{"id":5527,"date":"2010-01-01T08:00:11","date_gmt":"2010-01-01T13:00:11","guid":{"rendered":"https:\/\/pbs-wnet-preprod.digi-producers.pbs.org\/wnet\/wideangle\/?p=5527"},"modified":"2010-01-12T11:14:16","modified_gmt":"2010-01-12T16:14:16","slug":"time-for-school-series-article-whos-being-left-behind","status":"publish","type":"post","link":"https:\/\/pbs-wnet-preprod.digi-producers.pbs.org\/wnet\/wideangle\/uncategorized\/time-for-school-series-article-whos-being-left-behind\/5527\/","title":{"rendered":"Article: Who’s Being Left Behind?"},"content":{"rendered":"

Twelve-year-old Bishal attends the government school in Dholka, a small town in Gujarat, India. Every Wednesday, Bishal, a member of the Dalit, or \u201cuntouchable\u201d caste, is expected to clean the classroom and playground. Only the Dalits \u2013 the term means \u201coppressed\u201d or \u201cbroken,\u201d \u2013 are expected to do chores in school. \u201cI have been asked by the teacher to clean the urinals,\u201d Bishal says.<\/p>\n

Fifty percent of Dalit children drop out of primary school.<\/p>\n

In the village of Dumbraveni, Romania, two schools stand side by side. One is for the general population, the other serves children with \u201cspecial needs.\u201d Ninety-seven percent of the students at the second school are Roma, a marginalized minority commonly known as Gypsies. \u201cRoma children are placed in classes for children with mental disabilities although there is nothing wrong with them,\u201d says Magda Matache, Executive Director of Romani CRISS, a leading Roma rights organization in Romania. \u201cSegregated schools continue to exist and the quality of education that Roma students receive is very, very low.\u201d<\/p>\n

About 23 percent of Roma adults in Romania are illiterate.<\/p>\n

\"\"Around the world, children from ethnic, racial and linguistic minorities are being left behind in the quest for universal education. The United Nations Millennium Development Goals<\/a>, a set of targets for international development agreed to at the turn of the millennium, call for universal primary education by 2015. In the past decade, some progress has been made towards that goal — today, nearly 90 percent of children are enrolled in primary school, compared to 85 percent in 2000. But 75 million children<\/a> are still out of school; of those, the majority are minorities. The U.N. doesn\u2019t track progress based on racial or ethnic criteria, but a new report<\/a> from Minority Rights Group International estimates that between 50 and 70 percent of out of school children are from minority and indigenous populations.<\/p>\n

\u201cYou see the same thing happening whether it\u2019s with Afro-Brazilians, indigenous people in Australia, among the Batwa in Central Africa, the Dalits in India\u2026\u201d says Maurice Bryan, who contributed the chapter on Latin America to the Minority Rights Group International report.\"\"<\/p>\n

But without reaching minorities and indigenous people, the goal of universal primary education cannot be met. \u201cIt\u2019s impossible,\u201d says Bryan, pointing out the obvious. \u201cLet\u2019s say 30 percent of a population belongs to a minority, if you don\u2019t reach that minority, you\u2019ll never get past 70 percent.\u201d<\/p>\n

Take Brazil for example. About half of the population is of African descent. But Afro-Brazilians lag far behind Brazilians of European descent, averaging just 6.4 years of schooling. \u201cSo if you talk about the Millennium Goals,\u201d Bryan says, \u201cif you just reached the Afro Brazilians, you’d reach the goals.\u201d<\/p>\n

Or Romania. Most reports on the Millennium Development Goals don\u2019t even bother to track progress in highly developed countries such as those in the European Union, which Romania joined in 2007. But Snjezana Bokulic, the Minority Rights Group International program officer for Europe, says that conditions for the Roma minority are \u201ccomparable to sub-Saharan Africa,\u201d so, while European countries are likely to surpass most of the goals, \u201ca segment of the population will be left out.\u201d As for the goal of universal primary education, only 31 percent<\/a> of Roma in Romania complete primary school, and Roma comprise between 2 and 10 percent of the population (depending on who’s counting), so the goal is unlikely to be met. \u201cIt\u2019s an issue of mathematics,\u201d says Bokulic.<\/p>\n

The Millennium Development Goals include a specific provision calling for an end to gender disparity at all levels of education, but there is no similar targeting of disparity based on racial or ethnic difference. Bokulic calls this a \u201cglaring omission.\u201d<\/p>\n

Bryan says that no one realized it at the time, but looking back, he agrees that this issue should have been included. \u201cPeople didn\u2019t used to think that you should pay special attention to women,\u201d he says, \u201cbut once they realized that it was necessary, there has been progress on the gender gap. Now the racial gap is the new kid on the block.\u201d<\/p>\n

But Bokulic isn\u2019t optimistic about the chances of achieving educational parity for minorities, even if there were a Millennium Development Goal targeting the issue. \u201cDiscrimination is entrenched and racism is very difficult to tackle,\u201d she says. \u201cWords are not enough.\u201d<\/p>\n

Manjula Pradeep of the Navsarjan Trust Foundation in India agrees. \u201cIt\u2019s more on paper,\u201d she says, \u201cbut in terms of implementation, the goals aren\u2019t so effective.\u201d<\/p>\n

Pradeep says that in order to keep up the appearance of providing primary education, some children are kept in school until the seventh grade, whether or not they can read and write.<\/p>\n

While India\u2019s enrollment rate<\/a> for primary school has reached nearly 90 percent, only about 50 percent go on to secondary school. Of those out of school, 41 percent are Dalits, or members of the lowest caste.<\/p>\n

Just last month, India passed a new Right to Education Bill, which guarantees free and compulsory education to children ages 6-14. But Pradeep doubts that this will help keep Dalit children in school. \u201cTeachers ask the children in the lower castes to sit at the back of the room so the other children aren\u2019t defiled by them. They are even told that they can\u2019t drink from the same water fountain,\u201d she says. \u201cThey are abused with filthy words, so they drop out.\u201d<\/p>\n

Still, many advocates for global education say that attention is finally being paid to the issue of racial and ethnic disparity.<\/p>\n

\u201cGovernments have begun to see that it\u2019s to their advantage to educate all their people,\u2019 says Steve Moseley, President of the Academy for Education Development, a U.S.-based nonprofit.<\/p>\n

\u201cIt didn\u2019t come up when they were laying out the Millennium Goals,\u201d says Bryan,\u201d \u201cbut once you had the goals, you had the question of why they were not reaching everybody, and then you had the question \u2018well, who is everybody.\u2019 So the Millennium Goals may have been responsible for this whole discussion coming to the fore.\u201d<\/p>\n

In 2003, the Romanian government got together with the U.N. to set goals for the country that go beyond the standard Millennium Goals \u2013 one target is to increase the literacy rate of the Roma population. \u201cThe Ministry of Education is finally dealing with this issue,\u201d says Matache, \u201cI think for sure that the participation of Roma will increase by 2015.\u201d<\/p>\n

\u201cBrazil is doing far more than anyone else,\u201d says Bryan. \u201cOne of the big things is affirmative action; that\u2019s what\u2019s happening in Brazil, and now Colombia is beginning to try it as well.\u201d<\/p>\n

According to Bryan, the new Minority Rights Group International report is the first ever to look globally at the issue of education for minority populations. He says this can serve as a baseline from which to measure future progress.<\/p>\n

And Moseley believes that that progress is possible. \u201cEven for those facing the greatest disadvantages \u2013 poverty, gender discrimination, racial discrimination — it is possible,\u201d he says. \u201cBecause I’ve seen tremendous progress, I know it’s going to be possible. Maybe not by 2015, but it’s possible.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Twelve-year-old Bishal attends the government school in Dholka, a small town in Gujarat, India. Every Wednesday, Bishal, a member of the Dalit, or \u201cuntouchable\u201d caste, is expected to clean the classroom and playground. Only the Dalits \u2013 the term means \u201coppressed\u201d or \u201cbroken,\u201d \u2013 are expected to do chores in school. \u201cI have been asked […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[733,330,1171,6175,4274,2471,250],"class_list":["post-5527","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-brazil","tag-education","tag-india","tag-minorities","tag-roma","tag-romania","tag-united-nations"],"yoast_head":"\nTime for School Series ~ Article: Who's Being Left Behind? | Wide Angle | PBS<\/title>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Time for School Series ~ Article: Who's Being Left Behind? | Wide Angle | PBS\" \/>\n<meta property=\"og:description\" content=\"Twelve-year-old Bishal attends the government school in Dholka, a small town in Gujarat, India. 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