GENDER EQUALITY IN EDUCATION: GLOBAL PERSPECTIVES AND BEST PRACTICES
Abstract
Gender equality in education is a cornerstone of sustainable development, fostering equity, inclusivity, and economic growth. This article explores the global perspectives on gender parity in education, highlighting progress made and persistent challenges. It examines international policies, national strategies, and frameworks like the United Nations Sustainable Development Goals that aim to bridge educational disparities. The article also shares best practices, including community involvement, gender-sensitive curricula, and innovative partnerships, while showcasing success stories from diverse regions. The discussion underscores the transformative role of education in advancing gender equality and provides actionable recommendations to address future challenges, ensuring equitable access to quality education for all.
Keywords
How to Cite
References
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2021). Global Education Monitoring Report 2021: Gender Report: Gender equality in education - Achieving gender equality in education through gender-responsive education systems. UNESCO.
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations. https://www.un.org/sustainabledevelopment/sustainable-development-goals/
World Bank. (2018). The World Bank Education Strategy 2020: Learning for All. World Bank Group. https://www.worldbank.org/en/publication/education-strategy
Malala Fund. (2020). Malala Fund Annual Report: Empowering Girls through Education. Malala Fund. https://www.malala.org/annual-report
Plan International. (2020). Girls’ Education: Our Impact. Plan International. https://www.plan-international.org/education
Ravallion, M. (2001). The mystery of the vanishing benefits: An introduction to impact evaluation. World Bank Research Observer, 16(1), 115-140.
Rugh, A. (2002). Girls in schools: Gender, education, and development. International Journal of Educational Development, 22(3), 373-394.
UNESCO Institute for Statistics (UIS). (2020). Education for All 2020: Progress towards the Education for All goals. UIS.
United Nations Women. (2020). Progress of the World's Women: Families in a Changing World. United Nations Women. https://www.unwomen.org/en/digital-library/publications
Kabeer, N. (2011). Between affiliation and autonomy: Negotiating gendered identities in rural Bangladesh. In Gender, Development, and Change (pp. 151-172). Routledge.
Sen, A. (1999). Development as Freedom. Alfred A. Knopf.
UNESCO. (2019). Gender equality and education in Sub-Saharan Africa: The need for a gender-responsive approach. UNESCO.
World Economic Forum. (2021). Global Gender Gap Report 2021. World Economic Forum. https://www.weforum.org/reports/global-gender-gap-report-2021
Steadman, M., & Sharma, S. (2019). Breaking barriers: Tackling the gender gap in education and employment. Journal of Gender Studies, 28(4), 397-412.
Arnot, M., & Dillabough, J. A. (2000). Globalization and gender equality in education. International Journal of Comparative Sociology, 41(2), 9-28.
UNESCO & UNICEF. (2021). Gender-Responsive Education in Practice. UNESCO & UNICEF.
OECD. (2020). The OECD gender equality strategy: Advancing gender equality in education. Organisation for Economic Co-operation and Development. https://www.oecd.org/gender/
United Nations Children’s Fund (UNICEF). (2019). A world of inequality: Gender and education. UNICEF. https://www.unicef.org/education/gender
License
Copyright (c) 2025 Nodira Egamberdiyeva
This work is licensed under a Creative Commons Attribution 4.0 International License.
