○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○<strong>Providing</strong> Education <strong>to</strong> Girls<strong>from</strong> Remote <strong>and</strong> Rural AreasThe Dakar Framework for Action calls on the worldcommunity <strong>to</strong> find appropriate strategies foreducating underserved groups <strong>and</strong> those childrenwho live under difficult circumstances. To achieve thisEFA goal, one approach that countries mightconsider is the use of boarding schools. This policybrief documents how boarding schools have beenused in order <strong>to</strong> ensure access <strong>to</strong> <strong>education</strong> forchildren who might otherwise be deprived of it. Thebrief discusses both advantages <strong>and</strong> disadvantagesof this <strong>education</strong>al strategy. Finally, it provides usefulhints for maximizing the effectiveness of the boardingschool approach.Concept of Boarding SchoolsBoarding schools, also referred <strong>to</strong> as residentialschools or feeder hostels, are <strong>education</strong>al institutionswith dormi<strong>to</strong>ry facilities where students may live orboard during the school year. The dormi<strong>to</strong>ries havesleeping, lava<strong>to</strong>ry, eating, study <strong>and</strong> recreational<strong>areas</strong>. There is often accommodation for teaching<strong>and</strong> support staff. Schools can be integrated orsegregated. They can be for a particular ethnic orminority group, open <strong>to</strong> students in a specified area,or for those with unique qualifications <strong>and</strong>characteristics. Dormi<strong>to</strong>ry facilities may be separatedby sex, age, or even familial relationship when familiessend more than one child. Dormi<strong>to</strong>ries most often arelocated on the school campus.A distinction should be made here between privatelyestablished, financed <strong>and</strong> managed boarding schoolsthat cater <strong>to</strong> the children of more affluent families <strong>and</strong>those that are established, financed <strong>and</strong> managedthrough public means <strong>to</strong> serve underserved groups<strong>and</strong> children living under difficult circumstances. Inmany parts of the world, the term “boarding school”refers <strong>to</strong> private schools that collect fees <strong>from</strong> parents<strong>and</strong> are independently governed <strong>and</strong> managed, offera curriculum that is different <strong>from</strong> the nationalcurriculum, provide residential facilities <strong>to</strong> children <strong>and</strong>are not subject <strong>to</strong> government rules <strong>and</strong> st<strong>and</strong>ards.Boarding schools in this policy brief, however, aredefined <strong>to</strong> include institutions supported by the statethat are created specifically for the purpose ofproviding both academic programmes <strong>and</strong> housing forchildren. Particular attention under such a scheme isoften given <strong>to</strong> those groups who otherwise may nothave access <strong>to</strong> school at all: <strong>girls</strong>, those coming <strong>from</strong><strong>rural</strong> <strong>and</strong> <strong>remote</strong> <strong>areas</strong>, <strong>and</strong> those living in difficultcircumstances.Experiences <strong>and</strong> PracticesChildren of <strong>remote</strong> <strong>and</strong> <strong>rural</strong> – usually minority –populations in Nepal, China <strong>and</strong> Viet Nam, as well asnomadic children in Mongolia <strong>and</strong> Central Asia, havebenefited <strong>from</strong> <strong>education</strong> in boarding schools. Someboarding schools, such as those for the Khmer in VietNam, have been initiated by leaders of ethnicminorities in order <strong>to</strong> enhance their children’s<strong>education</strong>al foundation through schools that bothstrengthen ties with the majority culture <strong>and</strong> maintaintheir own. Some countries in Central Asia, during theirsocialist years, were able <strong>to</strong> achieve near universalbasic <strong>education</strong> due, in part, <strong>to</strong> boarding schools.Remote <strong>rural</strong> populations in those countries not onlyaccept, but expect, boarding facilities <strong>to</strong> supportbasic <strong>education</strong>.Many African countries have a long boarding schooltradition, particularly at the secondary level. Thispractice dates back <strong>to</strong> the colonial period. Today,there are still boarding schools in parts of EnglishspeakingAfrica that are modeled on the Britishexperience. Indeed, in many ways, little has changedsince those days: The distance <strong>from</strong> villagecommunities <strong>to</strong> secondary schools continues <strong>to</strong>make secondary <strong>education</strong> inaccessible <strong>to</strong> manychildren. As a result, many children drop out of schoolafter the primary level. In this context, boardingschools play a key role in providing secondary<strong>education</strong>. Furthermore, in a number of Africancountries, student meals are government subsidizedso that it may cost less for parents <strong>to</strong> have theirchildren fed a comparable diet in boarding schoolsthan at home. In Ghana, boarding schools comprisesome 80 percent of all schools. In fact, some parentsbelieve that schools do a better job of bringing upPolicy Brief on <strong>Providing</strong> Education <strong>to</strong> Girls <strong>from</strong> Remote <strong>and</strong> Rural Areas1○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○children than they can. However, in recent years,there has been a tendency in Africa <strong>to</strong> discontinueboarding schools due <strong>to</strong> governmental fiscal “belttightening.”Nonetheless, many educa<strong>to</strong>rs advocatethem as a necessary investment for EFA.AdvantagesWhen managed <strong>and</strong> operated properly, boardingschools can yield benefits for students, parents <strong>and</strong>educa<strong>to</strong>rs. Some of these are discussed below:Promote access <strong>to</strong> schooling. The primary goal ofstate boarding schools is <strong>to</strong> increase access <strong>to</strong>learning opportunities of children <strong>from</strong> underserved<strong>and</strong> disadvantaged communities. Boarding facilities,for example, make schooling for many <strong>rural</strong> childrenpossible.Attain gender equality in enrollment, retention <strong>and</strong>achievement. A study in Nepal showed that feederhostels for <strong>girls</strong> promoted <strong>girls</strong>’ enrolment, retention<strong>and</strong> achievement in <strong>education</strong>. Feeder hostels bring<strong>girls</strong> <strong>from</strong> <strong>remote</strong> <strong>and</strong> <strong>rural</strong> <strong>areas</strong> of the country,where opportunity for obtaining secondary <strong>education</strong>does not exist. These hostels provide food <strong>and</strong>accommodation <strong>and</strong>, most importantly, anopportunity <strong>to</strong> attend a secondary school. Uponcompletion of their schooling, the <strong>girls</strong> areencouraged <strong>to</strong> take up teaching, thereby becomingimportant role models for the <strong>girls</strong> who follow. TamilNadu in India <strong>and</strong> the Central Highl<strong>and</strong> provinces ofViet Nam are advocating more hostel facilities for <strong>girls</strong><strong>to</strong> increase enrolment <strong>and</strong> retention in secondaryschool. In 2000, a regional consultation for Ministersof Education in Nairobi agreed that boarding schoolsfor <strong>girls</strong> were important in achieving EFA goals.In some cultures, parents are reluctant <strong>to</strong> send theirchildren, especially <strong>girls</strong>, <strong>to</strong> school. In many countries,parents of poor <strong>and</strong> large families require children’slabour for food production <strong>and</strong> for care of youngersiblings. Despite state subsidies, there are generallycosts attached <strong>to</strong> sending children <strong>to</strong> school thatparents often cannot meet. In such cases, boardingschools may provide a reasonable transitionalarrangement. For example, in Sa Pa, Viet Nam,scholarships for <strong>girls</strong> enable them <strong>to</strong> attend boardingschools.Provide improved learning environments <strong>to</strong>children. Boarding schools can be a choice formany families that cannot offer adequate facilities forstudy. Where homes are overcrowded <strong>and</strong> do nothave electricity, boarding schools can offer a betterstudy environment.Enhance academic performance of children,especially <strong>girls</strong>. Boarding schools are believed <strong>to</strong>help enhance academic performance of children.Malawi research claims that boarding schoolsenhance <strong>girls</strong>’ academic performance since they donot have <strong>to</strong> spend time going long distances <strong>to</strong>schools <strong>and</strong> are not burdened by domestic chores athome. Boarding schools in eastern <strong>and</strong> southernAfrica are generally same-sex schools, <strong>and</strong> it hasbeen shown that academic performance among <strong>girls</strong>is higher than in co-<strong>education</strong>al schools.Give security <strong>and</strong> protection <strong>to</strong> <strong>girls</strong>. In societieswhere <strong>girls</strong>’ movement outside home is notpermitted, boarding schools can give security <strong>and</strong>protection. In Mongolia, for instance, <strong>rural</strong> parentsare more likely <strong>to</strong> encourage <strong>girls</strong> than boys <strong>to</strong>continue schooling because they perceive thatboarding schools offer personal protection <strong>and</strong><strong>education</strong> that ensures their daughters of future jobs;conversely, boys are perceived <strong>to</strong> be better able <strong>to</strong>fend for themselves. Malawi research also tends <strong>to</strong>confirm that boarding schools provide security <strong>and</strong>protection <strong>to</strong> <strong>girls</strong>.Protect children in emergency situations. Boardingschools have been an important protection forchildren at risk of emergencies, such as <strong>from</strong> naturaldisasters or civil wars. At times, schools can continuetheir operations. Students <strong>from</strong> flood-, winterdisaster- <strong>and</strong> other calamity-prone <strong>areas</strong> have beenensured shelter, food, <strong>education</strong> <strong>and</strong> recreationduring the disaster. In Nepal, non-governmentalorganizations (NGOs) are operating hostels <strong>to</strong> offershelter <strong>and</strong> <strong>education</strong> <strong>to</strong> street children <strong>and</strong> thosedisplaced by ongoing conflict.Meet nutritional needs of children. Experience <strong>from</strong>Mongolia <strong>and</strong> Viet Nam shows that well-managedboarding schools provide good nutrition, hygiene, <strong>and</strong>sanitation; a balanced daily routine of personal care;<strong>education</strong>; assistance for the boarding schoolcommunity; sports <strong>and</strong> recreation; <strong>and</strong> study habitsthat children introduce <strong>to</strong> their own homes <strong>and</strong>families <strong>and</strong> <strong>to</strong> their lives as adults. One studyconducted in Mexico reported that children attendingboarding schools were better off in terms of theirnutritional status compared <strong>to</strong> those who were not inboarding schools.Promote socialization <strong>and</strong> mainstreaming of poor<strong>and</strong> minority children. Boarding schools can be ameans of socializing <strong>and</strong> mainstreaming childrencoming <strong>from</strong> <strong>rural</strong> <strong>and</strong> <strong>remote</strong> <strong>areas</strong> <strong>and</strong> thosebelonging <strong>to</strong> ethnic <strong>and</strong> linguistic minorities. Childrenare introduced <strong>to</strong> new ways of living; new routines<strong>and</strong> responsibilities; new technologies; <strong>and</strong> newteachers <strong>and</strong> fellow students <strong>from</strong> outside theirPolicy Brief on <strong>Providing</strong> Education <strong>to</strong> Girls <strong>from</strong> Remote <strong>and</strong> Rural Areas2○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○