Female Education

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With 189 member countries, staff from more than 170 countries, and offices in over 130 locations, the World Bank Group is a unique global partnership: five institutions working for sustainable solutions that reduce poverty and build shared prosperity in developing countries. 
The World Bank Group works in every major area of development. We provide a wide array of financial products and technical assistance, and we help countries share and apply innovative knowledge and solutions to the challenges they face.
We face big challenges to help the world’s poorest people and ensure that everyone sees benefits from economic growth. Data and research help us understand these challenges and set priorities, share knowledge of what works, and measure progress.
Girls' Education
Every day, girls face barriers to education caused by poverty, cultural norms and practices, poor infrastructure, violence and fragility. Girls’ education is a strategic development priority for the World Bank.
Girls’ education goes beyond getting girls into school. It is also about ensuring that girls learn and feel safe while in school; have the opportunity to complete all levels of education acquiring the knowledge and skills to compete in the labor market; learn the socio-emotional and life skills necessary to navigate and adapt to a changing world; make decisions about their own lives; and contribute to their communities and the world.
Girls’ education is a strategic development priority. Better educated women tend to be more informed about nutrition and healthcare, have fewer children, marry at a later age, and their children are usually healthier, should they choose to become mothers. They are more likely to participate in the formal labor market and earn higher incomes. All these factors combined can help lift households, communities, and countries out of poverty.
According to UNESCO estimates, around the world, 132 million girls are out of school, including 34.3 million of primary school age, 30 million of lower-secondary school age, and 67.4 million of upper-secondary school age. In countries affected by conflict, girls are more than twice as likely to be out of school than girls living in non-affected countries. And in many countries, among girls who do enter primary school, only a small portion will reach and far fewer will complete secondary school.
There are multiple barriers to girls’ access to and completion of education:
COVID-19 is negatively impacting girls’ health and well-being and – in addition to facing loss of learning as a result of prolonged school closures and limited access to remote learning opportunities – many are at risk of not returning to schools once they reopen. Research shows that the incidence of violence against girls and women has increased during COVID-19, jeopardizing their health, safety and overall well-being. As school closures and quarantines were enforced during the 2014‐2016 Ebola outbreak in West Africa, women and girls experienced more sexual violence, coercion and exploitation. School closures during the outbreak were also associated with an increase in teenage pregnancies.
There is likely to be an increase in drop-out rates and a large portion of girls who will not return to school. Girls who are pregnant may, in some instances, be discouraged from returning to school and/or face stigma which drives them to either drop out or to not return to school. Many girls’ responsibilities in terms of household work and caregiving are likely to have increased during the school closures – reducing the time available for studying. Indeed, research shows that when primary caregivers are missing from the household (which may often be the case during the pandemic/as a result of COVID-19), girls are often given additional responsibilities in terms of caregiving and household tasks – further reducing the time available for studying and reducing their overall engagement in schooling.
The World Bank Group is collaborating with governments, civil society organizations, multilateral organization, the private sector, and donors to advance multi-sectoral approaches to overcome these challenges.
Girls’ education and promoting gender equality is part of a broader, holistic effort by the World Bank Group (WBG). It includes ensuring that girls do not suffer disproportionately in poor and vulnerable households—especially during times of crisis—and advancing skills and job opportunities for adolescent girls and young women. In addition, it covers financing and analytical work in support of ending child marriage, removing financial barriers that keep girls out of school, improving access to reproductive health services, and preventing gender-based violence.
Gender equality is central to the WBG’s twin goals of ending extreme poverty and boosting shared prosperity. No society can develop sustainably without transforming the distribution of opportunities, resources, and choices for men and women so that they have equal power to shape their own lives and contribute to their families, communities, and countries.
Through the 2030 Agenda for Sustainable Development, United Nations member states committed to a renewed framework for development. The achievement of gender equality and empowerment of all women and girls (SDG 5) is central to the SDG agenda.
The WBG is a partner and one of many stakeholders in the international drive, reinforced by adoption of the SDGs, to improve gender equality and empower girls and women. This commitment to action is captured in the WBG’s Gender Strategy 2016 - 2023: Gender Equality, Poverty Reduction and Inclusive Growth and Education Strategy 2020: Learning for All.
Girls’ education is a longstanding priority for the WBG, as evidenced by the Charlevoix Declaration on Quality Education for Girls, Adolescent Girls, and Women in Developing Countries, signed by the World Bank in 2018 with a commitment of contributing US$2 billion in 5 years. As of January 2021, the Bank has reached US$2.3 billion.
The WBG recognizes that in order to fully realize the benefits of educating girls and women, countries need to address the multiple sources of disadvantage that many girls and women face, including cultural biases and access to economic and social opportunities, as well as services, such as health care and education.
The WBG is leading these efforts by working with countries to design projects that tackle gender equality, and furthering the global evidence base of “what works.” Working together with girls and women, our focus includes:
As COVID-19 is exacerbating risks for girls and women – likely leading to increased dropout rates, lower levels of educational attainment as well as increasing their risk of violence (including SEA/SH), adolescent pregnancy, and early marriage. We believe that our work on girls’ education is even more needed and urgent.
The WBG supports girls’ education through a variety of interventions. These include scholarships to improve girls’ enrollment in and completion of school, skills development programs, gender-inclusive and responsive teaching and learning, recruitment and training of female teachers, and building safe and inclusive schools for girls and young women. 
Here are some examples of key interventions:
Addressing education impact of COVID-19 on girls’ education
Given the current impact and potential consequences of COVID-19 and related school closures on girls’ access to and completion of education, a number of projects are providing targeted support to limit its impact including:
The World Bank Education Global Practice Gender Partnership Strategy is closely linked to – aiming to support achievement of -- the overarching goal of the World Bank Group Gender Strategy (FY16-23), which is to provide support to client countries to achieve gender equality as a key pathway toward lasting poverty reduction and shared security and prosperity. It supports achievement of the following specific objectives: (i) improving human endowments (including education); (ii) removing constraints for more and better jobs; (iii) removing barriers to women’s ownership and control of assets; and (iv) enhancing women’s voice and agency and engaging men and boys. Most education projects aim to contribute to at least one of these objectives – with the larger aim of reducing existing gender gaps.
The WBG works closely with governments and other development organizations on girls’ education issues to identify and advance interventions that improve girls’ education outcomes and provide resources to support countries implementing such initiatives.
The Bank is a member of the United Nations Girls’ Education Initiative (UNGEI), which comprises over 20 partners representing multilateral, bilateral, civil society, and non-governmental organizations.
Since 2002, the WBG has also worked closely with the Global Partnership for Education (GPE). It supports the partnership in general, as a Board Member, host of the GPE Secretariat, trustee and grant agent for the vast majority of GPE grants.
The GPE and UNGEI published the “Guidance for Developing Gender-Responsive Education Sector Plans,” report which aims to inform governments and the development community more broadly to identify critical gender disparities and the factors contributing to them while channeling insights into country’s education sector plans.
The WBG also collaborated with the International Center for Research on Women (ICRW) to produce Economic Impacts of Child Marriage, a recent report detailing the effects of child marriage, which was supported by the Bill & Melinda Gates Foundation, the Children’s Investment Fund Foundation, and GPE.
We are partners in the Global Partnership to End Violence Against Children launched in 2016 by the UN Secretary-General and are partners in the Safe to Learn Initiative, which aims to work with governments, civil society organizations, communities, teachers and children to end the violence that undermines education and ensure that all children are safe to learn.
The Bank is a member of the UNESCO led Global Education Coalition, a multi-sector partnership to meet the urgent need worldwide for continuity of learning during the COVID-19 pandemic.
We also partner with the Inter-agency Network for Education in Emergencies (INEE) which manages a Reference Group on Girls’ Education in Emergencies.
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Investing in girls’ education transforms communities, countries and the entire world. Girls who receive an education are less likely to marry young and more likely to lead healthy, productive lives. They earn higher incomes, participate in the decisions that most affect them, and build better futures for themselves and their families.
Girls’ education strengthens economies and reduces inequality. It contributes to more stable, resilient societies that give all individuals – including boys and men – the opportunity to fulfil their potential.
But education for girls is about more than access to school. It’s also about girls feeling safe in classrooms and supported in the subjects and careers they choose to pursue – including those in which they are often under-represented.
When we invest in girls’ secondary education
The lifetime earnings of girls dramatically increase
National growth rates rise
Child marriage rates decline
Child mortality rates fall
Maternal mortality rates fall
Child stunting drops
Despite evidence demonstrating how central girls’ education is to development, gender disparities in education persist.
Around the world, 132 million girls are out of school, including 34.3 million of primary school age, 30 million of lower-secondary school age, and 67.4 million of upper-secondary school age. In countries affected by conflict, girls are more than twice as likely to be out of school than girls living in non-affected countries.
Worldwide, 132 million girls are out of school.
Only 66 per cent of countries have achieved gender parity in primary education. At the secondary level, the gap widens: 45 per cent of countries have achieved gender parity in lower secondary education, and 25 per cent in upper secondary education.
The reasons are many. Barriers to girls’ education – like poverty, child marriage and gender-based violence – vary among countries and communities. Poor families often favour boys when investing in education.
In some places, schools do not meet the safety, hygiene or sanitation needs of girls. In others, teaching practices are not gender-responsive and result in gender gaps in learning and skills development.
UNICEF/UN0211138/Noorani
A young girl solves a math equation on a blackboard at Umbatah Basic School for Girls in Kadugli, Sudan.
Gender-equitable education systems empower girls and boys and promote the development of life skills – like self-management, communication, negotiation and critical thinking – that young people need to succeed. They close skills gaps that perpetuate pay gaps, and build prosperity for entire countries.
Gender-equitable education systems can contribute to reductions in school-related gender-based violence and harmful practices, including child marriage and female genital mutilation.
Gender-equitable education systems help keep both girls and boys in school, building prosperity for entire countries.
An education free of negative gender norms has direct benefits for boys, too. In many countries, norms around masculinity can fuel disengagement from school, child labour, gang violence and recruitment into armed groups. The need or desire to earn an income also causes boys to drop out of secondary school, as many of them believe the curriculum is not relevant to work opportunities.
UNICEF’s work to promote girls’ education
UNICEF works with communities, Governments and partners to remove barriers to girls’ education and promote gender equality in education – even in the most challenging settings.
Because investing in girls’ secondary education is one of the most transformative development strategies, we prioritize efforts that enable all girls to complete secondary education and develop the knowledge and skills they need for life and work.
This will only be achieved when the most disadvantaged girls are supported to enter and complete pre-primary and primary education. Our work:
1 in 3 adolescent girls from the poorest households has never been to school
Two thirds of the world’s school-age children have no internet access at home, new UNICEF-ITU report says
Most girls don't grow up in a world of opportunity. They build one.
25 years of uneven progress: Despite gains in education, world still a violent, highly discriminatory place for girls
This resource presents an empirical overview of what works to support learning outcomes for girls in emergencies.
This course aims to strengthen the capacity of UNICEF's education staff globally in gender equality applied to education programming.
This report draws on national studies to examine why millions of children continue to be denied the fundamental right to primary education.
This report discusses persistent barriers girls face in the transition from education to the workforce, and how gender gaps in employment outcomes persist despite girls’ gains in education.
Investing in data is critical to understand girls’ ongoing and emerging challenges.
This plan specifies how UNICEF will promote gender equality across the organization’s work, in alignment with the UNICEF Strategic Plan.
This partnership site provides data and programming results for the only global fund solely dedicated to education in developing countries.
UNGEI promotes girls’ education and gender equality through policy advocacy and support to Governments and other development actors.

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