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  • JUST RELEASED @GEMReport gender review finds only 44% of countries are fully committed to the cause of gender equality in education #WhosAccountable ⁉ (image)
  • NEW @GEMReport gender review looks into the causes of slow progress towards gender equality in education and how we can address these issues #WhosAccountable
  • New @GEMReport gender review highlights the importance of teacher training and codes of conduct in overcoming gender stereotypes and tackling gender-based violence #WhosAccountable (image)
  • New @GEMReport gender review recommends comprehensive sexuality education programmes address gender power relations to be more effective #WhosAccountable
  • #WhosAccountable when countries do not meet their legal commitments to the right to education for girls and women?
  • “The Gender Review looks at #WhosAccountable when gender inequality in education prevails & reminds us that countries have made legal commitments for girls’ and women’s right to education.” @AAzoulay


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NEW @GEM Report UNESCO Gender Review finds that only 44% of countries are fully committed to the cause of #genderequality in education. The review looks into the causes of slow progress towards #genderequality in education and how we can address these issues. #WhosAccountable  #InternationalWomensDay



The new GEM Report Gender Review has just been released to coincide with International Women’s Day. The Review finds that only 44% of countries are fully committed to the cause of gender equality in education. It looks into the causes of slow progress towards gender equality in education and how we can address these issues. The Review highlights the importance of teacher training and codes of conduct in overcoming gender stereotypes and tackling gender-based violence. It recommends comprehensive sexuality education programmes should address gender power relations. And restates the fact that governments are the primary duty bearers of the right to gender equality in education, and the first line of defence for ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

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More tweets

1/10 girls in sub-Saharan Africa misses school during menstruation because of inadequate sanitation facilities - yet, across 71 countries national regulations required single-sex toilets in only 61% for public schools and 66% for private schools. #WhosAccountable

  • Having a signature on an international treaty does not always guarantee strong gender equality in education. Afghanistan, has ratified all treaties but has one of the highest levels of gender inequality in education in the world #WhosAccountable
  • Tanzania has ratified all international treaties, yet its President recently stated that no pregnant students could go to school #WhosAccountable
  • International treaties provide a possible path for governments to be held to account, and their ratification without reservations are an important measure of commitment to gender equality in education #WhosAccountable
  • Governments need to adopt laws and policies that remove obstacles preventing girls from attending school and enjoying equal treatment in the classroom #WhosAccountable
  • 20 countries which have ratified the #CEDAW, have expressed reservations on the article regarding child marriage, turning a blind eye to forced marriage and the denial of the right to education for girls. #WhosAccountable
  • Comprehensive sexuality educating programmes that address gender relations have been shown to be 5x more effective in reducing rates of sexually transmitted infections and unwanted pregnancy than those that do not. #WhosAccountable


Curricula, textbooks, programmes and teaching methods need to be revised to keep them free of gender stereotypes #WhosAccountable

Participation and completion

  • Only 66% of countries have achieved #genderparity in primary education, 45% in lower secondary and 25% in upper secondary #WhosAccountable
  • Between 2000 and 2015, the share of countries that achieved #genderparity in primary education increased by 8% and in upper secondary education by 14% #WhosAccountable
  • Gender disparities in #outofschool rates have narrowed over the last 15 years. Globally, a gap exists only in primary education: 5 million more girls than boys are out-of-school #WhosAccountable
  • In lower and upper secondary education, there is parity overall, but disparities emerge at regional level #WhosAccountable
  • In tertiary education, only 4% of countries have achieved parity, with the gender imbalance increasingly at the expense of males: Overall, there are more females than males in tertiary education in almost all regions. #WhosAccountable
  • Sub-Saharan Africa is the only region where women still do not enrol in or graduate from tertiary education at the same rates as men #WhosAccountable
  • In Chile, Ghana and Switzerland, women account for less than 1/4 of all #STEM degrees #WhosAccountable
  • Women in Albania, Algeria and Tunisia are more likely than men to earn a #STEM degree #WhosAccountable

In many countries, although women outnumber men as graduates, they lag behind men in completing science, technology, engineering and mathematics #STEM degrees #WhosAccountable

Learning and skills

  • Gender disparity in #learning outcomes emerges in diverse forms among subjects and over time. In mathematics, girls show a clear disadvantage in the upper primary school grades in Latin America and in sub-Saharan Africa. #WhosAccountable
  • In all countries with learning assessment results at the end of lower secondary education girls do better than boys #WhosAccountable
  • While the adult #literacy rate increased from 81.5% to 86% worldwide between 2000 and 2015, the share of women in the total population of adult illiterates has remained constant at 63% #WhosAccountable
  • Gender disparity persists in the youth #literacy rate in three regions: North Africa and Western Asia, Southern Asia and sub-Saharan Africa. #WhosAccountable
  • In European countries including Austria, the Czech Republic and Hungary, at most 25 women have programming skills for every 100 men. #WhosAccountable


Leadership positions

  • Women are under-represented at senior levels within the international organizations that shape much of the global dialogue on education #WhosAccountable
  • A task force reviewing the UN as a whole has set 2026 as the target year for parity at all levels across the system #WhosAccountable
  • In 2017, out of 193 UN countries, 11 had a woman serving as head of state and 12 had a woman as head of government #WhosAccountable
  • Within parliaments, only the Nordic countries come close to equal representation, with women making up 41% of their single house parliaments #WhosAccountable
  • In local positions of authority, women leaders can have a positive impact on the well-being of the community. In India, increased numbers of women political leaders led to greater emphasis on immunization programmes and girls’ education #WhosAccountable
  • The feminization of the teaching workforce in most countries is a well-known phenomenon, but less attention is paid to the continued imbalance in men’s favour in education management and leadership positions. #WhosAccountable
  • Women are usually under-represented on school management committees and, where they do hold positions, they tend to be assigned to roles in social affairs or welfare and not to roles involving executive or finance decisions. #WhosAccountable


The continuing dominance of men in decision-making posts limits women’s voice and ability to influence policy design at international, national and local government levels, as well as at the level of schools and communities. #WhosAccountable

Education in the other SDGs

  • All human resource sector strategies need to focus on gender mainstreaming so that men and women can be equal participants in the workforce #WhosAccountable
  • Attention must be paid to the institutional barriers faced by female workers in the health, water and sanitation, and agriculture sectors, as well as to #genderstereotypes across professions #WhosAccountable
  • Girls and women are most often responsible for hauling water, especially in rural areas. As a result, lack of easy access to water for household usage has a detrimental effect on school attendance #WhosAccountable

In many countries, laws – especially those that permit early marriage or allow schools to exclude pregnant girls – act as barriers to education #WhosAccountable


  • Achieving #genderequality in education involves complex processes and the efforts of many actors. Accountability can help ensure all are functioning as they should. #WhosAccountable
  • Ensuring #genderequality in education is a collective enterprise in which all actors – not just government – must work together to meet their responsibilities. #WhosAccountable
  • In holding the government accountable for its promises in #genderequality in education, a key tool is credible education plans, which should identify clear lines of responsibility, be properly costed and have a transparent budget. #WhosAccountable
  • Education plans facilitate coordination across entities and can bring together different ministries to tackle the wide-ranging challenges that often hamper girls’ education. #WhosAccountable
  • Gender budgeting – analysing budgets from a gender perspective – can clarify how priorities are set and strengthen accountability in education. #WhosAccountable #WhosAccountable
  • To provide the public with information to hold governments to account, governments should prepare an annual education monitoring report that tracks progress toward gender equality among other national education plan objectives. #WhosAccountable
  • Governments, schools, teachers and students all have a part to play in ensuring that schools are free of violence and discrimination and provide a gender-sensitive, good-quality education. #WhosAccountable


  • To improve what we know about #genderequality in education, the monitoring framework should go beyond simply measuring disparities in education opportunities between males and females. #WhosAccountable
  • Some basic barriers limit girls’ access to school. In only 9 of 44 countries with available data did more than 75% of primary schools have single-sex sanitation facilities. #WhosAccountable
  • Governments need to periodically review and revise curricula, textbooks and teacher education programmes to ensure that they do not perpetuate gender stereotypes. #WhosAccountable
  • To address the lack of gender balance in subject choice, governments should consider promoting apprenticeship programmes, mentorships, networking or scholarships for women in #STEM #WhosAccountable
  • To change gender-biased attitudes and behaviours, codes of conduct for students and teachers are needed. School-wide approaches should be used to address student behaviour that undermines their peers’ right to education. #WhosAccountable

Governments must apply a gender lens to every stage of an education plan and should also carry out a gender assessment of the implications of the policy and examine the gender implications of resource allocation. #WhosAccountable