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The UNESCO Global Education Report 2025 offers a critical evaluation of global progress toward gender equality in education, exposing persistent disparities despite decades of international commitments. Although substantial improvements have been recorded since the 1995 Beijing Declaration, an alarming 133 million girls worldwide remain out of school, signalling unfinished global obligations.

Progress Achieved

• The report highlights significant gains in enrolment and access. Compared to 1995, 91 million more girls are in primary school and 136 million more are enrolled in secondary education.
• Tertiary education has witnessed the most dramatic progress, with women's enrolment tripling from 41 million to 139 million. These trends reflect global investments in universal education programmes, gender inclusion policies, and financial support mechanisms.

Regional Variations

Despite overall progress, regional disparities persist. Central and South Asia have achieved gender parity in secondary education, demonstrating effective policy interventions. Conversely, Sub-Saharan Africa and Oceania continue to lag, constrained by poverty, rural isolation, armed conflicts, and socio-cultural restrictions. In countries such as Mali and Guinea, lower secondary completion rates for girls remain below 20%, indicating severe structural inequities. In contrast, Latin America and the Caribbean show higher dropout rates among boys, underscoring region-specific challenges.

Quality and Inclusivity Deficits

The report stresses that enrolment gains alone do not translate into gender equality. Only two-thirds of countries have compulsory sexuality education at the primary level, and gender biases persist in textbooks and curricula. These embedded stereotypes perpetuate discriminatory norms and restrict girls’ aspirations and subject choices. Safety concerns—including school-related gender-based violence—further hinder learning continuity, particularly for adolescent girls.

Leadership Inequality

Although women comprise a significant proportion of the global teaching workforce, their presence in leadership positions remains limited. Only 30% of higher education leadership roles are held by women, revealing systemic barriers such as limited institutional support, leadership pipelines, and entrenched patriarchal structures. This leadership gap undermines gender-sensitive decision-making within education systems.

Economic and Social Implications

UNESCO reinforces that girls’ education is not merely a human rights imperative but an economic and socio-developmental necessity. The World Bank (2024) estimates that closing the gender gap in education could boost global GDP by $15–30 trillion, reflecting the massive economic potential of women’s participation in the workforce. Educated girls contribute to improved health outcomes, reduced poverty, enhanced labour force participation, and greater intergenerational development.

Way Forward

The report calls for gender-transformative policies—including equitable curricula, strengthened pathways for women in leadership, expanded sexuality education, safer learning environments, and evidence-based monitoring. Achieving the vision of the Beijing Declaration requires political will, sustained investments, and community-level engagement to dismantle structural barriers.