Policymakers, education activists, and others who are worried about girls being left behind must look beyond school access. While relying on Islamic madrasas can increase the share of girls in classrooms, the substance of those girls’ educational experience matters, too.
KUALA LUMPUR – Ensuring inclusive, equitable, high-quality education for all is a major pillar of the United Nations Sustainable Development Goals. Three decades ago, fewer girls were in school than boys. Among those girls who were fortunate enough to be enrolled, the majority dropped out early. In many parts of the developing world, social norms and poverty combined to limit girls’ educational and social opportunities. However, improvements over the past 25 years in girls’ enrollment in primary and secondary education have been dramatic, significantly reducing educational gender disparities.
KUALA LUMPUR – Ensuring inclusive, equitable, high-quality education for all is a major pillar of the United Nations Sustainable Development Goals. Three decades ago, fewer girls were in school than boys. Among those girls who were fortunate enough to be enrolled, the majority dropped out early. In many parts of the developing world, social norms and poverty combined to limit girls’ educational and social opportunities. However, improvements over the past 25 years in girls’ enrollment in primary and secondary education have been dramatic, significantly reducing educational gender disparities.