A new generation: 25 years of efforts for gender equality in education

Key findings

There has been a generational leap in access to education for girls over the past 25 years.„

• Since 1995, the number of girls enrolled in primary and secondary school has risen by 180 million.„
• Globally, equal numbers of girls and boys were enrolled in primary and secondary education in 2018, whereas in 1995 around 90 girls were enrolled for every 100 boys; significant increases in Southern Asia, and India in particular, drove this growth.„
• Female enrolment tripled in tertiary education; at the country level, gender disparity at men’s expense exists in 74% of the countries with data.„
• Between 1995 and 2018, the percentage of countries with gender parity in education rose from 56% to 65% in primary, from 45% to 51% in lower secondary and from 13% to 24% in upper secondary education.„
• Among the 56 countries with data for 2000–18, primary completion rates improved faster for girls than boys. In one-third of the 86 countries with 2013–18 data, girls were more likely to complete primary school than boys.

Girls’ learning outcomes are improving faster than boys’, but new gender gaps are developing in digital literacy skills and a majority of illiterate adults are still women.„

• Girls’ advantage over boys in reading widened in more than half of the 38 countries and territories that took part in PISA in both 2000 and 2018. Girls now perform as well as boys in mathematics in over half of countries and do better than boys in one-quarter of countries.„
• Disparity in ICT skills is emerging. Among 10 low- and middle-income countries with detailed data, women are less likely to have used a basic arithmetic formula in a spreadsheet in the 7 poorest countries, while parity exists in the 3 richest countries.„
• The share of women among illiterate youth has decreased since around 2005, especially in Eastern and South-eastern Asia. But the share of illiterate adult women has remained constant for the past 20 years at around 63%. And in 2018, fewer than 80 adult women were literate for every 100 adult men in 12 countries, most of them in sub-Saharan Africa.

Despite progress, girls continue to face the worst forms of exclusion.„

• Globally, three-quarters of children of primary school age who may never set foot in school are girls.„In 2018, fewer than 90 girls were enrolled for every 100 boys in 7 countries in primary, 14 countries in lower secondary and 23 countries in upper secondary education.„
• Fewer than 80 girls for every 100 boys completed primary in 4 countries, lower secondary in 15 countries and upper secondary in 22 countries.

Gender interacts with other disadvantages to exacerbate exclusion from education.„

• In at least 20 countries, hardly any poor, rural young woman complete upper secondary school.„
• In 24 countries participating in PISA 2018, over 70% of poor boys did not achieve the minimum reading proficiency level.„
• The most disadvantaged women are further left behind in terms of literacy skills. In 59 countries, women aged 15 to 49 from the poorest households are 4 times more likely to be illiterate than those from the richest households.„
• Women with disabilities tend to be particularly disadvantaged. In Mozambique, 49% of men with disabilities can read and write, compared with 17% of women with disabilities.

Some subjects are still male-dominated, which affects equality in work and adult learning opportunities.„

• Globally, the share of females in TVET enrolment declined from 45% in 1995 to 42% in 2018.
• Globally, the percentage of females studying engineering, manufacturing and construction or ICT is below 25% in over two-thirds of countries.„
• Gender segregation by field of study constrains girls’ choice of career. In OECD countries only 14% of girls who were top performers in science or mathematics expected to work in science and engineering, compared with 26% of top-performing boys. Women account for less than 1% of the applicant pool for technical jobs in artificial intelligence and data science in Silicon Valley.„
• Previous learning experience, personal disposition towards learning, life circumstances and structural barriers all have an impact on whether adults participate in education. Women in European countries are almost twice as likely as men not to participate in adult education for family-related reasons.

Policy interventions can reduce the chance of education disadvantage being passed to the next generation.„

• The gender gap in the share of children who have attained a higher education level than their parents – absolute intergenerational mobility – decreased for each 10-year cohort born from the 1940s to the 1980s. Globally, a slightly higher percentage of daughters (52%) than sons (51%) had higher education levels than their parents in the 1980s cohort, although mobility is still lower for girls in low- and lower-middle income countries.
• Children’s education relies less and less on the education of their parents – relative intergenerational mobility – although girls’ years of schooling are still more aligned to their parents’ than boys’, and particularly to that of their mothers.„
• Girls are more influenced by their mothers’ than their fathers’ education in low- and middle-income countries. In the cohort of girls born in the 1980s, an extra year of maternal education leads to seven extra months of education in low-income countries.„
• Policy interventions can reduce the extent to which education disadvantage is passed on to the next generation. Potentially successful interventions include quotas in tertiary enrolment for vulnerable groups, scholarships and cash transfers, and removal of user fees in primary education. The correlation between mothers’ education and their children’s fell by 12.5% when user fees were lifted.

Increasing numbers of laws and policies promotes gender equality in education on paper, but still often fails in practice.„

• Globally, 105 countries have ratified the 1960 UNESCO Convention Against Discrimination in Education and 23 have signed since 1995.„
• Education ministries have sponsored laws promoting gender equality in 50% of countries and policies to that effect in 42%. About 46% of countries have legislation and 58% policies promoting gender equality in education under other ministries’ leadership.

Strong political commitment has reduced early pregnancy rates and provided education for pregnant girls and young parents.„

• The prevalence of early pregnancy fell by one-third between 1995 and 2020, from some 60 to 40 births per 1,000 women aged 15 to 19. „The share of women aged 20 to 24 who married before age 18, a factor contributing to early pregnancy, fell from 25% in 1995 to 20% in 2013–19.
• „In Argentina, a holistic approach combining two laws, flexible learning programmes, nurseries in schools, re-entry programmes for vulnerable children and non-formal alternative secondary education programmes has helped protect pregnant girls’ and young parents’ right to education; meanwhile the adolescent fertility rate fell from 61 in 1995 to 49 in 2018.
• Activism and accountability mechanisms can help protect pregnant girls’ right to go to school. In Sierra Leone, official policy in 2015 banned pregnant girls from school. In 2019, after several years of activism, the ban was ruled discriminatory by the Court of Justice of the Economic Community of West African States and was lifted.„
• Multisectoral cooperation and ties between government departments help address the intersecting needs of many girls and young women of child-bearing age. In the United Kingdom, measures to address these needs included a protective legal framework, a teenage pregnancy unit and strategy, better childcare, awareness-raising programmes, advocacy aimed at young men, and support from the non-government sector. These measures helped reduce the number of conceptions per 1,000 15- to 17-year-olds from 42 to 18 between 1995 and 2017.

The prevalence of early pregnancy can be linked to lack of access to sexual and reproductive health education.„

• Ambiguous language in laws and weak accountability in enforcement can enable schools to avoid teaching comprehensive sexuality education. Argentina made the subject compulsory in 2006, but only 16 out of 23 provinces adhered to the policy or passed their own legislation on the subject, likely because of opposition among religious schools.
• „In Sierra Leone, the number of married and sexually active 15- to 19-year-old women using contraception doubled from 10% to 20% between 2008 and 2013, but dropped to just 14% in 2019, possibly due to a 2008 decision to end comprehensive sexuality education in schools.„
• Clear guidance on sexuality education can help. In the United Kingdom, relationship and sex education was made compulsory in all secondary schools from 2019. Guides were published to help schools inform and work with parents to overcome resistance.

Gender-responsive school counselling could improve gender balance in subject choices.

• „Counsellors often promote gender stereotypes, which affect students’ education and career choices. A survey of secondary school counsellors in the US state of Wisconsin found that, even though school counsellors believed female students were more likely to succeed in mathematics than males, they were less likely to recommend mathematics over English to female students.„
• Clear gender-responsive strategies are needed to redress the balance. Botswana has a comprehensive guidance and counselling programme and a Gender Reference Committee but lacks an overall framework on ways to help girls and women who wish to pursue TVET and STEM subjects.„
• A lack of gender-specific measures in counselling and career advice at the state level in Germany means the increase of the share of girls in STEM subjects between 1999 and 2017 is more likely related to an online information hub on STEM for girls and collaboration between ministries of women, youth, labour and social affairs.„
• National strategies on TVET and STEM in the United Arab Emirates make no reference to gender or gender-responsive counselling practices and women are still under-represented in these fields of study.

Countries still produce textbooks with gender-based stereotypes and limited references to women and girls.„

• The share of females in secondary school English language textbook text and images was 44% in Malaysia and Indonesia, 37% in Bangladesh and 24% in Punjab province, Pakistan.„
• Partnerships and participatory processes at all phases of textbook development and delivery need to be in place for successful reform.
• „In Comoros, textbooks still contain gender stereotypes, partly because textbook developers have not received training or sensitization.„
• Ethiopia has shown commitment to gender equality in education, including through textbook revision. Yet stereotypes remain, which can be attributed to women being excluded from textbook review and development, lack of training on processes, and insufficient commitment from authorities in challenging discriminatory norms.„
• Nepal has made materials more gender-sensitive by introducing guidance for gender-responsive learning materials and a gender expert to review content, as well as gender audits and formal reviews of all materials every five years, although some of these measures have not been fully implemented.„
• In Europe, 23 out of 49 countries do not address sexual orientation and gender identity explicitly in their curricula.

Gender inequality exists in teacher recruitment and promotion to leadership, and more gender-sensitive teacher education is needed.„

• Women make up 94% of teachers in pre-primary, 66% of teachers in primary, 54% in secondary and 43% in tertiary education.„
• There is a glass ceiling for women trying to attain leadership positions. In a case study of schools in Brasilia, Brazil, 75% had only male candidates for school leadership positions. For the past 25 years, all federal education ministers have been men. In Bulgaria, just 5 of 96 education ministers in 140 years have been women.„
• Teachers still expect girls and boys to have different academic abilities, which affects academic outcomes. In Italy, girls assigned to teachers with implicit gender bias underperformed in mathematics and chose less demanding secondary schools, following teachers’ recommendations.

Millions of schools are not inclusive, often due to poor infrastructure and unsafe learning environments.„

• Globally, over a fifth of primary schools had no single-sex basic sanitation facilities in 2018. Some 335 million girls attend primary and secondary schools lacking facilities essential for menstrual hygiene.„
• Even when single-sex sanitation facilities exist, they may not be accessible to all students: less than 1 in 10 schools with improved sanitation had accessible facilities for students with disabilities in El Salvador, Fiji, Tajikistan, the United Republic of Tanzania and Yemen.

School-related gender-based violence impedes inclusive education of good quality.„

• Girls are more likely to experience verbal and sexual harassment, abuse and violence, while boys are more often subject to physical violence.„
• Violence is often directed at those whose gender expression does not fit binary gender norms. In the United Kingdom, 45% of lesbian, gay and bisexual students and 64% of transgender students were bullied in schools.„
• The rapid advancement of technology has increased risks of threats, intimidation and harassment. In European Union countries, one in five 18- to 29-year-olds reported having experienced cyber-harassment.

Change in education will not happen until unequal gender norms in society are stamped out.„

• Gender discrimination was considered the most important global problem by 8% of adults in the latest World Values Survey. A return to traditional values is an increasing threat to women’s rights. The proportion of people with moderate and intense bias against gender equality increased between 2005–09 and 2010–14 in 15 of 31 countries surveyed.„
• Attitudes towards female foeticide have not improved with education. In urban India, the male to female child sex ratio is inversely associated with female education.„
• Gender discrimination is a threat to inclusive education. In 11 former republics of the Soviet Union and in Mongolia, the level of discrimination in social institutions is 24%, on average, which has reduced women’s average years of schooling by 16%.„
• Parents’ gender stereotypes can stand in the way of inclusion. In Sokoto, Nigeria, some parents believe access to secondary school would prevent girls from marrying. In Fiji, parents expect boys to assist with cash crop farming, which can lead them to disengage with school.