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WORLD ATLASof Gender Equality in Education

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Although access to education remains a challenge in many countries, girls enrolled in primary school tend to outperform boys. Dropout rates are higher for boys than girls in 63% of countries with available data.

Only 39% of countries have equal proportions of boys and girls enrolled in secondary education.

Disparities against girls tend to be more extreme and persistent than those against boys. For example, more than 60% of adolescent girls are out of school in countries such as the United Republic of Tanzania, Guinea, Eritrea, Pakistan, Djibouti, Central African Republic, while in Senegal and Niger, the rate exceeds 70%.

Countries with high proportions of girls enrolled in secondary education have more women teaching primary education than men.

Women account for the majority of tertiary students in two-thirds of countries with available data. However, men continue to dominate the highest levels of study, accounting for 56% of PhD graduates and 71% of researchers.

The Arab States, South and West Asia and sub-Saharan Africa have made the greatest progress in improving female adult literacy rates. Yet globally, the share of illiterate women has remained virtually the same at 63% to 64% since 1990.

seebelow-left

LebanonCyprus

Israel

Maldives

Gambia

Tunisia

Sierra Leone

Liberia

Ireland

Jordan

Bhutan

Rwanda

Lesotho

Guinea-Bissau

Seychelles

Comoros

Djibouti

Armenia

BruneiDarussalam

Timor-Leste

Burundi

Swaziland

Kuwait

Singapore

Trinidad and TobagoGrenadaSt. Vincent & GrenadinesBarbadosSt. LuciaDominica

St. Kitts and NevisAntigua and Barbuda

El Salvador

JamaicaHaiti

Papua New Guinea

Uganda

Georgia

Gabon

CentralAfrican

Republic

Palau

Bangladesh

Iceland

Guatemala Honduras

Panama

Senegal

NicaraguaCosta Rica

Mauritius

Democratic People’sRepublic of Korea

SriLanka

Republicof Korea

Belize

Bahamas

CapeVerde

Dominican Republic

Cuba

Kyrgyzstan

Tajikistan

Cambodia

Greece

13245

67 891011

1213

14

Ecuador

UnitedKingdom

Afghanistan

Thailand

Zimbabwe

Germany

Botswana

Philippines

SouthAfrica

NewZealand

Madagascar

Mexico

Colombia

Côted’Ivoire

Guinea

Uruguay

Myanmar

Finland

Namibia

Venezuela

Mauritania

Nigeria

Bolivia

United Statesof America

SyrianArab Rep.

SpainPortugal

LiechtensteinSwitzerland

SanMarino

MonacoAndorra

Luxembourg

Belgium

EstoniaDenmark

Malta

LatviaLithuania

France

Morocco Iraq

Kenya

PolandUkraine

Egypt

Yemen

EthiopiaSouthSudan

Malaysia

United Republicof Tanzania

Angola

IslamicRepublic of Iran

Saudi Arabia

Chad

DemocraticRepublic of theCongo

India

Zambia

Turkey

KazakhstanMongolia

Libya

Niger

Indonesia

Mali

Brazil

Sudan

Australia

China

Canada

QatarBahrain

Azerbaijan

Algeria

United Arab Emirates

BurkinaFaso

São Tomé and PríncipeEquatorial Guinea

Belarus

MarshallIslands

Fed. States ofMicronesia

LaoP.D.R.

Netherlands

Italy

Russian Federation

Congo

Guyana

Suriname

Peru

Chile

Argentina

Paraguay

NorwaySweden

Turkmenistan

Uzbekistan

Pakistan

Oman

Eritrea

Nepal

Japan

Ghana

BeninTogo

Cameroon Somalia

Malawi

Mozambique

Viet Nam

Tonga

Tuvalu

NauruKiribati

Fiji

Samoa

Vanuatu

SolomonIslands

British Virgin Islands

Macao SAR, China

Aruba (Neth.)

Cayman Islands

(UK)WesternSahara

Greenland(Denmark)

Jammu and Kashmir*Bermuda (UK)

Anguilla (UK)

Turks andCaicos Is.

(UK)

Gibraltar (UK)

Puerto Rico(USA)

Hong Kong SAR, China

Montserrat (UK)

Faroe Islands(Den.)

Niue (NZ)Cook Islands(NZ)

Tokelau (NZ)

1. The FYR of Macedonia2. Albania3. Montenegro4. Serbia5. Bosnia and Herzegovina6. Croatia7. Slovenia8. Hungary9. Austria10. Czech Republic11. Slovakia12. Republic of Moldova13. Romania14. Bulgaria

Less than 50%

[50% – 75%[

[75% – 85%[

[85% – 95%[

Greater than 95%

No data

* Dotted line represents approximately the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.

Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined.

Source: UNESCO Institute for Statistics

Percentage of female teachers in primary education, 1990–2009

0

100

90

80

70

60

50

40

30

10

20

ArabStates

CentralAsia

South andWest Asia (*)

Central andEasternEurope

North Americaand Western

Europe

Latin Americaand the

Caribbean

East Asiaand thePacific

Sub-SaharanAfrica

World

Perc

enta

ge fe

mal

e te

ache

rs (%

)

Note: (*) Data for South and West Asia refer to 2007Source: UNESCO Institute for Statistics

1990 20092000

Figure 8.1.1 Proportion of female teachers on the rise since 1990

Despite the substantial gains that have been made in recent years, access is the single most important cause of disparities against girls in the pursuit of primary and secondary education. But girls also face in-school disadvantages in forms that include biased treatment, harassment and sexist stereotypes in educational content. Boys are less likely than girls to be excluded from education based on their gender, but they also face in-school issues that contribute to higher repetition and dropout rates.

Gender disparities can take many different forms across countries. Thus countries need a range of different policies to address the specific inequalities related to school intake, classroom practices and the transition to higher levels of education. Just as most countries take steps to ensure that girls have access to school, they also need policies to address the different disadvantages facing boys and girls that arise at different levels of schooling.

One important factor that contributes to girls’ success in school is the presence of female teachers who can serve as role models and send powerful messages to young girls. Female teachers can also make classrooms seem like safer and more inviting places for girls and young women and, in the process, encourage them to continue their education.

Data show that policies that promote teaching workforces balanced by gender have a positive impact on access and completion, especially for girls and young women.

Map 8.1.1 depicts how the proportion of female teachers in primary schools varies among regions and countries.

continued on page 100

1. Female role models an importantfactor in girls’ academic success

Map 8.1.1 Women a majority of primary school teachers in most countries and regions

Percentage of female teachers, primary education

CHAPTER 8

How policies affect genderequality in education

98 99

The World Atlas of

Gender Equality in

Education comprises

over 120 maps, charts

and tables featuring

a wide range of

sex-disaggregated

indicators produced by the UNESCO Institute for Statistics. It allows

readers to visualize the educational pathways of girls and boys and

observe changes in gender disparities over time.

“This Atlas is a map of the world;

it is also a call to action,

to concentrate ever more on

promoting gender equality in

education as a human right and a

development multiplier.”

Irina Bokova, Director-General of UNESCO