Knowledge and Attitudes amongst Teachers within Secondary Schools in Senegal regarding Girls‟ Right to Education: A qualitative study concerning the disparity in secondary school attendance due to gender. Bachelor Thesis, Department of Social Work, Stockholm University, 2012. Emma Cete and Pia Niemi Abstract Despite Senegal‟s ratifications of the UN Conventions CRC and the CEDAW, a noticeable discrepancy regarding secondary school attendance due to the pupil‟s sex has been recognized in enrolment and fulfilment ratios. (www.unicef.org, 2011a) The main issue to be examined in this thesis was the teacher-students‟ knowledge of girls‟ right to education and their attitudes concerning the difference in pupils participating in secondary schools based on the pupil‟s sex and how the matter is being addressed amongst teachers. Qualitative interviews were carried out amongst teacher-students at University of Cheikh Anta Diop, Dakar. We reflected upon the collected material mainly through theories of feminism and social constructivism, and moreover briefly through post-colonialism and structural functionalism, as well as in relation to previous research. We found that the respondents lacked deeper juridical knowledge concerning right to education. Overall the respondents expressed an ambiguity in their gender awareness, and their perception of girls‟ education in relation to cultural traditions. The main obstacles for girls schooling were gender cultural traditions and socio-economic factors. Keywords: human rights, women‟s rights, children‟s rights, children, education, teacher-student, teacher, gender, convention, law, implementation, Senegal Number of words: 19 835 List of Aberrations: CEDAW The Convention on the Elimination of all forms of Discrimination Against Women CRC The Convention of the Right of the Child FASTEF Faculté des Sciences et Technologies de l'Éducation et de la Formation FAWE Forum for African Women Educationalists OSAGI The Office of the Special Adviser on Gender Issues and Advancement of Women at the United Nations SCOFI Scolarisation des Filles UN The United Nations UNICEF United Nations International Children's Emergency Fund UNESCO United Nations Educational, Scientific and Cultural Organization Table of Contents 1. Induction and Problem ............................................................................................ 1 1.1. Current Situation and Statement of the Problem ............................................. 1 1.2. Purpose of the Study and Questions at Issue ................................................... 2 1.3. Background ...................................................................................................... 2 1.3.1. Education as Human Rights, Global Development and Social Welfare ... 2 1.3.2. CRC - Convention on the Rights of the Child .......................................... 3 1.3.3. CEDAW- The Convention on the Elimination of all forms of ................. 4 Discrimination Against Women .......................................................................... 4 1.3.4. Senegal ...................................................................................................... 5 1.3.5. Senegalese Educational Laws and Educational System ........................... 5 1.3.6. Gender Disparity and Education in Senegal ............................................. 7 1.4. Delimitations of the Study ............................................................................... 8 1.5. Definition of Concepts ..................................................................................... 8 1.5.1. Conventions .................................................................................................. 8 1.5.2. Gender ....................................................................................................... 9 1.5.3. Gender equality ......................................................................................... 9 1.5.4. Attitude ...................................................................................................... 9 2. Previous Research ................................................................................................. 10 2.1. Search Methods .............................................................................................. 10 2.2. Summary of Relevant Studies ........................................................................ 10 2.2.1. Discrepancy between Jurisdiction and Implementation ......................... 10 2.2.2. Awareness of Children‟s Rights in Teacher Training .............................. 11 2.2.3. Gender Awareness and Attitudes amongst Teachers ............................... 11 2.2.4. Other Aspects in Society Affecting Girls‟ Schooling .............................. 12 3. Theoretical Framework ......................................................................................... 13 3.1. Epistemological Approach ............................................................................. 13 3.2. Theoretical Approach ..................................................................................... 14 3.2.1. Feminism................................................................................................. 14 3.2.2. Social Constructivism ............................................................................. 16 3.2.3. Structural Functionalism ......................................................................... 16 3.2.4. Postcolonial Aspects ............................................................................... 17 4. Methodology ......................................................................................................... 17 4.1. The Qualitative Research Method.................................................................. 18 4.2. Search Methods .............................................................................................. 18 4.3. Our Prejudice of the Questions at Issue ......................................................... 18 4.4. Procedure during the Field Work ................................................................... 18 4.4.1. Structure of the Teacher-Education at FASTEF ...................................... 18 4.4.2. Selection of Informants ........................................................................... 19 4.4.3. Semi-Structured Interview Template ...................................................... 20 4.4.4. Pilot Interview ......................................................................................... 20 4.4.5. Carrying out the Interviews .................................................................... 21 4.4.6. Language and Interpreting ...................................................................... 21 4.4.7. Transliterating ......................................................................................... 22 4.4.8 Anonymity of Respondents ...................................................................... 22 4.4.9. Results and Analysis ............................................................................... 23 4.5. Validity and Reliability .................................................................................. 24 4.6. Generalizations .............................................................................................. 24 4.7. Ethical Considerations ................................................................................... 25 5. Results and Analysis ............................................................................................. 26 5.1. The Respondents Knowledge and Perception of the CRC, CEDAW and Senegalese Legislation .......................................................................................... 27 5.1.1. Knowledge concerning the CRC and CEDAW ...................................... 27 5.1.2. General Opinions upon these UN Conventions and their Applicability in Senegal .............................................................................................................. 29 5.1.3. Responsibility of the University Regarding the Implementation ........... 30 5.1.4. Knowledge of Senegalese Legislation Concerning Compulsory Education .......................................................................................................... 31 5.1.5. Conclusion of Analysis for 5.1................................................................ 32 5.2. General Gender Awareness ............................................................................ 32 5.2.1 Importance of Education and Expectations Due to Sex ..........................
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