Introduction
It is impossible to address issues related to global poverty without discussing the importance of education. At the same time, it is impossible to talk about global poverty and education without discussing gender issues. Global leaders may focus their resources on fighting poverty and improving education but if they ignore gender issues then they will never be able to develop long-term solutions. It is important that leaders determine the link between poverty, education, and gender.
Although it is important to consider the importance of gender when it comes to the discussion about education and poverty, there is a tendency to cover a wide range of topics and resolve nothing. There is a danger of not being able to deal with some of the more important aspects of the issue regarding gender, education, and poverty. Thus, it would be of great help to limit the discussion using theoretical frameworks related to deregulation, liberalization, and privatization.
Education and Women
The United Nations understood that the poor educational treatment of girls is “not only a matter of discrimination; it is bad economics and bad social policy” (Stromquist, 2002, p.144). It is therefore important to provide women access to education because without it, there is no chance for upward social mobility. It is based on the principle that “it is education that determines the level of prosperity, welfare, and security of the people” (Dore, 1976, p.1). Women will continue to suffer in poverty without the capability to improve their situation.
In most cases, it is poverty that is the main culprit why women are unable to attend school (Vavrus, 2002). However, there are also social factors that are involved (Levinson, 1999, p.116). There is also the need to determine how resources have been used to help the poor and underprivileged (Brock-Utne, 1995, p.191). It can be argued that by analyzing economic theories such as deregulation, liberalization, and privatization, one can understand why equality is not enough when it comes to the plight of women on a global scale.
Economic theories on deregulation seek to remove the direct intervention of governments from addressing social issues. This is easily understood in the free market system used by most governments in the Western world. In theory, deregulation fosters competition. It will resultino the creation of free markets that enable the movement of goods and services without the added burdens imposed by government regulations. In theory, this will allow people to acquire the best product and service at the best price.
Those who support this view will reason out that the whole society can benefit from it. But it can be interpreted the other way, especially if it is analyzed from the point of view of women. The absence of regulation can easily create a situation wherein men will have major control over resources and as a result, women are left with leftovers. The same thing can be said about liberalization. In theory, liberalization can be seen as a heaven-sent solution to the plight of women. In essence, liberalization is synonymous with equality because women are treated as equals in a world dominated by men.
At first liberalization as a theory of economics seems beneficial to women but not after all the other social factors are considered. For example, in a liberalized society women are given the same opportunities as men but in the end they are unable to capitalize on these opportunities. They may have equal opportunities when it comes to the ability to apply and be accepted to work in an entry-level position but in the long run, men are promoted at a faster rate than their female counterparts.
Privatization when applied to the plight of women and their need for education can be seen as a solution with short-term benefits. Privatization is being pushed forward to provide an alternative means of acquiring high-quality education. But a closer examination will reveal that not all women have the financial resources to avail of services that resulted from privatization.
The Specifics of Gendered Issues
In a world where discrimination is slowly losing its stranglehold, there is a need to discuss the underlying problems. It is not enough to simply achieve equality. In the past women wanted a level playing field. Women wanted the same rights and privileges enjoyed by men. However, in this century, many of them came to realize that it is not enough to simply achieve equality but also the need to reexamine the role of women in society.
It is not enough to simply be given the same access to jobs it is also important to determine if their lives are better because of it. Access to the same job can also lead to more exploitation. It is also important to find out if women are treated the same way that society treated men. For example, it is easier to promote men over women because women are required to take care of their families. The need to deal with maternal instincts is seen as a liability by many companies. If women employees get pregnant this is seen as a productivity issue.
Women may find work but they can be exploited by unscrupulous businessmen. Consider for instance the horrifying working conditions in China: “In the new booming export sectors of China, or elsewhere in East and South-Asia, where routinely issues of excessive working hours, low wages, and the absence of employment security and social protection have become commonplace, the conditions for work for the mainly rural migrants in those factories bear little resemblance to the regulated protected ideal of the formal economy (Pearson, 2007, p. 204). It is therefore important to look at the bigger picture.
One analyst explained the root cause of the problem by stating: “The systematically inferior position of women inside and outside the household in many societies points to the necessity of treating gender as a force of its own in development analysis” (Sen, 1987, p.123). It is of utmost importance especially if Westerners are developing policies without consideration of the social and cultural factors involved in Third World countries. In most cases, the identity of women is downplayed and in most cases, they are dependent on the male members of the household.
It is not only important to seek equality; it is also imperative to seek differentiation. Women must be considered as different from men and the differences do not make them inferior. According to one report, “Neoliberal principles such as deregulation, liberalization are gendered because they simply assume women’s ability and willingness to bear increasing demands on their labor, in household obligations of food provision, for child rearing and educating, and as caregivers for the elderly” (Stromquist, 2002, p.138). In other words the maternal instincts of women and their tendency to carry the burden of child-rearing must not be seen as a weakness but rather as a positive attribute.
If governments and other agencies dedicated to solving the problem of global poverty understands the need to go beyond equality then resources will be utilized based on the idea that women must be treated differently. It is not enough to simply provide access to schools; the government must actively participate in finding out why women under their rule are not able to go to school. Governments must be wise enough to balance liberalization, deregulation, and privatization with other social factors so that these will not work against women.
Conclusion
Economic theories like liberalization, deregulation, and privatization were developed to address global poverty. But when it comes to women and their need for education, these economic theories act as deterrents rather than enablers. The solution is to go beyond the usual rhetoric that accompanies women’s cry for equality and access to equal opportunities. It is time to go beyond the clamor for equal treatment. It has been discovered that even if women are given the same opportunities they are unable to capitalize on these opportunities because of the way they are perceived by society. Thus, donor agencies and government funds can pour into a particular area and yet at the end of the day it is the men who will benefit and not the women. It is imperative not only to strive for equality but also differentiation. Society must acknowledge that women are different. Their being different must not be interpreted as a sign of weakness. Women are different for a purpose and it must not be used against them. With this mindset, policies and projects must be established in such a way that women can easily participate and enjoy the rights and privileges accorded to them.
References
Brock-Utne, B. 1995. Cultural conditionality and aid to education in East Africa. International Review of Education, 41(3), pp. 177-197.
Dore, R. 1976. The disease: education, qualification and development. London: George Allen and Unwin.
Levinson, B. 1999. Una etapa siempre dificil: concepts of adolescence and secondary education in Mexico. Comparative Educational Review, 43(2), pp.115-146.
Pearson, R. 2007. Feminisms in development: contradictions, contestations and challenges. New York: Zed Books.
Sen, A. 1987. Gender and cooperative conflicts. New York: United Nations University.
Stromquist, N. 2002. Education in a globalized world: the connectivity of economic power, technology, and knowledge. MD: Rowman and Littlefield.
Vavrus, F. 2002. Making distinctions: privatization and the uneducated girl on Mount Kilimanjaro, Tanzania. International Journal of Education Development, 22(5), pp. 527-547.