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Gender and Education for All
THE LEAP TO EQUALITY |
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 | The Arab States
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| The region has made significant progress at all levels of education, but enrolment is far from being universal and large gender disparities remain, especially in primary education and adult literacy. Commitments to international treaties and declarations by most of the countries will have to be fulfilled to achieve EFA.
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| Central and Eastern Europe
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| Since they regained their independence in the early 1990s, the region’s countries have undergone profound economic, social, political and demographic upheavals that in many cases have damaged their education systems, notably by withdrawal of state funding for pre-primary and secondary schooling.
Commitments to international treaties and declarations will have to be fully carried out to reverse this trend.
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| Central Asia
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| Since they regained their independence in the early 1990s, the region’s countries have undergone profound economic, social, political and demographic upheavals that have damaged their education systems. Most education indicators have
fallen. To achieve EFA, commitments to international treaties and declarations will have to be fulfilled.
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| East Asia and the Pacific
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| This region is a composite of two very different groups of countries in East Asia and the Pacific. The former has two of the world’s most populous states, China and Indonesia, the latter includes a number of the world’s smallest nation states.
This makes for considerable difficulty in interpreting regional data. However,
overall the region made significant progress at almost all levels of education during the 1990s. But while East Asia and the Pacific almost achieved universal primary education early in the decade, it is moving away from this goal.
Commitments to international treaties and declarations2 by a significant number of countries will have to be fulfilled3 to achieve EFA.
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| Latin America and the Caribbean
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| The region made notable progress at all levels of education during the 1990s, especially primary, where enrolment is now almost universal. But gender disparities and inequalities remain at higher levels.
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| North America and Western Europe
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| Is EFA relevant to countries in this group?
Definitely. As the world’s richest nations, many are important donors that have pledged to help economically less well-off countries achieve EFA. However, a century after they introduced compulsory education, industrialized countries have still not achieved high-quality education for all. Many continue to be challenged by problems of inequity, meeting the needs of marginalized groups, persistent gender inequalities increasingly at the expense of boys, and concerns over the quality of education.
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| South and West Asia
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| The region is home to three of the world’s nine most populous (E9) developing countries – Bangladesh, India and Pakistan – that weigh heavily in global education trends. It has made notable progress at nearly all levels of education, but realizing EFA remains a major challenge and substantial gender disparities persist. The commitments to international treaties and declarations by most countries will have to be fulfilled if education indicators, all still below world and developing country averages, are to improve.
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| Sub-Saharan Africa
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| EFA remains a great challenge in this region. Despite commitment to international treaties and declarations by most of its countries, all education indicators are below world and developing country averages. Most children, more often girls, are still deprived of the right to education.
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