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Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty,...
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The advancing Information and Communication Technology (ICT) has massively supported the economy in the digital era as it disseminates, stores, brings added value and manages information to provide unlimited opportunities for economic development. However, ICT may contribute to discrimination and existing inequalities reinforcement so-called the digital divide. Since all aspects of human interaction with ICT are gendered, this study tackles the digital gender divide issue, that is, the gap...
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Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi...
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Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology.
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Nearly 60% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The...
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This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and...
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This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings
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"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website
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Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models.
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Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata...
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Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...
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Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology.
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Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary...
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A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.
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