West Africa, rich in culture and tradition, also carries the weight of a gendered education which, from childhood, shapes girls to serve men. Despite increasing openness to the world and the influence of modernity, these traditions persist and limit women’s prospects.
From an early age, roles are clear: girls are expected to take care of domestic chores while boys play outside. This division of roles is not insignificant; it instills in girls the idea that their place is in the shadows, in the care of others, and not in the conquest of their own ambitions.
As they grow up, they are subjected to remarks that reinforce this ideology: “A man doesn’t want a dirty woman”, “If you can’t cook, you’ll have trouble finding a husband”, “Watch your weight, or no one will want you”. Meanwhile, the boys receive messages focused on their success and ambition: “If you’re lazy, you won’t be rich”, “You have to concentrate on your studies to succeed”.
A life centered on men
With such injunctions, young girls grow up building their identity around the male gaze. Their personal success often takes second place, subordinated to their role as wife or mother. This mentality limits their ability to focus on themselves, take risks, assert themselves and aspire to positions of power.
Beninese singer Angélique Kidjo stresses the importance of educating girls: “Without them, Africa would collapse, because they are its backbone. […] Educating girls today is the most profitable investment for African nations.”
Testimonies and realities from Benin
In Benin, the statistics reflect these challenges. In 2022, around 8.4% of girls of elementary school age were out of school, an improvement on the 74% recorded in 1990. However, enrolment rates drop considerably at secondary level, with an enrolment rate of 43% and only 35% of girls completing lower secondary education, according to the Unesco Institute for Statistics. The gap widens further in higher education, where 15% of men are enrolled, compared to just 8% of women, again according to the UNESCO Institute for Statistics.
Outlook in other West African countries
In other countries in the region, similar initiatives are being implemented to improve girls’ access to education. In Senegal, for example, the “Vacances Citoyennes” program aims to raise community awareness of the importance of girls’ schooling and combat early marriage. In Ghana and Togo, the policy of free secondary education has led to a significant increase in the number of girls enrolled.
An obstacle to emancipation
One of the major consequences of this education is the lack of representation of women in senior positions. With little encouragement to aim high, they find it hard to see themselves as leaders, entrepreneurs or decision-makers. However, women in Benin are demonstrating every day their ability to break down these barriers, but the battle remains unequal.
According to a study, Beninese women are often more affected by poverty, which forces them to work more, mainly in the informal sector.
Towards a more balanced education
It’s time to review traditional patterns to enable girls to have an education that gives them the same chances of success as boys. This means an equal division of domestic tasks, an education that values their personalities and ambitions, and inspiring female role models.
Schools play a key role in eliminating gender stereotypes and highlighting successful female figures in various fields. Integrating gender equality into school curricula and training teachers to support the aspirations of girls and boys fosters lasting change.
Families and the media must also encourage this evolution by promoting female success and deconstructing preconceived ideas about the role of women.
Attitudes are changing, but slowly. It is essential to continue to denounce these injustices and encourage a change that will benefit society as a whole. A more balanced education benefits not only girls, but boys too, enabling them to grow up in an environment where fairness and mutual respect take precedence over the rigid norms of the past.
