Why Girls’ Education?
Guatemala continues to be one of this hemisphere’s poorest countries. Child malnutrition is among the highest in the world: 1 of every 2 children in Guatemala is chronically malnourished. High illiteracy rates and fertility rates keep families trapped in cycles of poverty. As a result, Guatemala is denied access to the human capital that it so desperately needs to solve its complicated problems. It is useful to experience this context through the eyes of one young woman named Maria.
Maria is the average indigenous Mayan adolescent. She has less than 2 years of schooling and has 6 other siblings. Her parents are both illiterate and unable to afford schooling for their children. In addition to being only slightly literate and speaking minimal Spanish, Maria has next to no knowledge of reproductive health, personal finance, human rights, or business skills. Society ensures that she knows her traditional “place”: she speaks only when spoken to and her primary purpose in life is to marry and produce children. Her unique talents and skills remain well-hidden and undeveloped. She has a 50% likelihood of being married and bearing children by age 18. She will likely have 7 children, at least half of whom will be chronically malnourished. All of her energy, talent and skill will be needed to ensure that her children survive. This herculean survival effort will keep her talents and abilities well hidden from her community and country.
But what if Maria were educated and empowered?
What it would mean for her family:
If she were one of the only 5% of indigenous girls to finish primary school, Maria would represent an incredible amount of potential for herself, her family and her community. If she were to get just one more year of education, (through the 7th grade), she would likely marry at age 22 rather than age 18 and would have 4 children rather than 6. Each subsequent year would increase her future wages by 15-25%. When she does work, she would reinvest 90% of her income back into her family. Her children would be better nourished, be vaccinated, and would live in a more sanitary home. They would also be more educated.
What it would mean for her community and country?
In addition to mothering fewer but healthier, more capable children, Maria will have a higher likelihood of finding paid employment in the formal sector (as opposed to laboring in the informal sector doing tasks like washing laundry or making tortillas). She will be the most educated woman in her community, and pave the way for other young women to continue their own education. Maria will question bad government leadership and policy, and vote accordingly. She may perhaps decide to run for office herself. She will bring a voice that has never been heard, a set up unique ideas and perspectives that Guatemala has never experienced. She will not be a bystander, but rather the proactive agent of change that her community needs.
See the links/resources page for more information about the critical importance of girls’ education.
