Say Yes, Summer 2004: A Helping Hand
A significantly larger financial subsidy for girls attending school should encourage parents who would otherwise keep their daughters out of school for the sake of their labour contribution. Photograph by Rana Mullan © UNICEF Turkey 2003
With the end of 2004 fast approaching, Haydi Kızlar Okula! the girls’ education campaign in Turkey is now in its final stretch. While it is true that the initiative has made impressive strides, the final road to success is still fraught with bumpy obstacles. Not surprisingly, one of the major barriers to achieving the goal of 100% enrolment is financial. UNICEF is working harder than ever to address this persistent problem.
In cases where financial want is the only obstacle to sending a child to school, the Social Solidarity and Assistance Fund (SYDTF), in consultation with the World Bank and as part of the Social Risk Mitigation Loan Project (SRMP), has implemented the Conditional Cash Transfer Programme (CCT). CCT’s are just one component of the World Bank’s Social Safety Net programme, which seeks to minimise the hardships imposed on a country’s population due to economic downturns. Specifically, CCT offers incentives to the poorest sectors, conditional upon a change of behaviour in areas such as school attendance or health care. In Turkey, the CCT programme is aimed at increased classroom enrolment and prenatal care.
In 2002, the World Bank approved a loan of US$500 million to support the SRMP, of which US$360 million has been budgeted to fund the CCT programme through 2006. To qualify, applicants must complete a scoring formula comprised of about 40 questions, geared towards evaluating their socio-economic status and determining their eligibility. Because the form itself represents an added obstacle to parents who are often functionally illiterate, local representatives are deployed in the field to provide assistance.
In support of Haydi Kızlar Okula! cash transfers granted to families enrolling girls are slightly higher than those for enrolment of boys. At the primary school level, TL 20 million (about $14) per girl is provided monthly (boys get TL 16.5 million or about $11.50), while at the middle school level, where girls’ attendance generally deteriorates, the grant increases to TL 35 million for girls (about $25 -- TL 25 million or $17.50 for boys).
Children must comply with two criteria in order for their families to continue receiving the CCT grants.
Firstly, they must regularly attend classes.
Practically speaking, maintaining regular attendance, particularly where children of migrant family workers are concerned, in cases where a girl is unexpectedly assigned the responsibility of sibling care, or when harsh winter weather makes the roads impassable, this can be a significant challenge. Furthermore, teachers, rarely natives of the village in question, are generally loath to report absences for fear of retaliation or alienation.
Secondly, students must maintain passing grades. Based on the results of both criteria, the SRMP offices will either continue or halt the disbursement of funds. In the latter case, families are free to reapply.
Since its inception and as of July 30, 2004, cash transfers have totalled TL 16.5 trillion (US$11 million), benefiting approximately 440,000 students. An additional $10 trillion (US$7 million) is slated to be spent in August 2004 in anticipation of the 2004-2005 school year. Unfortunately, the SYDTF plan to launch a publicity campaign at the end of September comes a little late in the process. However, once the SYDTF materials, which will include brochures, posters, and video clips, are completed, local foundation representatives will be better prepared in their interactions with local communities.
In addition to the promotion of the CCT, the Turkish government is currently providing three important financial incentives targeting educational goals. The most potentially far-reaching of governmental strategies is the 100% tax credit for private or corporate donations made in support of the educational system. Contributions may also come in the form of material donations such as school uniforms, or the deployment of a pre-fabricated, temporary classroom. To date, the majority of endowments has been directed at the building of new schools.
In 2003, the Ministry of National Education (MONE) implemented a policy of providing free schoolbooks to all students. This policy is scheduled to continue through the 2004-2005 school year.
Another strategy initiated by MONE provides monetary incentives that will attract teachers to the remotest regions -- the rural areas which suffer the most conspicuous poverty. In order to respond to the demand for educators in these areas, the government is now considering offering hardship pay to attract more teachers to areas where need is most pressing.
Read more about Haydi Kızlar Okula! in our Programmes section. The full text of the Provincial Governors’ Declaration in support of Haydi Kızlar Okula! can be found in the UNICEF Turkey Press Centre.
For more information on the SRMP in Turkey, visit The World Bank website.
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SAY YES, SUMMER 2004
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