This article examines the participation of women in decision-making processes in the field of education, from a global perspective, through their roles and positions in International Conferences on Education (ICEs). This analysis is based on a sample of sixteen of the forty-six ICEs held from 1934 to this day. All of the ICEs that took place over the last twenty years (seven of them) have been included in this sample. The author concludes that the participation of women is consistently low; also, and in particular, women are under-represented in positions which involve decision-making--irrespective of the variable analysed. It remains to be confirmed whether this low participation of women in decision-making positions is above all linked to the access of women to higher education or whether there are barriers difficult to overcome. Yet, the results obtained are interesting, particularly in the analyses by regions: for instance, it shows how women of Latin America and the Caribbean are relatively well represented, even of the objective of equitable representation of women is not attained even here. Another noteworthy, if surprising, result is that the position of female participants in ICEs is most often the more technical position of senior officer, for all the variables analysed. This is not to say that equality is achieved, but rather that women who participate in ICEs are generally qualified and hold managerial positions. (Contains 1 table, 5 figures and 1 note.)