Teaching and learning: Achieving quality for all

EFA global monitoring report.pdf

UNICEF’s Education for All Global Monitoring Report includes data and analysis in relation to addressing the global gender imbalance in education. Priya Pillai of Karnataka Health Promotion Trust (KHPT) selected findings and messages that are relevant to STRIVE’s evaluation of Project Samata and to other interventions supporting adolescent girls to complete high school.

  • At current rates, the poorest rural Indian girls are likely to achieve universal lower secondary education only by the year 2100 while for boys it may be achieved by the year 2070. 
  • The gender wage gap narrows for women with secondary education: they earn 70% of the wages of men as compared to 60% for women with only primary education. 
  • By the age of one year old, the adverse effects of malnutrition on life prospects are likely to be irreversible. In the state of Andhra Pradesh in India, one-year old infants whose mothers had lower secondary education were 48% less likely to be stunted than those whose mothers had no education. 
  • In rural India, mothers’ education has been shown to improve their mobility and ability to make a decision to seek care when a child is sick. Infant children of women with such increased autonomy are taller for their age (Shroff et al., 2011). 
  • In India, young women with at least secondary education are 30% more likely to have a say over their choice of spouse than women with no education.
  • Of women with no education, 84% would prefer to have a boy if they could have only one child. However, of women with at least secondary education, only 50% had such a preference. 
  • Women with secondary or higher education were likely to have fewer than three children as compared to more than three for those with primary education and more than five for those with no education.
  • Less than 40% of the poorest 10-year-old girls from the Indian states of Tamil Nadu, Maharashtra, Madhya Pradesh and Uttar Pradesh were able to do a two-digit subtraction.
  • The literacy rate among the poor young women in India is only 30% as compared to 60% for poor young men and over 90% for rich young men and women.
  • The Group Education Activities Curriculum is a gender-responsive approach developed for the Gender Equity Movement in Schools (GEMS) project in Mumbai, India. An evaluation of GEMS showed improved scores on tests measuring attitudes regarding a range of gender-related issues, compared with girls and boys in control schools. Participating students tended to oppose early marriage and domestic violence and believed girls should continue to higher education (Achyut et al., 2011). 

 

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