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Building bridges for gender equality


The 2019 Gender Report is based on a monitoring framework first introduced in the 2016 Global Education Monitoring Report. In addition to focusing on gender parity in education participation, attainment and learning achievement, the framework examines broad social and economic contexts (gender norms and institutions) and key education system characteristics (laws and policies, teaching and learning practices, learning environments, and resources). The framework also looks at the relationship between education and selected social and economic outcomes. For instance, a move towards parity in education attainment may increase women's labour force participation rates, but low levels of labour force participation feed into existing norms and may constrain expansion of education opportunities for women

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Key Messages: #DontIgnoreHer

  1. Despite progress, many countries still have significant gender gaps in education
    Two out of three countries have achieved gender parity in primary education, one in two have achieved parity in lower secondary education and one in four in upper secondary education.
  2. This will not change unless we challenge harmful social norms and attitudes about women's role in society.
    About 27% of respondents in the World Values Survey agreed that ‘a university education is more important for a boy than a girl’ with shares as high as 56% in Pakistan and 59% in Haiti 
  3. Education systems are only as equal as we make them. But teaching is frequently a female profession with men in charge
    In a group of high income countries, the share of female head teachers was 26% lower than the share of female teachers.
  4. Laws are needed to change the status quo: countries must ban child marriage and let pregnant girls go to school.
    In sub-Saharan Africa, 4 countries even enforce a total ban against their return.
  5. Donors generally prioritise gender equality in their education budgets; they must ensure their projects are sustainable and scalabl
    On average, across DAC member countries, 55% of direct aid to education was deemed gender-targeted, ranging from 6% in Japan to 92% in Canada ​​​​​​​
  6. Countries must make sure gender equality is central in their education plan
    ​​​​​​​​​​​​​​A review of education sector plans of 20 countries with some of the highest gender disparities showed that cash and in-kind transfers featured in 3 out of 4 plans; while curriculum and textbook reform, girls’ participation in STEM courses and safe access to schools only featured in 1 out of 5 plans​​​​​​​