By Zeinabou Walet Mohamed Ali

In Mali, critical issues such as insecurity and climate change are hampering the successful implementation of educational strategies. Socio-cultural constraints are leading to a depressingly low level of girls’ education, as demonstrated by a 2018 UNESCO study which highlighted that only 37% of girls were enrolled in secondary school compared to 44% of boys. As a result, only a third of women are able to decipher a simple sentence, compared with 80% of men.

I recently had the opportunity to participate in a consultative day with young leaders involved in educational issues in Mali aimed at establishing a National Youth Coalition for Transformative Education for Gender Equality. 

Through my work with the Lab, I had been fortunate enough to learn more about some of the realities facing women in Mali through the Reel Change Project: The Yali Film Scholarship on Responsible Leadership for Women in Mali and Niger. This project, which I had the honor of managing for two years, enabled me to explore in-depth the realities of educating girls in Mali. 

One story captured during the project that highlights the challenges girls face in seeking an education was that of Fatma, a young girl whose educational progress was disrupted by the frequent moves from nomadic camps in the Timbuktu region as her family sought out better lands for grazing animals. Fatma, whose dream was to become a doctor, saw her dream abandoned in a nomadic environment where the influence of traditional practices such as early marriage prevented many young girls from receiving an education. 

The fact that these nomadic girls don’t go to school, or that some of them drop out, can also be explained by the displacement of nomadic communities to refugee camps during the humanitarian crisis starting in 2012. This period led to the closure of several schools in certain villages deemed too exposed to possible attacks as armed groups in northern Mali started taking over large parts of the country. According to the Internal Displacement Monitoring Centre, nearly 200,000 Malians were internally displaced by October 2019 compared to only 38,000 two years earlier. 

Existing educational reforms and policies are not enough to guarantee quality education for all. In addition to the National Gender Policy, which has been in place since 2011, the Constitution guarantees the same rights to citizens of both sexes without discrimination. The gender equality dimension of education remains a major challenge, and is still at the heart of major concerns about educational issues and policies.

So, in order to maximize the efforts of young people in promoting inclusive education, the UN Girls Education Initiative, through the Gender at the Centre Initiative, in collaboration with UNICEF, brought together committed and motivated young people from different sectors to discuss ideas on how to achieve greater gender inclusion in Mali’s education system.

I was honored to lead an initiative known as the “Solidarity Circle,” which involved a deep meditation on the issues and obstacles related to gender equality in education. This activity encouraged participants to reflect on their motivations for being interested in this topic, share their personal experiences related to gender equality, and explore potential collaborations with others to advance our shared goals.

During this exercise, participants were asked to think deeply about their connection to the theme while I played calming music in the background, enhancing their introspective experience.

Many participants engaged with this exercise on a personal and emotional level, sharing poignant stories about their experiences with gender equality. For example, one participant recounted a story about a young girl who was passionate about soccer but faced discouragement from her family due to gender stereotypes. Today, she takes pride in her ability to support her family. Others emphasized the influence of tradition, societal biases, and socioeconomic realities that often hinder progress in gender equality in education.

It’s essential to recognize that as young individuals, we are fortunate compared to many others who never had the opportunity to pursue education, let alone discuss the challenges within it. This responsibility weighs heavily on us, as we must advocate for the concerns of those who are marginalized, ensuring their integration at the highest levels, including within political reforms.

This exercise fostered an environment where people could openly and confidently express themselves. It heightened their awareness of the significance of gender equality in education and bolstered their commitment to this cause.

Considering the issues and obstacles in Mali’s education system, these young advocates have a duty to ensure that major education reforms and policies are effectively implemented. They must prioritize gender equality, making sure that inclusive educational programs are a central consideration.

Through several working sessions and a well-developed process, these young people will work together to carry out advocacy, information and awareness-raising actions with all stakeholders, at local, national and international level, aimed at improving the educational environment in their various communities. 

Given the current circumstances in the country, it is crucial to explore community-specific educational strategies to address challenges like school closures due to crises. These strategies should aim to provide displaced children, especially girls, with access to quality education, regardless of their location.

Gender equality in education is a fundamental aspect to consider, as education is a basic right for all citizens, as stipulated in Article 18 of Mali’s Constitution: “Every citizen has the right to education. Public education is compulsory, free, and secular.” This underscores the importance of our efforts in promoting gender equality and equitable access to education for all.

Zeinabou Walet Mohamed Ali