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Expanding and improving school infrastructures: reducing the distance to school, improving sanitation and water availability

Creating equitable school and classroom environments: more female teachers in classrooms, gender sensitivity training to adapt to female student needs

Curriculum reform: creating content that treats its students equally, gender should be included in class materials, encouraging girls in mathematics and science

Violence towards women in schools: intellectually and psychologically damaging, not confined to poor countries

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1995 – Beijing Platform for Action: endorsed gender mainstreaming as a crucial tool for achieving commitment to gender equality.

2000 – Dakar Framework for Action and the UN Millennium Development Goals: directed international community to eliminate gender disparity in primary and secondary education

2000 – United Nations Girls’ Education Initiative: first global partnership to specifically promote girls’ education and raise awareness of gender equality issues in education

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1. Promoting positive values and attributes to girl’s education through community mobilization and advocacy campaigns.

2. Providing incentives to offset school and opportunity costs.

3. Tackling early marriage and adolescent pregnancy.

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The Gender Parity Index (GPI) i s the quotient of the number of females by the number of males enrolled in a given stage of education.

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“The realization of gender equality in education remains a serious issue of social justice. Gender equality is a more complex notion than gender parity and harder to measure. It requires moving beyond counting the numbers of boys and girls in school to exploring the quality of girls’ and boys’ experiences in the classroom and school community, their achievements in education, and their aspirations for the future.”

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“The realization of gender equality in education remains a serious issue of social justice. Gender equality is a more complex notion than gender parity and harder to measure. It requires moving beyond counting the numbers of boys and girls in school to exploring the quality of girls’ and boys’ experiences in the classroom and school community, their achievements in education, and their aspirations for the future.”

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– UNESCO EFA Report 2015, pg. 155