It’s particularly important to support women in developing countries – but why?
There are still too many women and girls in the world who don’t have the chance to learn to read or count. Without their contribution, half of the population’s potential remains unused.
“CHANGE STARTSwith your family. Then it can spread to your village and the whole community,” says Irene Kiplagat Koskei Rugut,48.
Chief Irene, as she is known in her home village of Barpelo in Baringo, northwest Kenya, has been at the forefront of her community’s fight against female genital mutilation (FGM). It has not been a simple or easy road, but Irene is passionate about her cause.
“It happened to me when I was 15 years old. I know what it’s like to be mutilated and how it affects your life and being a woman,” she says.
Irene did not want the same fate for her daughters or anyone else’s children. It’s not just about health or the effects of mutilation on a woman’s body. In many cases, FGM means the end of a girl’s schooling. Afterward, many girls are not allowed to finish their schooling, which affects their lifelong livelihood prospects.
In northwestern Kenya, in the Kerion Valley, female genital mutilation is part of a girl’s growth into womanhood. Mutilation is a violent tradition that causes lifelong harm to girls and pain that affects everyday life. Irene Kiplagat Koskei Rugut, 48, has herself had to live with injuries caused by mutilation and has spoken in her own community in the village of Barpelo in support of stopping mutilation and being allowed to go to school. Photo: Antti Yrjönen / FCA
Educated girls grow up to be women who can learn a trade, rather than having to live on agriculture alone. Now that the village of Barpelo is also severely affected by climate change, a profession other than traditional livestock farming would provide security. When a woman has a profession, she is not dependent on her husband’s or family’s money.
After initial challenges, Irene has won over most of the people of Barpelo. There is hardly any mutilation of girls here anymore. Irene is happy. Her own daughter has a university degree and already has a good job in the local government.
Discrimination against women starts in childhood
Women make up roughly half of the world’s population. Yet women face many forms of gender discrimination and physical threats; at work, in their communities and even at home. Women can rightly be said to be at a disadvantage compared to men in many parts of the world.
In many cases, exclusion and discrimination against women starts to build up in childhood. For example, in some cultures, the education of girl children is seen as a waste of time and money. If parents have to choose whether to send a boy or a girl to school, sometimes culture and antiquated beliefs lead them to prefer the boy. This idea is built on traditions where only men have full rights to decide their own affairs – and often also those of women and girls.
However, putting girls who grow up to be women in an unequal and inferior position ignores the fact that whole families and communities are losing half of their full potential. Development, prosperity and peace cannot be achieved if half of people are excluded from society and its decision-making processes.
The idea of supporting women in particular through development cooperation became stronger in the 1980s. The special status and needs of women and girls is still at the heart of development cooperation work in FCA’s country of origin – Finland. And no wonder, equality has a long tradition in Finnish society. But this has not always been the case.
Equality is the result of progress, it does not come automatically or for free. It is a social innovation, which has brought renewal and prosperity to society through the contributions of both women and men. Finland advocates a global commitment to equality. It wants to redefine the concept and put equality back in the spotlight.
In Syria, the education of girls and all other children has already suffered from the effects of a decade of war. War has destroyed and damaged schools. In addition, the large number of internal refugees and ongoing security concerns have made it difficult, especially for girls, to access quality education. Photo: Erik Nyström / FCA
Girls’ education is changing the world
There are still too many women in the world who never had the chance to learn to read or count. Without basic skills, people can miss out on important information about their rights and opportunities to participate in their communities and decision-making. They may be exploited financially and physically. Or they may not know how to seek help for health, financial or social-related problems even if they are entitled to help.
Above all, the lack of access to quality education shackles people to poverty. Millions of people in the world, especially in developing countries, depend on livestock or other forms of agriculture. Their already meagre livelihoods can be severely disrupted by sudden shocks, such as global pandemics like Covid-19 or weather events caused by climate change.
That is why it is important that girls also have access to schooling. With an education, girls become women who know their rights. This will enable them to use the knowledge and skills they have learned in a variety of ways to secure their own and their families’ livelihoods.
Education also protects girls from early marriage and pregnancy. Interrupted schooling, on the other hand, increases the risk of teenage pregnancies and child marriages. This is why FCA supports girls’ education and their return to school, especially in disaster and crisis situations.
Educated women are also more likely to put their own children through school. They keenly understand the importance of those crucial early years in school for their future well-being. So in a way, education is multiplied, especially by educating girls and women.
Salina Chaudhary, 25, who trained as a seamstress with the FCA’s support, has created a sustainable livelihood for herself and her husband Yubaraj Chaudhary in Gauriganga municipality in the far west of Nepal. Salina says her husband supported entrepreneurship. “I have become more financially independent and was able to support my husband as well. Now he can sew too and we work together. We make good money, especially during the wedding season.” Photo: Uma Bista / FCA
Peace needs women
The war in Ukraine has shown brutally how rape and sexual violence – mostly, but not exclusively towards women – are very much a part of warfare. But women are not just victims of war. In the context of conflict, women can play an important and leading role in peace processes. Women can work for peace not only at grassroots level, but also in higher levels of government.
In March 2023, the Finnish Ministry of Foreign Affairs published its new Women, Peace and Security Action Plan, which FCA is also committed to implementing. The main objectives of the Action Plan include strengthening women’s meaningful participation and gender perspective in conflict prevention and peace negotiations, the security sector, crisis management and preparedness.
FCA has long supported women’s participation in local governance and peace processes. One example is in Somalia, where decision-making is largely dominated by male-dominated clans. Traditionally, women, youth and marginalised groups are excluded from decision-making processes. Our advocacy work since 2016 has resulted in 16 women being elected as members of five new regional councils. FCA has also provided leadership training to over 700 women leaders.
Maryam Sheikh Hassan Jama (centre) was one of the women elected to local government supported by FCA’s peace work in the Galkacyo region of Somalia in 2021. The project has received EU funding. Photo: Nur Hassan Abdulle/FCA
At the grassroots level, women, especially mothers, have played an important role in peace work. In Kenya’s Kerio Valley, where FCA works for peace, when a woman becomes a mother, she receives a wide leather belt. The gift is often decorated with shells by her mother or another woman in her community. The purpose of the belt is to aid recovery from childbirth, but it also has symbolic, trans-tribal significance. In times of violence, women come together to discuss issues. The old custom is for mothers to place their belts on the ground in front of them. The symbolic line is not allowed to be crossed, but is there to protect the peace of the parties to the conflict to negotiate.
Finland is a women’s rights pioneer
It is often said that Finland was the first country in the world to grant women full political rights. That was in 1906. However, decades of work for equality preceded women’s suffrage and political participation. As early as the 1850s, women activists were speaking out for girls’ education.
In many countries around the world, women continue to struggle for political participation as well as for everyday rights such as the right to own land or inherit from their relatives. In Finland, women and men were granted equal inheritance rights in 1878. The first Finnish co-educational school brought boys and girls together in 1886. In 1870, Marie Tschetschulin became the first Finnish and Scandinavian woman to enrol as a matriculate. Until 1888, however, women were still required to obtain a separate permit to sit the matriculation examination. It was not until 1901 that women were granted the right to study at university.
As the 19th century Kuopio woman lawyer and writer Minna Canth said, “The question of women is not only a woman question, but a question of humanity.” It is easy to agree. Gender equality is first and foremost about human rights, and human rights belong to everyone.
Girls in class boost boys’ grades in a Syrian school
Although the crisis in Syria has disappeared from headlines in recent years, the need for help remains extensive. A boys’ school supported by Finn Church Aid opened its doors to girls in the countryside of Hama. The new set-up was a challenge to the pupils, teachers, and families alike, but the efforts have been rewarded.
THE JOYFUL NOISE is deafening. In the countryside of Hama in western Syria, around 30 girls and boys between the ages of 11 and 14 have packed into a tiny classroom.
The situation might seem ordinary, but in today’s Syria, it’s a rare one. The war has dragged on for almost 12 years, and during its course, girls and boys have gone to separate schools. School directors assure that this hasn’t always been the case; before the war, girls and boys sat in the same classes. During the war, rules and practices became stricter.
Together with the EU humanitarian aid, Finn Church Aid supports a former boy’s school that has taken on girls in 2022. FCA support refurbished the school and provided teacher training. 380 girls took part in remedial lessons organised in the summer, and now there are approximately two dozen girls in the school of 400 students.
The school staff say that the reforms has filled the classrooms with cheerful energy and positive competition. A teacher and two students share their experiences of life in wartime and how the school experiment that brought girls and boys in the same classrooms has broken the ice in the community.
Foton, a 14-year-old Syrian girl from Hama is hoping to become an engineer one day. “It’s as much my right as a girl to go to school as it’s the right of any boy,” she says. Photo: Erik Nyström / FCA
“Now I even have boys as friends”
“My family didn’t flee; we stayed in this region throughout the conflict. In 2018–2019, we spent a year sheltering below our house, for about 20 hours a day. I was 11 years old, and I was afraid when I heard helicopters, missiles, or shells. One of them hit our house, and my brother blacked out. We had no water or electricity. My father had a small store, and we emptied it in a year.
My girls’ school was closed that year. Once my father tried to take me to a school in another district, but that didn’t work out. Everyone was scared, and there weren’t any teachers. We dropped education for that year.
I think my situation is better now than it was before. The atmosphere in the mixed school is happy. Previously, when I was attending an all-girls school, it was difficult for me to talk to boys. Now I even have boys as friends. My school friends Ahmad, Muhammad, Ali, and others are part of our group of friends. I used to just be friends with the boys in my family.
Initially my family was concerned that the boys in school would harm me. However, this experience has strengthened the relationship I have with my family. They trust me, and they think that their daughter can go to a boys’ school and look after herself.
What do I think about girls’ education? Education is my right. Studying, working, and travelling are women’s rights. We have exactly the same rights as men. Our place isn’t just at home. I hope to become a doctor or an engineer.” – Student Foton, 14
Turki says he’s learnt a lot about girls after he got girls as his class mates in a countside school in Hama, located in western Syria. Photo: Erik Nyström / FCA
“I suppose they are strong women in a way”
“My family and I left our home, when the battles in our region were really intense. We fled and took nothing with us. Throughout the entire conflict I was really scared because of the shells and missiles. I still have anxiety thinking someone might attack us.
Finn Church Aid organised revision lessons in our school. The sounds of the war have been playing in my head for a long time, but the activities gave me something else to think about and helped me forget about the horrors.
This is my school, and it used to be just us boys here. We were all somehow similar. Now we boys want to prove that we’re smarter than girls. We compete for good grades in front of the teachers. We try to be polite and respectful towards the girls. Things can often get tough among the boys, but now there are girls in the classroom, too.
During this experiment, we boys have gained more self-confidence. I’m used to thinking that girls are shy. When they came to our school, I noticed that girls are confident. I suppose they are strong women in a way.
I don’t mind continuing like this at all, studying together with girls. I have to admit that it hasn’t been very easy. I sometimes feel a little shy and think that it would be better if they went back to their own school. But would I really want that? No, no, no! They boost study motivation for us boys. – Student Turki, 13
“Ultimately, this situation has been really useful. Based on my experience, girls tend to do better in school than boys. A new situation, in which the girls and boys take the same classes, creates positive competition between the students. The boys have improved their grades and overall performance,” says teacher Najah Kasem. Photo: Erik Nyström / FCA
“Now girls and boys are classmates, friends, and colleagues”
“A lot has changed in Syria during the war. In many respects, rules have been forgotten, and sometimes groups of people don’t respect each other. During the war years, we have lost plenty of opportunities and been left behind in global development.
We have to fix our ways of thinking in terms of gender issues as well, because we must be able to accept each other. It’s important to start driving the change here at school. Why? As a teacher I want to think that all of my students will move on to university studies. At university, women and men study together. That will be difficult, if these young people have never done anything together before.
It’s great to have girls in this school. Unlike before, now we have activities and teaching that bring boys and girls together. I’ve noticed that after the initial awkwardness they’ve started talking to each other. They treat each other normally: sit and learn next to each other, without having to constantly interpret the situation. Now they are classmates, friends, and colleagues to each other. The ice has somehow been broken.
Girls tend to do better in school than boys but, bringing girls in the former all boys’ school has showed boys are now improving their grades. FCA support refurbished the school in Hama, western part of Syria, and provided teacher training. 380 girls took part in remedial lessons organised in the summer, and now there are approximately two dozen girls in the school of 400 students. Photo: Erik Nyström / FCA
As an English teacher I must say that the reform has had its share of challenges. The girls who joined the school hadn’t really studied English before, and I’ve had to revise everything from the beginning.
Ultimately, this situation has been really useful. Based on my experience, girls tend to do better in school than boys. A new situation, in which the girls and boys take the same classes, creates positive competition between the students. The boys have improved their grades and overall performance.
Education plays a significant role when we plan a future for Syria. Children spend more time in school than at home, and a teacher is like an extra parent to a child. Everything starts at school: we can impact the child’s ways of thinking, help them develop their skills, and thus also have an impact on the direction Syria takes and how reconstruction proceeds.” – Teacher Najah Kasem
Text: Ulriikka Myöhänen Translation: Anne Salomäki Photos: Erik Nyström
The tenth UN International Day of the Girl Child will be celebrated on 11 October
The United Nations International Day of the Girl Child calls attention to the fact that girls’ access to education also helps families, communities and society. In Somalia, Finn Church Aid works to promote girls’ access to education and their inclusion in peace work.
HAWA, 16, does not take education for granted. In Somalia, studying is something many young people Hawa’s age can only dream of. Hawa’s dream is to learn English properly.
“That way I could talk to all kinds of people,” she explains to Finn Church Aid (FCA) at her school, Mama Gedia.
For children and young people in poor and fragile Somalia, there’s very little room for dreaming. Decades of conflict have left the country practically devoid of infrastructure. To make matters worse, the country is gripped by a devastating and protracted drought that threatens food security.
In September, the World Food Programme warned of a risk of famine in the region. The war in Ukraine is disrupting grain imports, inflation has more than doubled the price of food in some places, and local conflicts and terrorist attacks weaken the security situation. Tens of thousands of people have been forced to leave their homes due to violence, or lost their livelihoods as a result of the drought. All of this contributes to a cycle of poverty.
Without external assistance, Hawa would not be able to go to school as her parents can’t afford school fees. With FCA’s support, they can pay Hawa’s school fees, learning materials or school uniforms.
Hawa calls her teachers her role models. She appreciates their encouragement and the high quality of teaching provided.
“I’m full of energy and I want to use this opportunity to get an education,” she says. “When I grow up, I want to work for a humanitarian organisation.”
Hawa,16, believes that education is important because it gives her and her children a better future. PHOTO: ISMAIL TAXTA
THE TENTH UN International Day of the Girl Child will be celebrated on 11 October. While attention over the past ten years has been called to the importance of offering girls more opportunities, much work remains to be done. Climate change and the COVID-19 pandemic have further increased the burden on girls and threaten to reverse progress already made.
But, as the UN points out, with adversity comes resourcefulness, creativity, tenacity, and resilience. On its theme day website, the UN points out that hundreds of millions of girls have shown time and time again that given the skills and the opportunities, they can be the changemakers driving progress in their communities.
Finn Church Aid works to support girls’ access to education by distributing school uniforms and supplies to those in the most vulnerable position. FCA also supports parents’ livelihoods, organises awareness campaigns, builds schools and classrooms, and supplies furniture and teaching materials.
“In Somalia, the education sector is facing enormous challenges, starting with teachers’ competence and the lack of a sufficient and accessible school network”, says Ikali Karvinen, FCA’s Country Director in Somalia. “School buildings are in poor condition, groups are too big, and teachers lack proper training.”
While overcrowded classes are a problem in many schools, dropping out of school is another big issue, Karvinen says. In most cases, dropping out is associated with poverty. From an early age, children have to help their families to earn a living.
PHOTO: ISMAIL TAXTA
IN DIFFICULT CIRCUMSTANCES, girls are in a particularly vulnerable position for various reasons. According to Karvinen, there are cultural and traditional as well as structural reasons for this. Girls’ education is not considered as important as boys’, because girls are expected to stay at home and help parents with household chores and with earning a living.
Many families refuse to send girls to school because the journey to school is unsafe. FCA is contributing to making schools safer. In Hawa’s school, Mama Gedia, FCA created a channel that pupils can use to report threatening situations to teachers.
For girls, some of the reasons for dropping out can be very simple: the lack of hygiene facilities or single-sex toilets can be a significant issue for teenage girls. To reduce dropout rates among girls, it is important to provide relevant health information, organise proper sanitary facilities and make sanitary pads available.
In Karvinen’s opinion, it’s also crucial to raise community awareness of girls’ rights to education and the positive effects it has on families, communities and the entire country.
“Generation after generation of dropouts and a growing number of people with no education will generate an intellectual deficit. This will make the country increasingly dependent on external aid provided by international organisations, both on a shorter and longer horizon.”
Head teacher Lul Mohamed Nur encourages girls to get an education. Her school has more girls than boys. PHOTO: ISMAIL TAXTA
LUL MOHAMED NUR, headteacher at Mama Gedia school is one of the 16-year-old Hawa’s role models. According the school principle, there are now more girls than boys in the school.
“This is the result of our tireless campaigning to make families understand why sending girls to school is important. It seems that the community has heard and accepted our message.”
Abdullahi Moallin Ali, chairman of the community’s education committee, agrees that campaigning significantly contributed to the change in attitudes. More and more families decided to send their children to school after they found out that they don’t have to pay school fees or pay for school uniforms or learning materials.
Abdullahi Moallin Ali, chairman of the education committee of the Mama Gedia community, is grateful to FCA for training the committee members, providing school uniforms and materials, and paying teachers’ salaries. PHOTO: ISMAIL TAXTA
Children themselves can also feel nervous about going to school. 10-year-old Suleqo thinks it is important that all children regardless of gender have access to education, and she wants all parents to give their children equal opportunities. At first this little albino girl was reluctant to go to school herself.
“At first she resisted, but now she’s used to going to school and she likes it,” her mother Hamaro Mohamed Nur explains.
Because of her albinism, Suleqo’s vision is impaired. Her teacher placed her near the blackboard so that she can see what teachers write.
“Suleqo became much more interested in school after she received her school uniform and learning materials. Now she has plenty of energy and she really likes her teachers,” Suleqo’s mother says.
Suleqo’s mother Hamaro Mohamed Nur says her daughter became more energetic after she started school. PHOTO: ISMAIL TAXTA
ACUTE CRISES tend to divert attention from long-term goals. In Somalia, famine threatens almost seven million people, or half of the country’s population.
Karvinen emphasises that while the help of the international community is vital in an acute crisis, it is equally important not to lose sight of the long-term objectives.
Finn Church Aid’s work focuses on peacebuilding; this includes supporting the national reconciliation process and inclusive local government. Other key focus areas include the promotion of education and livelihoods. In Somaliland, FCA has supported two vocational schools with the incorporation of career counselling and entrepreneurship education into the curriculum. With support from FCA, students have been encouraged to pursue entrepreneurial activities.
During the COVID-19 pandemic, FCA built learning facilities in hard-to-reach areas and provided training to teachers to allow children to stay in school. FCA helped build 10 new temporary schools and 16 renovated classrooms in the cities of Baidoa, Hudur and Elbarde. Almost half of the students in these schools are girls.
Peace work does not exist in a vacuum; it is part of something bigger, Karvinen underlines. FCA works to promote the inclusion of young people and women in peacebuilding by organising events that give marginalised groups an opportunity to be heard. FCA also supports the BAYWAN network of women’s organisations in southwest Somalia.
When she grows up, 10-year-old Suleqo wants to be a famous engineer or teacher. She finds math easy. PHOTO: ISMAIL TAXTA
THERE IS ALWAYS hope, even in the face of famine, violence and insecurity. FCA’s Karvinen underlines the importance and impact of small changes and improvements. A simple way to improve safety in schools is to build a fence around the area and to have access control in place.
“School is the safest place for many children. Being at school protects children from being exploited as child labour or ending up in the hands of terrorist organisations.”
According to Karvinen, children who go to school enjoy learning new things, which increases their satisfaction and creates optimism about the future. Education makes children and young people better equipped to make healthier choices in life. The repercussions are significant: as people become healthier and more educated, they will be able to accept responsibility for services, security and respect for human rights in their country.
Education can also empower girls to put an end to harmful traditional practices. During the COVID-19 lockdown, there were reports of an increase in female genital mutilation.
“Educated girls and women are instrumental in the fight against this human rights violation,” Karvinen notes.
Providing educational opportunities for girls is of paramount importance.
“An educated woman wants her children to receive an education. This is the virtuous cycle that FCA wants to reinforce,” Karvinen concludes.
Help girls
to receive
an education
Help girls
to receive
an education
Your donation allows Finn Church Aid to e.g.:
distribute school supplies and school uniforms to children
provide income opportunities for parents so that children can go to school
organise awareness campaigns designed to help parents understand how important education is for their children
build schools and classrooms, supply blackboards, desks, textbooks and teaching materials for schools
In Somalia, FCA has trained more than 700 women leaders in leadership and other skills.
OVER THREE DECADES OF CONFLICT has left Somalia in poverty, most of its infrastructure destroyed, and ongoing political instability and armed conflict exacerbate the effects of climate shocks. Women have borne the brunt of these hardships.
FCA has been supporting state-building and the establishment of inclusive local governance through district council formation in line with the Wadajir National Framework and National Reconciliation Framework. Together with the Network for Religious and Traditional Peacemakers, we worked closely with the Somali State and Federal Government, local authorities, communities, and civil society partners.
In 2021, we released a new publication on lessons learned and best practices for supporting inclusive local governance, focusing on promoting the participation of women, youth, and marginalised groups to support future state-building efforts in Somalia. As decision-making is largely in the hands of clans, which men dominate, decision-making processes exclude women, youth and marginalised groups. Since 2016, our support has resulted in the formation of five new district councils, with sixteen women elected as district council members. Furthermore, FCA has trained more than 700 women leaders in leadership and other skills.
In 2021, we lobbied for women’s meaningful participation in federal and district elections. In the Barawe district of Southwest state, a new council was formed, comprising twenty men and seven women, including the first female Deputy Mayor. Twenty youth (fourteen men and six women) were also elected. In partnership with the Network, Somali Peace Line and the Ministry of Women, Human Rights and Development, we promoted women’s participation in federal elections in Southwest and Hirshabelle State, advocating for a 30% quota.
Social media, radio and television raised awareness about civic rights and opportunities to participate in political processes and communication activities that FCA supported. That contributed to a 98 per cent awareness rate of district council formation, which helped increase the participation of women and other marginalised groups. Inclusive local governance in Somalia is time-consuming and labour-intensive work, but the incentive is clear – the dividend is peace.
Types and causes of gender-based violence are sometimes difficult to identify. Sexual violence is only one form of gender-based violence.
ONE IN THREE women in the world has experienced some form of violence simply because she is a woman. Violence can include anything from violation of physical integrity, beatings and hair tearing to sexual assault or psychological acts of violence. Girls who cannot go to school because of their gender are also victims of gender-based violence.
With the internet, and especially with the smartphones everyone now carries around, harassment, psychological violence and the threat of physical violence are present everywhere, including at home. Then again, home has never been a safe place for girls and women. Not even in Finland, where one in three women has experienced intimate partner violence.
There are so many forms of gender-based violence that it may be difficult to define it as a particular type of activity. Violence can be expressed through a clear act, such as genital mutilation, beating or rape. But sometimes violence is more difficult to define and finding words for it may not be easy. This is often the case with coercion associated with intimate partner violence or with financial control exerted by a spouse.
How do we know it’s gender-based violence?
What is gender-based violence? One of the definitions is that the violence committed differs in form, prevalence or consequences by gender. Experiences of violence usually differ between the genders, especially in terms of the setting and the perpetrator.
Men are more commonly than women subjected to violence in public places, while women experience violence at home and in the workplace. A minority of victims of intimate partner violence are men. Girls and women also experience sexual violence and harassment more often than men.
Most typically, the perpetrator is a man, and most of the victims are women. This is nearly always the case. However, statistics show that gender-based violence not only affects women, but also those who belong to sexual minorities. In fact, as gender-based violence is deeply rooted in gender inequality, it is one of the most common human rights violations committed anywhere in the world.
What does Finn Church Aid do to prevent violence against women?
Finn Church Aid works to ensure that every person can lead a dignified life. We support the most vulnerable people. Our actions are guided by equality, non-discrimination and accountability, and we work to ensure that right to education, peace and livelihood is realised for all people.
While we are not specifically focused on protecting the rights of girls and women or combatting gender-based violence, realising equality and human rights and addressing the vulnerabilities of genders and minorities are closely related to our work. We are committed to the UN Sustainable Development Goal 5, which obliges us to address equality issues in our work and strengthen the rights and opportunities of women and girls.
In practice, we work to improve the educational opportunities, livelihoods, entrepreneurship and political participation of girls and women. We are committed to the identification and prevention of sexual and gender-based violence, child marriage and unequal balance of power between genders.
Our efforts to advance the education and livelihoods of girls and women also strengthen their position in their own communities. When women gain an education, find an occupation and become decision-makers, it is easier for them to have influence over their own lives. This, in turn, reduces discrimination and increases human dignity in those communities where girls and women have traditionally been in a weaker position.
Unfortunately, such changes in society’s balance of power also raise objections, which may turn into violence against women and girls. Crises, conflicts and natural disasters also pose a risk to the positive development of equality and can increase the threat of violence. For these reasons, we must pay special attention to the safety of women when delivering humanitarian assistance.
Covid-19 has increased the threat of violence
The prolonged pandemic has had a negative impact on the safety of girls and women. In Nepal, an increase in the number of child marriages and violence against girls and women has been observed.
Already in the first year of the pandemic, Unesco, the UN Educational, Scientific and Cultural Organisation, expressed concern that up to 11 million girls may not return to their studies when schools reopen, particularly in the African countries. The pandemic has also increased the occurrence of domestic violence, the use of child labour and the risk of sexual violence.
In its development cooperation, Finn Church Aid seeks to improve the security and equality of girls and women, for example by educating teachers, supporting the voice of women in peacebuilding and political decision-making and promoting the education of refugee women.
How can we combat gender-based violence?
The aim of the Beijing Declaration and Platform for Action is to advance the equal realisation of human rights for women. The 1979 UN Convention on the Elimination of All Forms of Discrimination against Women has been signed by 187 states.
The Convention contains provisions on aspects such as citizenship, education, participation in working life, healthcare and women’s economic rights. Their realisation is monitored by the Committee on the Elimination of Discrimination against Women (CEDAW), which can also make general recommendations. Of these, Recommendation No 19, adopted in 2002 and updated in 2017 by Recommendation No 35, for the first time included measures to eliminate violence against women.
In Europe, one of the most significant attempts to end gender-based violence is the 2011 Istanbul Convention, which entered into force in Finland in August 2015. The aim of the convention is to prevent and eliminate violence against women, protect victims of violence and hold perpetrators of violence accountable for their actions.
However, international conventions alone will not eliminate sexual, and gender-based violence. Creating safer communities requires action that cannot be left to decision-makers and states. The key is to identify gender-based violence, listen to victims and recognise their experiences, and increase the provision of information for all parties involved. Gender-based violence is everyone’s concern.
