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ERIC Number: EJ1130829
Record Type: Journal
Publication Date: 2017
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: N/A
Gains and Gaps in Girls' Education
Ackerman, Xanthe Scharff; Scott, Kaitlyn
Compare: A Journal of Comparative and International Education, v47 n1 p133-136 2017
After more than 25 years of research on girls' education, it is widely accepted among economists that investing in this area is one of, if not the most, effective development interventions. This research, as well as global advocacy and recent world events--including Malala Yousafzai winning the Nobel Peace Prize and the #Bringbackourgirls campaign after Boko Haram kidnapped hundreds of girls in Nigeria-- have helped make "girls' education" a household term. For a study published by The Brookings Institution in March 2015, the authors surveyed a group of 44 top funding institutions, two-thirds of which reported that in response to the growing support for girls' education, their budgets for this work had increased over the past 10 years. Their work, combined with global and national efforts to promote universal primary-school enrollment, has paid off: since 2000, there are 84 million fewer children and adolescents out of school; 52 million of these are girls (UNESCO & UNGEI 2015a). Yet despite the groundswell of support for girls there are 62 million girls out of school globally at the primary and lower secondary levels (UNESCO & UNGEI 2015b). Girls are still less likely to enroll in primary school, although boys are more likely to drop out of upper secondary school (UNESCO & UNGEI 2015a). This article asks what more can be done to address this?
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A