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'Scaling up’ good practices in girls’ education
2005
United Nations Educational, Scientific and Cultural Organization (UNESCO)
This publication focuses on the key issues to address and strategies to put in place in order to meet international targets and national goals for universalizing girls’ access to, retention in and completion of quality education. The right of all children to education that is free from discrimination and of a suffi cient quality to enable their full participation in society has been a goal emphasized through all major modern universal rights treaties, and development discourses. In particular, the Convention against Discrimination in Education, 1960, and the Convention on the Elimination of All
Forms of Discrimination against Women (CEDAW), 1979, have defined discrimination in many spheres, including education, as a violation of universal rights. The Convention on the Rights of the Child, 1989, has made the promotion of free primary education and quality education an obligation for governments to respect for children and youth up to the age of 18 years.
The strong case for promoting universal rights and gender equality in education has been supported in more recent international documents. Girls’ and women’s education has been embedded in these international visions of development priorities. Two goals lay out the priorities for attention to gender issues in education. These are: (a) eliminating gender disparities in primary and secondary education by 2005; and (b) achieving gender equality in education by 2015. These goals have developed from the 1990 Jomtien World Conference on Education for All (EFA), and expanded in the follow-up World Education Forum (WEF), held in Dakar in 2000. They are supported by the Millennium Development Goal (MDG) for gender equality and women’s empowerment.
Keywords: girls’ education
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