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In many areas, education is known as the key to success. It has widely been accepted as the vessel toward upward mobility as its benefits have the capacity to positively change lives. For some, however, the mere notion of attending school on a regular basis is not a reality. Challenges in access and equality permeate through many communities, tribes, and villages with many students denied basic fundamental rights to a quality education. Socioeconomic barriers and longstanding traditions have equated to educational disparities in many areas but these inequities are most profound in developing countries. Through worldwide initiatives and programs, the United Nations Children's Fund (UNICEF) focuses on the largest group denied educational rights-girls.

In many remote and conflict-ridden areas, the state of education has been negative, if not nonexistent, for girls. In these populations, poverty rates and unequal power relations between genders are extremely high and girls are expected to contribute to their families’ economic needs through household chores. Many young women are forced into marriages that occur before the age of 16 and subsequently, give birth to multiple children at a very young age. These gender inequities result in girls’ inability to attend school. For the fortunate girls that are able, attending school presents yet another challenge.

Schools in developing countries such as Niger, Thailand, and Sri Lanka have traditionally had accessibility and equality difficulties for the girls in attendance. These schools, like many others, are substantially distant from their homes, lack private toilet facilities, embody a curriculum that is male-centered, and lack the existence of female teachers with whom young women can identify. Girls attending these schools face sexual harassment and violation on their way to and from school, often do not attend during their menstrual cycle due to lack of privacy and sanitary napkins, and eventually drop out or have diminished enrollment. In response to these disparities in education for girls, UNICEF created girl-friendly schools from their child-friendly schools initiative.

Dimishing Barriers

Girl-friendly schools (GFS) were created in developing countries to diminish barriers to girls’ education while simultaneously bridging the gap of possibilities between the genders. These schools are for both male and female students but aim to eliminate gender inequalities in education. Working in conjunction with educational conglomerates and local school leaders, UNICEF assists many schools by considering the local circumstances and specific needs of each community before establishing approaches to equal education for girls. GFS are intended to foster the education of girls by creating a safe and secure atmosphere of learning. Children attempting to attend these schools would find their walk to school much shorter, and subsequently, safer. GFS are geographically situated closer to homes within the local community in an effort to decrease physical and sexual assaults on girls as they walk to and from school. Since many girls choose not to attend school based on the distance and the potential for acts of violence, creating schools in closer proximity increases their access to education.

Furthering their commitment to provide safety at school, GFS also encompasses private toilet facilities for girls in each building. Although the designs of these facilities differ between countries and local communities, girls attending these schools are provided separate toileting space from boys and clean water and soap to use while washing their hands. Having these separate facilities is needed for their safety but is equally important while they are menstruating.

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