TIGblogs - KOUYATE

School loss of the girls in Guinean rural medium
Automatically translated into English thanks to WorldLingo
Right to L? does education belong to the proclaimed fundamental human rights one half-century ago in the Universal Declaration of the Rights of L? Man and again, in 1989, in the Convention on the Rights of L? Child. However, “more than 150 million D? do children in the developing countries begin their schooling, but N? do not reach the fifth year D? studies. They leave L? school without to have acquired the elementary concepts of reading, D? writing and of calculation and essential competences which constitute the base of L? lasting training life " (UNICEF, 1999, 2002).
This phenomenon of L? school abandonment is observable in all the countries of the world and particularly in the countries in the process of development. Do statistics show that in the countries in the process of development, L? manpower of the pupils on the level of L? elementary teaching passed from 216,9 million in 1960 to 477,6 million in 1977 then to 505,3 million in 1990 (Sowed, 1990). In the African case, L? increase in rate D? inscription was particularly fast. From 1960 in 1987, the number D? pupils of L? elementary teaching quadrupled, passing from 18,9 million in 1987 to 88 million in 1990 (Sowed, 1990).

However, it was noted an inconsistency between these high rates of schooling and the scholastic achievements, D? as much more than good number of these provided education for gives up the studies with semi-course.
Is this difficulty of maintenance of the pupils in the school course almost noted everywhere in Africa especially in the countries in the south of the Sahara such the Benign one, Senegal, the Coast-D? ivory, Niger, Nigeria, Guinea, etc
Do each year, according to Thankoy (1972), out of 1000 pupils girls registered with the primary education in Cameroun, 173 only obtain the certificate D? primary study. On these 173 allowed with does the C.E.P, 90 continue with the secondary and less than 40 obtain the patent D? study first cycles (B.E.P.C). Once to the college, on the 40 patented, 29 pass in class of secondary and only 11 obtain the baccalaureat.

D? after L? Don't UNESCO (1998), Environ 75 million girls in the world go with L? is school, two thirds of the children who N? access to L does not have? education. But L? access to L? education N? is not the only problem encountered by the girls: lorsqu? they can attend L? school, S? dimensions of the retention and L add? variation of success with the boys.

Lockheed and Verspoor (1990, p. 149), after having led a study on L? effectiveness of L? do primary education teaching in 15 developing country, conclude that if many developing countries reached rates D? inscription raised crudes, the rates D? completion of the studies and L? acquisition of knowledge remain weak, which shows that their internal effectiveness remains relatively low.
In addition to is this difficulty of maintenance of the pupils in the school course, there that from the kind point of view, L? illiteracy beats its full in the countries in the south with the Sahara (UNESCO, 1998). L? statistical directory of the Funds of the United Nations for L? Childhood (U.N.I.C.E.F) (1992), shows that nearly 2/5 of the not provided education for children are girls.
It is the same for the Guinean case. C? is continuation precisely with this report D? failure that various measurements were taken by the government through the programs PASSES I and II. Did these programs aim to make the promotion of L? teaching in general and D? to eliminate the disparities from kind and residence (rural and urban) D? a share; and to maintain the pupils in the school course D? another share.

In spite of the determination of the Guinean government D? to start the development of the country by the means of L? education, of the problems always persist. In the number of those, in good place the school redoubling and the loss of the girls in rural medium appear.

According to the files of the planning and statistical office of the Ministry of L? Teaching Pre-Academic and of L? Would civic education (2003), the rate of redoubling of the pupils girls be very high in rural medium and would vary D? an area with another. This variation is especially remarkable on the level of the secondary. In 2000-2001, the percentage of the redoubling pupils was 25,5% in the area of Boké; 20,9% in the area of Faranah; 20,6% in the area of Kankan; 19,8% in the area of Kindia; 19,00% in the area of Labé; 18,5% in the area of Mamou and 18,1% in the area of NR? Zérékoré.

However, of the considerable efforts were deployed by certain ONG and Institutions of the place in the rural zones so D? to encourage the girls with L? school. For example, in forest belt, those which are allowed with the various national examinations are entitled to a purse D? encouragement on behalf of ONG of the place.

In one of our studies that we made on the kind of topic with Gbangbadou sub-prefecture of (Kouyaté, 2007), it was revealed to us what follows:

We have an ONG here which takes the girls in load, in their granting purses D? studies. Did this ONG take part in the reduction in the rate of unemployment in the children and when that is, the children have L? love to attend L? school and D? to study. That can decrease the rates of redoubling while stimulating courage in the children. For example L? Does ONG Plan-Guinea give premiums D? encouragement with the girls who succeed with their examinations D? entered in the 7th just like patent, that also encourages the girls to hold well with L? school.

Despite everything, the problems persist.

Consequently, it is necessary to raise the question to know: which are the explanatory factors of the school loss of the girls in the rural mediums of Guinea?

Thus, it was understood that the school loss of the girls in the Guinean rural mediums in general would depend D? a share of L? influences cultural traditions of our country (early marriage, nondesired pregnancies, polygamy, divorce of the parents, illiteracy of the parents, housework of the girls before and after L? school?) who grant more D? importance with social life qu? with the studies of the girls; D? another share with the weaknesses related to L? do Guinean school, itself (long distance between the schools and the dwellings of the pupils, miss professors in certain disciplines, private drudgeries to which the girls would be supposed being made by the Masters so much with L? school qu? apart from L? school,…)

But what means the terms: school loss and rural medium?
Does the concept of loss school indicate a complex phenomenon on which the specialists in the question are far from S? to hear. Pauli and Brimer (1971), in a work written for the account of L? UNESCO - BIE, and entitled the loss, a world problem, defined this phenomenon as the result of the combination of two factors:
“1) L? premature abandonment which occurs lorsqu? does a pupil stop his studies before finishing the last year D? primary or basic studies;
2) the redoubling which makes qu? does a pupil remain in the same class two, three and sometimes four years of continuation, for N? to have reached the level of control required of the contents, knowledge and activities of the program D? studies or for D? other reasons, preventing at the very least D? other children of S? to register in the already insufficient schools” (pp. 9-10).
It comes out from this definition that L? premature abandonment D? a cycle D? study and the redoubling of class constitutes two dimensions of the school loss.
In the Dictionary of L? Does evaluation and of Research in Education, Gilbert De Landsheere (1979) define the loss D? enrolled pupils like the “difference between the number D? students at the beginning and fine D? a course, D? one year or D? a cycle D? studies” (p. 201). This definition, well qu? it brings new elements, remains also incomplete puisqu? it does not take account of the redoublings.
Ultimately, one can say that in the context D? a resourcefulness? does teaching, the school loss indicate the reduction in manpower D? a troop D? pupils, reduction due especially to the redoublings, the abandonments or the deaths. The definition in which we will fit is that which admits that the school loss is a reduction in manpower D? a level D? study with another, D? one year with another; reduction which would result primarily from the combination of the abandonments and the redoublings.
As for the rural medium, it includes the whole of the population, the territory and other resources of the campaigns, i.e. zones located apart from the great urbanized centers (Source: OECD and the Council of Europe, 2001).
It constitutes the place of production of most of the food products and raw materials. Primarily agricultural and forestry before, it is in the process of transformation and ensures more and more of the functions of relaxation, leisures, expatriation and alternative life, in particular for the inhabitants of the great urban centres (OECD and the Council of Europe, 2001).
It could be defined like a village territory including/understanding a modest population of size primarily living fruits of the primary sector like L? agriculture, L? breeding, hunting, L? craft industry. Population which would be moulded in a culture of the traditional type. This culture seeming being the regulator of the social life.
In addition, at the time D? a study that we did make on the same type of topic but in the specific case of the sub-prefecture of Gbangbadou (Kouyaté, 2007), it was made a worrying report according to which the parents D? would pupils in the rural mediums be in a total ignorance this qu? it would be necessary to make for the school success their girls because, according to them, the satisfaction of the food needs would be enough to support the studies of their daughters.

This design of support of the studies by L? granting of food N? is not insulated, because it S? registered voter in the collective representations in Guinean rural medium of the manner of supporting his/her child. Thus, the crisis, if C? in is one, is a crisis of total company which is long in integrating the modern values of reasoning in its logics of everyday life. This crisis thus finds like fertile compost, the poverty generalized in the rural mediums.

However, L? do international opinion, in particular the United Nations (2003) think that “L? education of the girls to the capacity to transform the world. It is universally recognized that L? education of the girls constitutes one of the best means of reducing poverty. For S? to ensure to satisfy the essential needs for the companies, the schools must be filled girls as much as boys. ”

Lastly, while inspiring to us by the personal reports and the results of the various studies undertaken on the redoubling and L? do school abandonment of the girls in the Guinean rural mediums, we propose D? access with L? State to allow the rural populations D? to obtain material assistances intended for the support of the girls for L? school. To set up a national programme of support of the girls to L? school. D? to encourage and to support agreements of partnership between the rural communities and ONGs and International Institutions which evolves/moves in the various rural communities of Guinea and which would be judicious to bring a support in favour of L? education of the girls.

To the rural communities of Guinea, we recommend not to count entirely on the external assistances. What do the local authorities initiate internal synergies of assumption of responsibility endogenous D? initiatives going in the direction of the success of the girls.

BIBLIOGRAPHY:
LANDSHEERE, G. (1979), Dictionary of L? Evaluation and of Research in Education, Paris, PUF.
KOUYATE, Mohammed, school loss of the girls in rural medium case of the sub-prefecture of Gbangbadou in the prefecture of Kissidougou, Sociology, Conakry, University of Conakry, 2007.

LOCKHEED, Mr. E. and VERSPOOR, A. Mr. (1990), How to improve L? primary education teaching in the developing countries: examination of the possible strategies, the World Bank, Washington, D.C. 20433.

M.E.P.U-E.C (2003/2004) world Report/ratio of follow-up on L? EPT, kind and education for all: the bet of L? equality).

M.E.P.U-E.C, statistical directory of L? primary education teaching, Conakry, 2000-2001.
OECD and the Council of Europe, European report/ratio on the rural development, Belgium, 2001
PAULI, L. and TO PERSECUTE, M.A. (1971), school loss, a world problem. Studies and investigations D? compared education, Paris-Geneva, UNESCO-BIE.
UNDP, world Report/ratio on the human development 2003, Paris, Economica, 2003

S.E.M.A, L? education in Black Africa, SSL, 1990

Thankhoy, Unit and diversity of the education systems, Flight II, N° 37, Paris, 1972.

UNESCO, world Report/ratio on L? education, “Facts and figures”, Paris, 1998
U.N.I.C.E.F, statistical directory on L? teaching of the girls in Guinea, Conakry, 1992.
UNICEF, girls with L? school: to change the life for generations, the situation of the children in the world, 1999.
UNICEF, official Summary. The situation of the children in the world 2002: to take L? initiative. (2002).