ザンビアにおける女子教育の阻害要因

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1 ( ) The first to serve, the last to speak.) 1 WID %

2 basic school % 88% 93% % 12% 1996(Living Condition 3 ) 100 Grade1-4 Grade5-7 Grade8-9 Grade10-12 Grade1-7 Grade ( ) % 31% 10 18% 15% % 53% 4

3 % 5 PTA 90% 60% 75% 64% 6 HIV cost

4 sharing GDP 28% % %, % % % % % % 8 PTA NGO 9 GNP % % % % % % % % % 1970 US$ US$ US$ % % US$ % 58.7% % % % 11 3,500 5

5 Development Status GNP % % 81% % 34% % 80% % 49% 7 28% 35% 42% % 23% 8 63% 50% 15

6 1996(Living Condition 14 ) Grade1-4 Grade5-7 Grade8-9 Grade10-12 Grade1-7 Grade Living Condition Basic Education

7 Living Condition 18 Grade Grade Grade Grade A-Level Bachelor Diploma Degree Lungwangwa Basic Education % 50.7% 81.3% 73.3% 9

8 20 HIV 8

10 22 23

11 24

12 PAGE Programme for the Advancement of Girl s Education FEWA Forum for African Women Educationalists FEMSA(Female Education in Mathematics and Science in Africa)

13 PTA Zambia Association for Research and Development(1998)Zambia Country Profile on WID, Lusaka. p.7 Ministry of Education(1996)Education Our Future:National Policy on Education Lusaka. p.15 Central Statistical Office(1997)Living Condition Monitoring Survey Report 1996,Lusaka.p.46 G.Lungwangwa & others(1998)basic Education for Some : Factors Affecting Primary School Attendance in Zambia-A Draft Report, Lusaka. p.32 Lungwangwa(1998)p.87 Zambia Association for Research and Development(1998)p.5 Lungwangwa(1998)p.3

14 Lungwangwa(1998)p.3 Lungwangwa(1998)p.4 10 Lungwangwa(1998)p.6 11 Lungwangwa(1998)p.6 12 Oliver.S.Saasa(1997)Development Status and Donor Activities in Zambia,Lusaka. p Oliver.S.Saasa(1997)p Central Statistical Office(1997)p Zambia Association for Research and Development (1998)p.5 16 Central Statistical Office(1997)p Central Statistical Office(1997)p Central Statistical Office(1997)p Lungwangwa(1998)p Lungwangwa(1998)p Lungwangwa(1998)p.14 Lungwangwa manifestations immediate causes underlying causes fundamental causes 4

15 3 a. b. c. d. e. f. 22 Tukiya Kansara-Mabula and Yizenge A. Chondoka(1996)In the Best Interests of the Girl Child, Ministry of Education & UNICEF, Lusaka.p Kansara-Mabula and Chondoka(1996)p Kansara-Mabula and Chandoka(1996)p.27 C N Mwikisa G.Lungwangwa (1998) Education Indicators, Costs, and Factors Associated with Primary School Effectiveness in Zambia, Lusaka FAWE & UNESCO(1998)Gender Analysis for Educational Policy Making, Kenya 2 JICA A.C. SCDP

16 Factors Affecting Girls' Education in Zambia Kazuko OTSU Hokkaido University of Education CICE Visiting Research Fellow This paper examines the factors which affect basic girls' education in Zambia. A literature review and interviews were used to expose immediate causes and fundamental causes based on an analytical framework. According to statistics from the Ministry of Education, there are significant differences between boys and girls in school attendance, dropout rates and promotion from one grade to the next. School teachers claim that girls are not as motivated to study as boys, and girls tend to be more shy and silent in class. Immediate or obvious causes of these circumstances might be considered using supply and demand terminology. Long distances between homes and schools, and the shortage of proper sanitation for girls could be major factors that affect the supply side In addition sexual harassment by older boys and male teachers seems to be serious in some schools. On the demand side three levels can be identified. At the individual level, the biggest reason for girls to drop out of school is failure to pass exams and be promoted to the next grade, although this cause is also common among boys. At the family level, girls are expected to do domestic chores and to take care of younger children. Parents tend to view boys education as ultimately more cost effective, since girls usually join their husband's household upon marriage, leaving their own homes. At the community level, initiation ceremonies, into womanhood are significant events for almost all girls in Zambia. It becomes awkward and difficult for girls to catch up with her friends when they return to schools after the ceremony. Girls are usually taught to be subservient to their husbands and to happily accept their subordinate status. Girls after initiation tend to be interested in boyfriends and sexual relationships rather than school studies. Pregnancy and early marriage are the second most common reasons why girls leave school. In Zambian culture, pregnancy and child bearing are regarded as the ultimate fulfillment of womanhood, particularly when accompanied by marriage. Stereotyped gender roles have been strongly maintained Beneath these immediate or obvious causes are some less obvious or fundamental causes. Male dominated values are major influences, since traditional and even non-traditional cultural practices are male dominated. As these male dominated values have been internalized by females since childhood, women do not even question subordinate status. Thus in order to promote girls' education, policies and strategies should address fundamental as well as immediate causes.

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p _08森.qxd Foster care is a system to provide a new home and family to an abused child or to a child with no parents. Most foster children are youngsters who could not deepen the sense of attachment and relationship