Abstract
This essay will inspect the suggestion that culture and tradition is the core obstacles to gender equality in education in the Solomon Islands. It will discuss firstly that parent expectation has pose inequality in gender attainment in education. It will argue secondly that society believes the other factor contributed to the gender gap in education. Thirdly, it will affirm that unbalance attention to gender issues in education create less achievements among females. Fourthly, it will verify that variation in gender responsibility has brought limited time for women in education. Fifthly, it will converse that environment and security carries a major to gender choice in education. The conclusion is that even though gender inequality in education turn to determine by different cultural and traditional factors, its impact remains a concern for women.
This essay will inspect the suggestion that culture and tradition is the core obstacles to gender equality in education in the Solomon Islands. It will discuss firstly that parent expectation has pose inequality in gender attainment in education. It will argue secondly that society believes the other factor contributed to the gender gap in education. Thirdly, it will affirm that unbalance attention to gender issues in education create less achievements among females. Fourthly, it will verify that variation in gender responsibility has brought limited time for women in education. Fifthly, it will converse that environment and security carries a major to gender choice in education. The conclusion is that even though gender inequality in education turn to determine by different cultural and traditional factors, its impact remains a concern for women.
Introduction
Gender inequality in education is a state at which there is no equal representation of both
male and female in the system. In the Solomon Islands, there has been a growing
recognition of the difference in minority of women being privilege to limited
opportunities in education. The less involvement of women in education has brought
dissatisfaction in sustaining the livelihood of each individual. The problem presented in
the education is the outnumbering of females by males handicapping equal gender
performance in all aspect of life. In the Solomon Islands, culture and tradition has
contributed to gender inequality in education in terms of parent expectation, society
influence, Self-confidence, gender responsibilities, security, culture concern and society
expectation.
Firstly, gender inequality in education is a parental descision.The significant difference between the female and male in Solomon Islands, education system is vest with various expectations. Mostly about “ninety percent of females remain at home to carry to out a number of household jobs like food preparation and childcare” (http://portal.unesco.org/). Their involvement in other programs is subject to the unoccupied times with family affairs. Because of that, males have the opportunity to access “further education to manage their future families as successor” (Deininger, K. et al. 1998 pp273-274) of their father than girls. Since then, the outnumbering of females in education is a fulfillment of parent expectation.
Secondly, culture and tradition of the society can contribute largely to depreciate gender
equality in education. Similarly, in Solomon Islands education female and male
population is inversely relative due to their community’s beliefs. For instance, the
Malaitan women not allowed standing in front of men to express their ideas because of
the “male dominated decision-making” (Deininger, K. et al.1998, 259-260).
Nevertheless, women are supposed to carry out duties delegate to them by their
opponents. More over, “the level of respect females ought to pay for also limit their
freedom of choice” (http://web.amnesty.org). Therefore, society beliefs can determine
gender participation in the education processes. (Need clear explanation)
In the rural traditional communities, the consequence of cultural bias, adults’ prospect
varies with respect to boys and girls. As a result, most women are less open up to modern
learning, but segregate as part of the traditional society. The partiality, further reduce
female performance and pose “an increase in number of girls being push out of the
education system” (http://www.spc.in). In problem situations where students appear
confused, adults tend to rescue girls either by giving them easy clues or by patently
revealing the answer. Because of the favor different self-esteem levels, boys and girls
come to very different conclusions about themselves, even when the data on which they
base their decisions are the same. The combination of the facts that girls are offer with
less chance to solve problems themselves and those girls are harsher in judging their own
achievements, has serious effect on the self-confidence in girls.
The other attributing agent that tends to unbalance female active participation in
education is gender responsibilities. It is most common that women are vested with a lot
of obligation among which biological role takes the upper hand. More significantly, “the
unbalance gender population” (Durham, E.R.2002, 3-22) at all age group triggers early
So what happen to SI girlschild bearing and increasing unplanned marriage. Worst still in trying to pursue admiration from their opposite sex, girls in the adolescent stage spend much time on body neatness. Because of the motherhood much concern is pose on their family affairs with a create deal is on child caring. Due to “create concern to human continuity and livelihood” (Jacobs, A.J.1996, 153-185), less female attempt indicated to pursue up to higher-level education.
Personal security is another matter of concern determining educational attainment in
certain circumstances in life. This is mostly apparently among women striving in
environments that is uncertain. For instance, the social unrest displaces thousands of
children and women in the Solomon Islands. Because of the uprising situations “women motive to attend educational opportunities far from their parents is not well utilize”
(http://www.unhchr.ch). The increasing rates of offence against women like rape also
contributes to the risk of parents sending their daughters to boarding schools in the other
provinces. The ethnic, racial and tribal land disputes also build fear among girls not to
take up education chances in other provincial schools. In view of the fact that safety,
becoming a major issue for number of females going through the education process is
less compare to boys.
The avoidance of disappearance of culture and tradition is the other medium to gender
inequality in Solomon Island education system. “Majority of the rural population fear
eroding force of the growing westernization on their original ways of life.”
(http://www.unhchr.ch). As a result, most girls being push out of the system are only
encouraged to be self-employed in traditional subsistence farming. The create emphases
on youths involvement in cultural centers and activities. More are persuade women
traditional organization in building their skills in weaving artifact to earn money.
Therefore, engagement in various activities occupies time and shift personal interest to
remain home from going to school.
Finally, inequality in education is mostly a problem of culture and traditional expectation
of the society. The worst proportion of women found in villages, believed to maintain
their original way of life. As a result, less emphases on female education but forcefully
directed them to “develop talents and traditional skills” (Lorgelly, S.P.K. et al. 2002). In
the traditional allocation of daily activities, women are prioritizing in taking the leading
role in agricultural production. The value of human fertility in the society is the major
reason “for occupation of the territory” (Deininger, K. et al. 1998, 287). Because of the
high bride price paid, as part of culture and tradition that members of the extended family
expect to have more children in substitute for money spared. Since a massive expectation
cline on women, very little speared for education.
To conclude, even though culture and tradition are our unique way of life that signifies
who we are, it appears to rebuff freedom of choice and differentiation between genders.
The influence of culture and tradition leading to gender inequality in education in our
society has created advantage for males, but limit opportunity impartiality to females.
Since then, our way of life should be preserve with flexibility to our changing situation
people experience. The continuous build of society and individual expectation would
discourage their future prosperity.
Bibliography
Deininger, K and Squire, L. 1998. “New ways of looking at old issues inequality and growth”, Journal of development economic, Vol.57, pp 259- 287.
Durham, E.R.2002. “Inequality in education and quotas for black students in universities”, Novos Estudos, July 2003.
Jacobs, A.J.1996. “Gender inequality and higher education”, Annual review of sociology, vol.22, pp153- 185.
Lorgelly, S.P.K. and Owen, P.D. 2002.Are educationan gender gaps a brake on economic development. Some cross country empirical evidence, Oxford university press, New York.
Solomon Islands: Women confronting violence - Amnesty International
41) Across Solomon Islands, education opportunities for girls have improved ... Women leaders told Amnesty International that some cultural traditions could...
http://web.amnesty.org/library/Index/
pv('http://web.amnesty.org/library/Index/engasa430012004','13', 525)
(access on April 4, 2006).
Solomon Islands Education Statistics Education statistics. The Ministry of Education and Human Resources development collects and compiles the enrolment of pupils for the different levels of...
http://www.spc.int/prism/country/sb/Stats/Social/Educ.htm
pv('http://www.spc.int/prism/country/sb/Stats/Social/Educ.htm','2', 525)
(access on April 4, 2006)
UNESCO.ORG Solomon Islands The Solomon Islands joined UNESCO on September 7, 1992. ... See also. Education statistics ... Solomon Islands on the World Heritage List · Statistics...
http://portal.unesco.org/geography/en/ev.php (access on April 4, 2006)
United Nations Human Rights Website - Treaty Bodies Database.
Social and Cultural Rights. SOLOMON ISLANDS ... account the severely detrimental effects of the Asian financial crisis on the economy of Solomon Islands:
http://www.unhchr.ch/tbs/doc.nsf/
pv('http://www.unhchr.ch/tbs/doc.nsf/0/1b40b3c56398c1128025677e004b8546?Opendocument','11', 525)
(access on April 4, 2006)
Gender inequality in education is a state at which there is no equal representation of both
male and female in the system. In the Solomon Islands, there has been a growing
recognition of the difference in minority of women being privilege to limited
opportunities in education. The less involvement of women in education has brought
dissatisfaction in sustaining the livelihood of each individual. The problem presented in
the education is the outnumbering of females by males handicapping equal gender
performance in all aspect of life. In the Solomon Islands, culture and tradition has
contributed to gender inequality in education in terms of parent expectation, society
influence, Self-confidence, gender responsibilities, security, culture concern and society
expectation.
Firstly, gender inequality in education is a parental descision.The significant difference between the female and male in Solomon Islands, education system is vest with various expectations. Mostly about “ninety percent of females remain at home to carry to out a number of household jobs like food preparation and childcare” (http://portal.unesco.org/). Their involvement in other programs is subject to the unoccupied times with family affairs. Because of that, males have the opportunity to access “further education to manage their future families as successor” (Deininger, K. et al. 1998 pp273-274) of their father than girls. Since then, the outnumbering of females in education is a fulfillment of parent expectation.
Secondly, culture and tradition of the society can contribute largely to depreciate gender
equality in education. Similarly, in Solomon Islands education female and male
population is inversely relative due to their community’s beliefs. For instance, the
Malaitan women not allowed standing in front of men to express their ideas because of
the “male dominated decision-making” (Deininger, K. et al.1998, 259-260).
Nevertheless, women are supposed to carry out duties delegate to them by their
opponents. More over, “the level of respect females ought to pay for also limit their
freedom of choice” (http://web.amnesty.org). Therefore, society beliefs can determine
gender participation in the education processes. (Need clear explanation)
In the rural traditional communities, the consequence of cultural bias, adults’ prospect
varies with respect to boys and girls. As a result, most women are less open up to modern
learning, but segregate as part of the traditional society. The partiality, further reduce
female performance and pose “an increase in number of girls being push out of the
education system” (http://www.spc.in). In problem situations where students appear
confused, adults tend to rescue girls either by giving them easy clues or by patently
revealing the answer. Because of the favor different self-esteem levels, boys and girls
come to very different conclusions about themselves, even when the data on which they
base their decisions are the same. The combination of the facts that girls are offer with
less chance to solve problems themselves and those girls are harsher in judging their own
achievements, has serious effect on the self-confidence in girls.
The other attributing agent that tends to unbalance female active participation in
education is gender responsibilities. It is most common that women are vested with a lot
of obligation among which biological role takes the upper hand. More significantly, “the
unbalance gender population” (Durham, E.R.2002, 3-22) at all age group triggers early
So what happen to SI girlschild bearing and increasing unplanned marriage. Worst still in trying to pursue admiration from their opposite sex, girls in the adolescent stage spend much time on body neatness. Because of the motherhood much concern is pose on their family affairs with a create deal is on child caring. Due to “create concern to human continuity and livelihood” (Jacobs, A.J.1996, 153-185), less female attempt indicated to pursue up to higher-level education.
Personal security is another matter of concern determining educational attainment in
certain circumstances in life. This is mostly apparently among women striving in
environments that is uncertain. For instance, the social unrest displaces thousands of
children and women in the Solomon Islands. Because of the uprising situations “women motive to attend educational opportunities far from their parents is not well utilize”
(http://www.unhchr.ch). The increasing rates of offence against women like rape also
contributes to the risk of parents sending their daughters to boarding schools in the other
provinces. The ethnic, racial and tribal land disputes also build fear among girls not to
take up education chances in other provincial schools. In view of the fact that safety,
becoming a major issue for number of females going through the education process is
less compare to boys.
The avoidance of disappearance of culture and tradition is the other medium to gender
inequality in Solomon Island education system. “Majority of the rural population fear
eroding force of the growing westernization on their original ways of life.”
(http://www.unhchr.ch). As a result, most girls being push out of the system are only
encouraged to be self-employed in traditional subsistence farming. The create emphases
on youths involvement in cultural centers and activities. More are persuade women
traditional organization in building their skills in weaving artifact to earn money.
Therefore, engagement in various activities occupies time and shift personal interest to
remain home from going to school.
Finally, inequality in education is mostly a problem of culture and traditional expectation
of the society. The worst proportion of women found in villages, believed to maintain
their original way of life. As a result, less emphases on female education but forcefully
directed them to “develop talents and traditional skills” (Lorgelly, S.P.K. et al. 2002). In
the traditional allocation of daily activities, women are prioritizing in taking the leading
role in agricultural production. The value of human fertility in the society is the major
reason “for occupation of the territory” (Deininger, K. et al. 1998, 287). Because of the
high bride price paid, as part of culture and tradition that members of the extended family
expect to have more children in substitute for money spared. Since a massive expectation
cline on women, very little speared for education.
To conclude, even though culture and tradition are our unique way of life that signifies
who we are, it appears to rebuff freedom of choice and differentiation between genders.
The influence of culture and tradition leading to gender inequality in education in our
society has created advantage for males, but limit opportunity impartiality to females.
Since then, our way of life should be preserve with flexibility to our changing situation
people experience. The continuous build of society and individual expectation would
discourage their future prosperity.
Bibliography
Deininger, K and Squire, L. 1998. “New ways of looking at old issues inequality and growth”, Journal of development economic, Vol.57, pp 259- 287.
Durham, E.R.2002. “Inequality in education and quotas for black students in universities”, Novos Estudos, July 2003.
Jacobs, A.J.1996. “Gender inequality and higher education”, Annual review of sociology, vol.22, pp153- 185.
Lorgelly, S.P.K. and Owen, P.D. 2002.Are educationan gender gaps a brake on economic development. Some cross country empirical evidence, Oxford university press, New York.
Solomon Islands: Women confronting violence - Amnesty International
41) Across Solomon Islands, education opportunities for girls have improved ... Women leaders told Amnesty International that some cultural traditions could...
http://web.amnesty.org/library/Index/
pv('http://web.amnesty.org/library/Index/engasa430012004','13', 525)
(access on April 4, 2006).
Solomon Islands Education Statistics Education statistics. The Ministry of Education and Human Resources development collects and compiles the enrolment of pupils for the different levels of...
http://www.spc.int/prism/country/sb/Stats/Social/Educ.htm
pv('http://www.spc.int/prism/country/sb/Stats/Social/Educ.htm','2', 525)
(access on April 4, 2006)
UNESCO.ORG Solomon Islands The Solomon Islands joined UNESCO on September 7, 1992. ... See also. Education statistics ... Solomon Islands on the World Heritage List · Statistics...
http://portal.unesco.org/geography/en/ev.php (access on April 4, 2006)
United Nations Human Rights Website - Treaty Bodies Database.
Social and Cultural Rights. SOLOMON ISLANDS ... account the severely detrimental effects of the Asian financial crisis on the economy of Solomon Islands:
http://www.unhchr.ch/tbs/doc.nsf/
pv('http://www.unhchr.ch/tbs/doc.nsf/0/1b40b3c56398c1128025677e004b8546?Opendocument','11', 525)
(access on April 4, 2006)
