Despite huge gains made in girls' education over the last two decades, a potentially devastating new era in Afghanistan threatens progress to date. We take a look at what is at risk for girls’ education.
CGD Policy Blogs
In this blog we preview a new measure of country effort to improve girl’s education—The Girl’s Education Policy Index.
One month ago, we launched a survey asking education service providers about their biggest concerns and challenges in light of the COVID-19 crisis. Thanks to their responses, we now have a better understanding of how COVID-19 is affecting education service operations—and what providers are doing in response.
COVID-19 is likely to affect the education outcomes of girls and boys in adverse and differential ways. What has been less studied are the challenges and perceptions of the organizations delivering vital educational services to girls and boys in low-income countries. To better understand that, we are launching a new survey.
As the global education world increasingly doubles down on efforts to address the global learning crisis, it is not clear that there are sufficient efforts going into keeping girls safe at school. We think it’s important to keep sounding the alarm: it is outrageous and unacceptable that millions of girls all over the world are unsafe at school.
12 Years of Quality Education for Every Girl: Five Ways the New UK Government Can Deliver on Its Manifesto Pledge
The 2019 UK Conservative Party manifesto committed the UK government to “stand up for the right of every girl in the world to have 12 years of quality education.” We offer five recommendations to help the UK government deliver on its manifesto commitment.
At CGD, we’re working to achieve global gender equality, and in the education program that means a focus on gender equality in education and beyond. Despite access to schooling becoming more equal, gender inequality remains acute and is deeply rooted in economic, political, and social spheres in developed and developing countries. Over the next few years the Education Program will be researching the role that education can (and can’t) play in building more equal societies for men and women.
What do the data tell us about gender gaps in education, and where we should be focusing our research, policy, and programmatic efforts to address gender inequality?