Weeks 3 & 4, a flurry of education working group meetings with NGOs punctuated by an interesting conference today on Child Labor. Though we missed the first presentation of the conference, which was on Homebound Girls, I was able to participate in an animated break-out session with the Homebound Girls focus group. Our mission was to formulate recommendations that addressed:
a. What can be done to enforce the law that states that education is compulsory up to the age of 16 (a law that is routinely overruled by the decision of a parent to withdraw girls early from school to stay and work at home), and
b. As Homebound Girls are subject to the same (if not more) hazards as other domestic workers, should they be included in the child labor definition so that this form of labor can be addressed through the National Framework.
Aside from the three participants in the group who were huddled in the English-translation corner, the rest of the individuals from various NGOs were from the region. There were a multitude of approaches regarding the enforcement of the compulsory education law. Many supported the need for deterrent legislation, specifically imposing a high fine on parents who withdraw their children from school, a fine that would surpass the financial benefits of keeping the girl at home to work. Others additionally suggested that the Ministries of Education, Islamic Affairs and Media work together to advocate for keeping girls in school. The importance of working with community leaders, especially religious leaders, to advocate for girls to remain in school was emphasized, particularly in the more remote areas of the country. A number of participants suggested that the school intervene before the Ministry of Education gets involved through meetings with the parents.
One of the most problematic barriers identified is that a girl is not considered a drop-out until a minimum of three months have passed from the date she leaves school.
Regarding including Homebound Girls in the child labor definition, we nearly unanimously agreed that this was the best immediate option for ensuring the girls’ protection as well as raising awareness about Homebound Girls and their rights to education. One woman said that it was the female’s duty to provide domestic services, and that including this labor as a form of child labor was problematic. This began a heated discussion about culturally and religiously rooted notions about the female and her domestic role. One woman said that girls are simply unaware that it is not their duty any more than it is a boy’s to provide domestic services because this is seen as a cultural given. The discussion also highlighted the isolated condition of Homebound Girls and the resulting psychological impacts (in comparison to say boys working outside of the home with other boys their age).
On the drive back to the office, one of my co-workers said that discussing the situation of Homebound Girls is such a sensitive topic, it has not actually been addressed formally nor had it’s own dedicated study until this conference. She seemed thrilled and somehow relieved that this issue has finally been given voice.
This past month I have been primarily attending meetings regarding a regional response report that will result from a nation-wide survey and assessment of Syrian children and their access to quality education in Jordan (both in refugee camps and host communities). The information I have gathered should provide some good foundational knowledge for the work I hope to begin with girls in Za’atari in the next week or two.
Next time around, flurries of stories from the field, inshallah…
Until then, check out these young photographers in different regions of Syria, recording their daily life. Pretty astounding and revealing work…
http://www.jadaliyya.com/pages/index/10637/the-lens-of-a-youth-photography-collective_documen
a. What can be done to enforce the law that states that education is compulsory up to the age of 16 (a law that is routinely overruled by the decision of a parent to withdraw girls early from school to stay and work at home), and
b. As Homebound Girls are subject to the same (if not more) hazards as other domestic workers, should they be included in the child labor definition so that this form of labor can be addressed through the National Framework.
Aside from the three participants in the group who were huddled in the English-translation corner, the rest of the individuals from various NGOs were from the region. There were a multitude of approaches regarding the enforcement of the compulsory education law. Many supported the need for deterrent legislation, specifically imposing a high fine on parents who withdraw their children from school, a fine that would surpass the financial benefits of keeping the girl at home to work. Others additionally suggested that the Ministries of Education, Islamic Affairs and Media work together to advocate for keeping girls in school. The importance of working with community leaders, especially religious leaders, to advocate for girls to remain in school was emphasized, particularly in the more remote areas of the country. A number of participants suggested that the school intervene before the Ministry of Education gets involved through meetings with the parents.
One of the most problematic barriers identified is that a girl is not considered a drop-out until a minimum of three months have passed from the date she leaves school.
Regarding including Homebound Girls in the child labor definition, we nearly unanimously agreed that this was the best immediate option for ensuring the girls’ protection as well as raising awareness about Homebound Girls and their rights to education. One woman said that it was the female’s duty to provide domestic services, and that including this labor as a form of child labor was problematic. This began a heated discussion about culturally and religiously rooted notions about the female and her domestic role. One woman said that girls are simply unaware that it is not their duty any more than it is a boy’s to provide domestic services because this is seen as a cultural given. The discussion also highlighted the isolated condition of Homebound Girls and the resulting psychological impacts (in comparison to say boys working outside of the home with other boys their age).
On the drive back to the office, one of my co-workers said that discussing the situation of Homebound Girls is such a sensitive topic, it has not actually been addressed formally nor had it’s own dedicated study until this conference. She seemed thrilled and somehow relieved that this issue has finally been given voice.
This past month I have been primarily attending meetings regarding a regional response report that will result from a nation-wide survey and assessment of Syrian children and their access to quality education in Jordan (both in refugee camps and host communities). The information I have gathered should provide some good foundational knowledge for the work I hope to begin with girls in Za’atari in the next week or two.
Next time around, flurries of stories from the field, inshallah…
Until then, check out these young photographers in different regions of Syria, recording their daily life. Pretty astounding and revealing work…
http://www.jadaliyya.com/pages/index/10637/the-lens-of-a-youth-photography-collective_documen