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Five game-changing solutions with and for adolescent girls

Innovation and Technology for Gender Equality

Delivering With and For Adolescent Girls

Can peer-to-peer approaches help unconnected girls benefit from digital solutions?

UNICEF calls on de facto authorities to allow girls to return to secondary school in Afghanistan immediately

Afghanistan: unicef deputy executive director omar abdi's remarks at un press briefing, statement by inter-agency standing committee principals on afghanistan.

International Day of the Girl 2022

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Global Annual Results Report 2021: Gender equality

Stories of suffering and hope: afghanistan and pakistan.

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.

Ensuring that all girls and young women receive a quality education is their human right, a global development priority, and a strategic priority for the World Bank. 

Achieving gender equality is central to the World Bank Group twin goals of ending extreme poverty and boosting shared prosperity. As the largest financing development partner in education globally, the World Bank ensures that all of its education projects are gender-sensitive, and works to overcome barriers that are preventing girls and boys from equally benefiting from countries’ investments in education.

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; gain 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.

Both individuals and countries benefit from girls’ education. 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. A recent World Bank  study  estimates that the “limited educational opportunities for girls, and barriers to completing 12 years of education, cost countries between US$15 trillion1 and $30 trillion in lost lifetime productivity and earnings.” All these factors combined can help lift households, communities, and countries out of poverty.

The Challenge

According to  UNICEF   estimates, around the world, 129 million girls are out of school, including 32  million of primary school age, and 97 million of secondary school age. 

Globally, primary, and secondary school enrollment rates are getting closer to equal for girls and boys (90% male, 89% female). But while enrollment rates are similar – in fact, two-thirds of all countries have reached  gender parity in primary school enrollment  – completion rates for girls are lower in low-income countries where 63% of female primary school students complete primary school, compared to 67% of male primary school students.  In low-income countries, secondary school completion rates for girls also continue to lag, with only 36% of girls completing lower secondary school compared to 44% of boys. Upper secondary completion rates have similar disparities in lower income countries, the rate is 26% for young men and  21% for young women.

The gaps are starker in countries affected by fragility, conflict, and violence (FCV). In FCV countries,  girls are 2.5 times  more likely to be out of school than boys, and at the secondary level, are 90% more likely to be out of secondary school than those in non-FCV contexts.  

Both girls and boys are facing a learning crisis. Learning Poverty (LP) measures the share of children who are not able to read proficiently at age 10. While girls are on average 4 percentage points less learning-poor than boys, the rates remain very high for both groups. The average of Learning Poverty in in low- and middle- income countries is 55% for females, and 59% for males. The gap is narrower in low-income countries, where Learning Poverty averages about 93% for both boys and girls.

In many countries, enrollment in tertiary education slightly favors young women, however, better learning outcomes are not translating into better work and life outcomes for women. There is a large gender gap in labor force participation rates globally. It is especially stark in regions such as South Asia and the Middle East and North Africa, which have some of the  lowest female labor force participation rates  at 24% and 20% per region, respectively. These are appallingly low rates, considering what is observed in other regions like Latin America (53%) or East Asia (59%), which are still below rates for men. 

Gender bias  within schools and classrooms may also reinforce messages that affect girls’ ambitions, their own perceptions of their roles in society, and produce labor market engagement disparities and occupational segregation. When gender stereotypes are communicated through the design of school and classroom learning environments or through the behavior of faculty, staff, and peers in a child’s school, it goes on to have sustained impact on academic performance and choice of field of study, especially negatively affecting young women pursuing science, technology, engineering, and mathematics (STEM) disciplines.

Poverty  is one of the most important factors for determining whether a girl can access and complete her education. Studies consistently reinforce that girls who face multiple disadvantages — such as low family income, living in remote or underserved locations or who have a disability or belong to a minority ethno-linguistic group — are farthest behind in terms of access to and completion of education.

Violence  also prevents girls from accessing and completing education – often girls are forced to walk long distances to school placing them at an increased risk of violence and many experience violence while at school. Most  recent data  estimates that approximately 60 million girls are sexually assaulted on their way to or at school every year. This often has serious consequences for their mental and physical health and overall well-being while also leading to lower attendance and higher dropout rates. An estimated  246 million children experience violence in and around school every year , ending school-related gender-based violence is critical. Adolescent pregnancies can be a result of sexual violence or sexual exploitation. Girls who become pregnant often face strong stigma, and even discrimination, from their communities. The burden of stigma, compounded by unequal gender norms, can lead girls to drop out of school early and not return. 

Child marriage  is also a critical challenge. Girls who marry young are much more likely to drop out of school, complete fewer years of education than their peers who marry later. They are also more likely to have children at a young age and are exposed to higher levels of violence perpetrated by their partner.  In turn, this affects the education and health of their children, as well as their ability to earn a living. Indeed, girls with secondary schooling are up to six times more likely to marry as those children with little or no education.  According to a recent report , more than 41,000 girls under the age of 18 marry every day. Putting an end to this practice would increase women’s expected educational attainment, and with it, their potential earnings. According to the report’s estimates, ending child marriage could generate more than US$500 billion in benefits annually each year.

COVID-19  is having a negative impact on girls’ health and well-being – and many are at risk of not returning to school once they reopen. Available  research  shows that prevalence of violence against girls and women has increased during the pandemic – 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 Ebola outbreak were associated with an increase in teenage  pregnancies . Once schools re-opened, many “visibly pregnant girls” were banned from going back to school. With schools closing throughout the developing world, where stigma around teenage pregnancies prevails, we will probably see an increase in drop-out rates as teenage girls become pregnant or married. As girls stay at home because of school closures, their household work burdens might increase, resulting in girls spending more time helping out at home instead of studying. This might encourage parents, particularly those putting a lower value on girls' education, to keep their daughters at home even after schools reopen. Moreover,  research  shows that girls risk dropping out of school when caregivers are missing from the household because they typically have to (partly) replace the work done by the missing caregiver, who might be away due to COVID-19-related work, illness, or death. Therefore, with the current COVID-19 pandemic, we might see more girls than boys helping at home, lagging behind with studying, and dropping out of school.

The World Bank is committed to seeing every girl prosper in her life. Our projects support the education of hundreds of millions of girls and young women across the world. Working through interventions in education, health, social protection, water, infrastructure, and other sectors, we are making an even stronger commitment to support countries in ensuring that every girl receives the quality education she deserves.

Our 180 projects are impacting more than  150 million girls and young women worldwide . Hundreds of millions more have been impacted over the past few decades. 

We tackle key barriers that girls and young women face when trying to obtain an education. Guided by evidence on what works for girls’ education, our projects use multi-pronged approaches across areas including:

1. Removing barriers to schooling

• Addressing financial barriers, through scholarships, stipends, grants, conditional cash transfers
• Addressing long distances and lack of safety to and from school by building schools, providing transportation methods for girls to get to school
• Addressing a lack of information about returns to girls’ education but running community awareness campaigns engaging parents, school leaders, and local community leaders
• Working with the community to address and inform on social and cultural norms and perceptions that may prevent girls’ education

2. Promoting safe and inclusive schools 

• By constructing and rehabilitating schools to create safe and inclusive learning environments, 
• Efforts at the community- and school-levels, and programs to engage the school (including teachers, girls, and boys) in reducing gender-based violence (GBV) and ensuring available mechanisms to report GBV
• Support for hygiene facilities and menstrual hygiene management for adolescent girls

3. Improving the quality of education 

• Investing in teacher professional development, eliminating gender biases in curriculum and teaching practices, and focusing on foundational learning
• Adapting teaching and learning materials, and books to introduce gender sensitive language, pictorial aspects, and messaging

4. Developing skills and empowering girls for life and labor market success 

• Promoting girls’ empowerment, skills development programs and social programs
• Prioritizing and promoting women in STEM subjects and careers in both traditional and non-traditional sectors
• Reducing barriers and providing incentives through scholarships for women to enroll in higher education and TVET programs
• Support for childcare programs for women and girls to join the labor market

For more information on our girls’ education investment and projects, please read  Count Me In: The World Bank Education Global Practice: Improving Education Outcomes for Girls and Women , which highlights our decades-long commitment to girls’ education, and showcases how Education GP projects are creating opportunities for girls around the world to succeed in their education and beyond.

The WBG supports girls’ education through a variety of interventions.  Our focus on girls’ education and wellbeing goes beyond school attendance and learning outcomes – we strive to ensure girls have safe, joyful, and inclusive experience with education systems that set them up for success in life and motivate them to become lifelong learners. This  approach , reflected in the current Education portfolio impacting at least 150 million girls and young women, prioritizes investments in four key areas listed below. 

1. Removing barriers to girls’ schooling

• Our projects providing stipends to improve primary and secondary school completion for girls and young women in Bangladesh, Pakistan, and the Sahel benefit close to half a million girls. 
• Our  Girls Empowerment and Learning for All Project in Angola  will use a variety of financial incentives to attract adolescent girls to schools, including scholarships, and new school spaces for girls. 
• The AGILE (Adolescent Girls Initiative for Learning and Empowerment) project in Nigeria is providing conditional cash transfers to households for sending girls to school, removing cost barriers to their education. 
• The MIQRA (Mali Improving Education Quality and Results for All Project) has a school feeding and nutrition program targeted at retention and attendance for girls in schools.

2. Promoting safe and inclusive schools for girls

• In Tanzania, the Bank is supporting the training of a counselor in every school who will provide life-skills training in girls’ and boys’ clubs – which is important because closing gender gaps is not only about interventions for girls but also for boys. 
• In Nigeria, female counselors will provide life skills training to about 340,000 girls in safe spaces. Several of our other projects also support the construction of separate sanitary toilets for girls, as well as introducing GBV-reducing and reporting mechanisms in school systems. 

3. Improving the quality of education for girls (and boys)

• In Ghana, the Accountability and Learning Outcomes Project is conducting teacher training for gender-sensitive instruction, and aims to create guides for teachers to support gender sensitivity in classrooms. 
• In Honduras, the Early Childhood Education Improvement Project, will create a revised preschool curriculum that will include content on gender equity, inclusion, and violence prevention, as well as training for teachers, including training to combat GBV.
• The Girls Empowerment and Quality Education for All Project in Sao Tome & Principe is creating girls’ clubs after school, where they are also provided with life skills training, and counseling.

4. Developing skills for life and labor market success for young women

• The Nurturing Excellence in Higher Education Project in Nepal is focusing on increasing access to tertiary education for young women from low-income groups, and additional providing scholarships for the poorest applications, alongside communication and advocacy campaigns for more female enrollment in STEM subjects. 
• The ASSET (Accelerating and Strengthening Skills for Economic Transformation) project in Bangladesh is working to increase the participation of women in skills training programs, and conducting awareness and communications campaigns to address dropout.
• In Pakistan, the  Higher Education Development  project seeks to support women enrolled in STEM programs, with an aim to move them from 2-year to more comprehensive 4-year programs. 
• The  Higher Education Project  in Moldova and the Higher Education Modernization Project in Belarus will both support and finance activities to increase enrollment of women in STEM fields. The Côte d'Ivoire  Higher Education Development Support Project  provides scholarships for women in higher education, and extra tutoring support for females pursuing STEM subjects.
• Schemes to increase participation of girls in higher education. Through the Africa Centers of Excellence (ACE) project, the Bank has supported increased enrollment of females in masters and PhD programs. The number of female students in ACE centers was 343 in 2014 and is now 3,400 in 2020; a tenfold increase. The Bank is also building the pipeline of female students interested in computer science and engineering programs and retain them.  

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. Partnerships both within and outside of the World Bank are critical to the Education GP’s work on girls’ education. The Education GP works with other global practices in the Bank to improve girls’ education—for example, collaborating with the Water GP for access to sanitation and hygiene in schools, with Social Protection and Jobs GP for challenges related to labor market transition, or Energy GP to improve school safety. 

The World Bank collaborates actively with many donors and organizations. As a signatory to the G7 Charlevoix Commitment, the Bank has already committed an estimated $2.5 billion to girls’ education in FCV countries as of September 2021—exceeding its pledge of $2.0 billion from 2018 to 2023. 

The Education GP: 

• is collaborating with the Foreign, Commonwealth & Development Office FCDO (UK) about targets and high-level engagement with G7 donors, to support aid and financial commitment for girls’ education; 
• is a member of the Inter-agency Network for Education in Emergencies (INEE) Girls’ EiE Reference Group, which seeks to further research and advocacy for girls’ education in emergencies; 
• a member of the UNESCO Gender Flagship Reference Group and has provided technical contributions to the UNESCO-commissioned study (December 2020-July 2021); and 
• is working closely with the Global Partnership for Education (GPE) as the implementing agency for 54 percent of the total GPE grants of $3.62 billion, that support girls’ education.
• 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.
• 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.

Girls’ education in conflict is most at risk: Here’s how to reach them

Why girls’ education should remain a priority

Closing the gap: Tackling the remaining disparities in girls’ education and women’s labor market participation

Empowering adolescent girls in Africa through education

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Girls in their 6th grade class taught by Fatuma Samatar in Borama, Somaliland. Fatuma specializes in Math and Physics, but currently teaches Geography and Islamic Studies in 5th and 6th grades because of the shortage of teachers in these subjects.

Girl's Education

Every girl deserves an education.

A girl is not a statistic or a piece of property. She's a child who deserves a future. 

Girls the world over face gender discrimination – just for being born a daughter and not a son. A girls education is less likely to be valued, and she’s more likely to be forced into early marriage, face violence or be stolen by traffickers. Her childhood cut short – her very life and future at risk.

A girl’s education changes everything. An educated girl is more likely to grow up healthy, safe and empowered to determine the course of her life and future. She’ll decide when she’s ready for marriage and children. She’ll likely send her children to school – and even live a longer life.

We understand the importance of education for girl children. We do whatever it takes to ensure every last child has a chance to grow up healthy, educated and safe – her best chance for a bright future. 

With your help, we can educate girls who may not otherwise have the chance to learn — changing the course of their lives, their children’s lives and the future of their communities.

Promoting Girls Education

Save the Children’s Every Last Child campaign aims to reach the most vulnerable children, those left behind by the world’s progress in child health, education and protection — including girls. Too many girls, because of who they are or where they’re born, face unique challenges. Together, we will improve girls education. We will reach every last girl, empowering her to grow up healthy, educated and safe. Free to lead her own life, speak her mind and determine her future.

Did You Know?

• One girl under age 15 is married every seven seconds. 
• Girls are 3X more likely to be out of school*
• Girls are 2X more likely to die from malnutrition*
• Girls are 2X more likely to be subjected to sexual violence*
• Girls are 2X more likely to get coerced into trafficking*

*Sources: U.N. Foundation; Girls Not Brides

Roja’s Story: The Importance of Education For Girls

In Cambodia , nearly 23% of children are out of school. Even more shocking, 52 out of 1,000 girls become adolescent mothers. These are girls denied the opportunities they deserve – and forced to grow up far too fast.

But innocent, eager Roja, age 5, is on the path to a brighter future. She attends a Save the Children early childhood development center near her village. There, we encourage her early learning and development, including drawing and art to enhance creativity. We also train teachers and involve parents, caregivers and whole communities in encouraging girls education and learning opportunities.

Your donation can help educate girls like Roja – giving her best chance for the bright future she deserves.

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Girls Education Mission International reaches out to and advances the circumstances of girls who are deprived of education and training opportunities to reach potentials and attain a better life. Our specific objectives are:

• Improve access to education.
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Empowerment, Aspirations, and Girls’ Education

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As gender gaps in school enrollment and attainment continue to narrow around the world, global priorities have shifted toward focusing on the quality of education and the implications that a high-quality education has for broader societal outcomes including fostering gender equity. There is ample evidence illustrating the benefits of investing in girls’ education including that it supports improved social, economic, and health outcomes. While girls’ education offers many benefits, it is not yet a guarantee of more equal societies. If by and large girls are now receiving the same education as boys, why is there a persistent divergence in learning and later life outcomes?

A key component in the theory of change related to the relationship between girls’ education and equity is the empowerment of women and girls. Broadly defined, empowerment refers to one’s ability to have both control and power over the decisions and resources within their life. However, measures of ‘empowerment’ and the process through which it is achieved are understood in a variety of ways and are sometimes not defined at all thus making it challenging to achieve.

As a background piece to the CGD’s flagship report, “ Girls’ Education and Women’s Equality: How to Get More out of the World’s Most Promising Investment ,” this note provides an overview of the literature on the relationship between education and girls’ empowerment and aspirations. We outline the evolution of the concept of empowerment as it relates to girls’ education, discuss the necessary pre-conditions that schools and education systems must meet for empowerment through education to be possible, and summarize the evidence related to strengthening empowerment and aspirations. We conclude by identifying five key action areas moving forward:

• Make school environments safe
• Identify the mechanisms driving impact of successful empowerment programs
• Include men and boys in efforts to strengthen empowerment for women and girls
• Remove gender bias from classrooms
• Make empowerment a central—not an additional—goal of schooling

Read the full note here .

El enfoque mundial se ha desplazado hacia la calidad de la educación y las implicaciones que una educación de alta calidad tiene para lograr la equidad de género, a medida que las brechas de género en la inscripción y el logro escolar continúan disminuyendo en todo el mundo. Existe amplia evidencia que muestra los beneficios de invertir en la educación de las niñas, incluyendo que respalda mejores resultados sociales, económicos y de salud. Aunque la educación de las niñas ofrece muchos beneficios, aún no garantiza sociedades más igualitarias. Si en general las niñas ahora reciben la misma educación que los niños, ¿por qué persiste una divergencia en los resultados de aprendizaje y en los resultados de la vida posteriormente?

Un componente clave en la teoría del cambio relacionada con la relación entre la educación de las niñas y la equidad es el empoderamiento de las mujeres y las niñas. Definido de manera amplia, el empoderamiento se refiere a la capacidad de controlar y tener poder sobre las decisiones y recursos en la vida de uno. Sin embargo, las medidas de "empoderamiento" y el proceso mediante el cual se logra se entienden de diversas maneras y a veces no se definen en absoluto, lo que dificulta su logro.

Como pieza de fondo para el informe estrella de CGD, " Educación de las niñas e igualdad de género: cómo obtener más de la inversión más prometedora del mundo ", esta nota proporciona una visión general de la literatura sobre la relación entre la educación y el empoderamiento y las aspiraciones de las niñas. Se describe la evolución del concepto de empoderamiento en relación con la educación de las niñas, se discuten las condiciones previas necesarias que las escuelas y los sistemas educativos deben cumplir para que el empoderamiento a través de la educación sea posible, y se resume la evidencia relacionada con el fortalecimiento del empoderamiento y las aspiraciones. Se concluye identificando cinco áreas clave de acción para avanzar:

• Hacer que los entornos escolares sean seguros
• Identificar los mecanismos que impulsan el impacto de los programas de empoderamiento exitosos
• Incluir a hombres y niños en los esfuerzos para fortalecer el empoderamiento de mujeres y niñas
• Eliminar el sesgo de género en las aulas
• Hacer del empoderamiento un objetivo central, no adicional, de la educación.

Lea la nota completa aquí

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Marlboro family sues and says daughter was groomed, molested at middle school

MARLBORO — Parents who say their daughter was groomed and molested by a teacher inside Marlboro Memorial Middle School are suing the district, various school officials, the teacher and a police captain they say misled the public and painted the family in a negative light.

The parents - identified in the lawsuit only by their daughter's initials - accused special education teacher Jenna Sciabica of fondling the girl's breasts in a school hallway in March, an act caught on camera and witnessed by amiddle school staff member, according to the lawsuit.

The family also says Sciabica had numerous sexually explicit and inappropriate conversations with L.T. and other students, which amounted to "grooming" the children, according to the lawsuit, which was filed by attorney Nima Ameri of Hackensack.

The family and Sciabica had a friendly relationship prior to the incident, with Sciabica coming to their home to tutor the girl's brothers on several occasions.

Sciabica's attorney Mitchell Ansell, who has an office in Ocean Township, said Sciabica was treated like family by the girl's parents for the past three years. Sciabica also has an "unblemished record" in teaching that goes back 15 years, he said.

"This is a baseless defamatory accusation which is nothing more than a money grab," Ansell said in a statement. "For this lawsuit to now claim that my client was 'sexually grooming this girl' is absolutely outrageous."

Previously: Special education teacher at Marlboro Memorial Middle School charged with harassment

The lawsuit also names numerous school officials, including Michael Ballone, the superintendent, Memorial Middle School Principal John Pacifico and the school board; as well as two social media users who shared details about the family and allegations online. The lawsuit describes the two women - Jennifer Weinmeier and Jamie Erin - as online "trolls."

The family says school officials failed to take formal action against Sciabica until a month after they became aware of the incident, when the girl's mother went to a school board meeting and made her allegations in public, according to the lawsuit. The family alleges school officials also did not provide their daughter with counseling or a nurse's support after the incident.

Ballone, the superintendent, released a statement in April saying an act of "inappropriate physical contact perpetrated by a teaching staff member against a student" had occurred in the middle school.

"As soon as we became aware of the situation, action was taken, and the staff member in question was immediately removed from her position," he wrote in a letter to parents. "In addition, the Board of Education President was notified. Our administrative team continues to work closely with law enforcement, the State Board of Examiners which regulates teacher licensure and credentials, and other authorities to ensure a thorough investigation isconducted."

Although Sciabica submitted her resignation in March, the school board did not accept her resignation until mid-April, according to the lawsuit.

The family also said district officials failed to supervise and screen Sciabica and failed to train teachers and supervisors on recognizing and reporting inappropriate behavior.

"We don’t believe it is ever justifiable or explainable to touch a minor’s private parts with or without their consent if you are an adult," said Ameri, the family's attorney. "Any narrative otherwise is truly shocking, in our opinion."

Marlboro police charged Sciabica in April with harassment, a petty disorderly persons offense, related to the incident.

Marlboro Police Captain Stephen Levy, who is also named in the lawsuit, said the incident involved "offensive touching over the clothes by the teacher upon the student in a hallway of the school."

Related: Will Marlboro school board launch investigation after student faced 'offensive touching?'

Levy said that the incident was under investigation by police for a month and involved reviewing the school's security camera footage, written statements and performing interviews with witnesses.

The family is suing Levy, saying his statements to the news media provided "false information intentionally disseminated to residents in order to paint Plaintiffs in a false light and try to vindicate the police’s failure to act for over a month by minimizing the atrocity that occurred to (the student)," according to the lawsuit.

The police department's attorney could not immediately be reached for comment.

"There has been a lot of trauma for everyone involved, not only from the incident that happened, but from the way… the board and the police department and the superintendent have handled it publicly," said Ameri. "We believe they have willfully made misleading statements to the public."

Contributing: Ken Serrano

Amanda Oglesby is an Ocean County native who covers education and the environment. She has worked for the Press for more than 15 years. Reach her at @OglesbyAPP, [email protected] or 732-557-5701.

Launch of the Global Objectives On Girls’ Education Baseline Report

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Under the UK’s 2021 G7 Presidency, G7 endorsement was secured, to two global girls' education access and learning objectives, intended to be milestone targets to SDG4.  The G7 called on the rest of the international community to rally behind them: 40 million more girls in school; and 20 million more girls reading by age 10 or the end of primary school, in low and lower middle-income countries, by 2026.



The UK committed to producing an annual progress report against the two global objectives.  The report aims to supplement the efforts of the G7 Accountability Working Group, which monitors progress against G7 commitments by presenting evidence on low- and lower-middle-income countries’ progress in achieving the two global objectives and highlighting what remains to be done.



This event is the formal launch of the first annual progress report, which serves as a baseline report. The Global Education Monitoring Report (GEM Report), UNESCO Institute for Statistics (UIS) and UN Girls’ Education Initiative have authored this first report.

Read the G7 Global Objectives On Girls’ Education Baseline Report here . 

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Registration Is Now Open for the Next Healthy People 2030 Webinar, Air Quality Matters: Improving Health and Lung Function with Healthy People 2030 Objectives

The Office of Disease Prevention and Health Promotion (ODPHP) is pleased to announce its next Healthy People 2030 webinar:   Air Quality Matters: Improving Health and Lung Function with Healthy People 2030 Objectives .  This webinar will take place on Wednesday, June 12 from 2:00 to 3:00 pm ET. To register, please visit the  Healthy People 2030 Webinar Series Registration page . Continuing Education Credits* (CEs) are available.

During this one-hour event, ODPHP will present on three Healthy People 2030 featured objectives related to indoor and outdoor air quality and health. The webinar will also feature a presentation by the Centers for Disease Control and Prevention’s National Center for Health Statistics to share the latest data on the three featured objectives and a presentation by Healthy People 2030 Champion, the American Lung Association, to share details on their efforts to inform the public about the impact of air quality on their health and ways to reduce harmful pollution. 

The three  Healthy People 2030  objectives to be featured during the webinar are:

EH-01:  Reduce the number of days people are exposed to unhealthy air (LHI) Exposure to air pollution is linked to many health problems, including cancer, respiratory diseases, and heart disease. Outdoor air pollution is also linked to early death. Taking action to prevent air pollution through laws like the Clean Air Act can lead to major reductions in pollution and help prevent many serious health problems.

OSH-04:  Reduce pneumoconiosis deaths Pneumoconiosis is a group of lung diseases caused by breathing in mineral dusts, like asbestos, coal mine dust, or silica. People who work in certain mining, construction, and manufacturing jobs are at higher risk for pneumoconiosis. Strategies to reduce exposure to mineral dust at work are critical for reducing deaths from pneumoconiosis.

RD-04:  Reduce asthma attacks Millions of people in the United States have asthma attacks every year. Asthma attacks can lead to emergency department visits and even death. Reducing environmental triggers and making sure people get the right medications can help reduce asthma attacks.

To register, please visit the  Healthy People 2030 Webinar Series Registration page .

About the Series: Throughout the decade, the Healthy People 2030 Webinar Series will feature the latest data on the Leading Health Indicators, Overall Health and Well-Being Measures, and Healthy People 2030 objectives.

* Following the webinar, participants will receive instructions on how to obtain CE credit and certificate.

Nursing Accreditation Statement This nursing continuing professional development activity was approved by the American Public Health Association’s Public Health Nursing Section Approver Unit, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation. Medicine (CME) Accreditation Statement This activity has been planned and implemented in accordance with the Essential Areas and Policies of the Accreditation Council for Continuing Medical Education through the joint sponsorship of the American Public Health Association (APHA) and the Office of Disease Prevention and Health Promotion (ODPHP). The APHA is accredited by the ACCME to provide continuing medical education for physicians. Designation Statement: The APHA designates this educational activity for a maximum of 1.0 AMA PRA Category 1 Credit (s)™ per webinar. Health Education (CHES) Statement Sponsored by the American Public Health Association (APHA), a designated approver of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES®) to receive up to 1.0 total Category I contact education contact hours per webinar.

Related Healthy People 2030 topics:

• Neighborhood and Built Environment

Related Healthy People 2030 objectives:

• Reduce the number of days people are exposed to unhealthy air — EH‑01
• Reduce pneumoconiosis deaths — OSH‑04
• Reduce asthma attacks — RD‑04

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Empowering girls and communities through quality education

Meet these adolescent girls and young women achieving their dreams through education, and the parents and community members supporting their education and empowerment in Mali, Nepal, and the United Republic of Tanzania.

These individuals have been part of the Joint Programme on Empowering Adolescent Girls and Young Women through Education . Grounded in the collective commitment of UNESCO, UN Women and UNFPA, the Joint Programme applies a coordinated and multi-sectoral approach to empower girls and young women through quality education.

First stop, Mali

In Mali, over 5,600 out-of-school girls and young women were empowered through literacy and vocational training, and learned about sexual and reproductive health. Some 200,000 community members were also sensitised on girls’ retention, re-entry and access to education and 3,560 teachers, school administrators, parents and community leaders benefitted from trainings to foster inclusive and safe learning environments for girls in schools. School-age girls and boys who were displaced due to inter-communal conflict have also been re-integrated into the formal school system.

Adama, a bright learner from Mopti

“I like learning”, says Adama. “My first language is Fulfulde but I also can speak Bambara. I learned this language with my classmates at school.”

Adama, aged 11, was forced to leave her hometown with her family to flee from inter-communal conflict between the Peul and Dogon ethnic groups in Mopti, central region of Mali. She and her family are living in a refugee camp on the outskirts of Bamako.

“An educated person is more important than an illiterate one”, says Aminata, Adama’s mother. “I want her to study and get a good job after she finishes school.”

Adama had the chance to return to school through the joint efforts of UNESCO, UNFPA and UN Women to re-integrate internally displaced children into the formal school system in Bamako. At school, Adama learned to read and write in French, speak Bambara, the local language used in Bamako, and even made new friends.

When schools closed to contain the spread of COVID-19, Adama could not continue learning because she didn’t have access to the internet and had to focus on household chores. The Joint Programme enabled students like Adama to continue learning with refresher courses that were disseminated on the national television channel.

Adama has since returned to school. However, schools and access to education remain threatened by the ongoing conflict. Adama urges political leaders to do all they can to end the civil war so that she and her family can return to their hometown, and to ensure that girls like herself are able to continue their education.  

Next stop, Nepal

In Nepal, the Joint Programme worked across 5 districts and with 14 municipalities. Over 6,300 girls and young women came together in community learning centres or local resource hubs that foster education and livelihood for marginalised groups. Out of these girls, 1,874 participated in functional literacy classes integrating comprehensive sexuality education and mother tongue-based multilingual education to ensure an inclusive and equitable education. Nearly 4,470 girls and young women also participated in vocational skills courses, out of which 1,458 started generating an income.

Chanda, a champion for girls from Rautahat

“Pregnancy at a young age has huge costs on girls’ reproductive and psychological health. And they are subjected to gender-based violence”, says Chanda. “We must empower girls to speak out for their own rights and well-being. That’s why I will continue to work in education.”

Chanda, aged 23, had dropped out of school when she engaged with the Joint Programme and received vocational training. She was inspired to pursue a career in education while working as a facilitator for the UNESCO-led functional literacy classes.

Chanda works with girls who dropped out of school, girls who have never been to school, and girls who married young. “Child brides are denied further education, lack literacy, and are unable to manage their finances, making them completely dependent on others”, says Chanda. She believes that efforts to uplift girls and women must complement efforts to reduce early marriage.

Chanda has been able to follow girls’ progress after their participation in the classes. She noticed incredible improvement in their confidence stemming from their participation and learning. However, the lockdowns throughout the pandemic resulted in many girls returning to farm work and parents taking advantage of lower dowries to marry their daughters. There is still much progress to be made to change the attitudes of parents and guardians towards their daughters. 

Despite these challenges, Chanda is committed to working with adolescent girls to inspire them and change social attitudes towards girls’ education.

Dhauli, an entrepreneur and role-model from Bajura

“I couldn’t even recite the alphabet before I took the classes. Now I have the confidence to speak at workshops”, says Dhauli. “Education is important – without the trainings I received, I couldn’t have started my own enterprises.”

Dhauli was married at age 12 when her mother died, so she never had the opportunity to go to school. She attended the Joint Programme’s functional literacy classes, through which she developed entrepreneurship skills.

Since joining the classes, Dhauli started a grocery shop and runs a farm. She has already taken out NPR 400,000 (US$ 3,300) in bank loans to invest in her shop and the investment has paid off. She currently earns up to 4,500 NPR (US$ 37) each day. She has also been able to expand her family farm by purchasing buffalos and pigs.

Dhauli is the first person in her family to be financially literate. She is inspiring her peers through entrepreneurship skills and extending her knowledge to her husband and children. For Dhauli, the freedom of running her own business is also tied to securing a future for her daughters.

“I didn’t get to study but with my earnings, I can make sure that my daughters will get an education”, she says. “This must improve our future. I may have been an illiterate woman, but my daughters will not be.”

Komal, an advocate for girls’ education from Rajpur Farhadawa

“I used to think that I was a poor student, but now I know that I am a good student and can do well”, says Komal. The functional literacy classes have improved my life. I am confident that I will do well in the future.”

Komal, aged 15, dropped out of school by the time she was in grade 6 because of frequent teacher absences and low engagement. However, two years later, she took part in the classes and was inspired to go back to school as she discovered the value of her education.

Komal learned how to advocate for her own education, how to recognize and report gender-based violence, and how to pay attention to her own reproductive health and address health concerns. She even learned about sexual exploitation and human trafficking, and how to protect herself.

Komal also participated in a radio programme organized by UNESCO where she interacted with local leaders and stakeholders from her district. She discussed health, education and issues affecting youth with them. The experience boosted her confidence and helped her overcome her fear of public speaking.

Komal was empowered through the Joint Programme and inspired to pursue a future advocating for girls’ education. “I believe that all girls should have an education”, she says. “I want to be involved in similar programmes in the future so that I can motivate other girls to study.”

Parbati, an FLC facilitator from Simalkot

“To watch them learn to read and write before my own eyes – that filled me with pride and satisfaction”, says Parbati, a facilitator for the Joint Programme’s functional literacy classes and youth advocacy coordinator from Simalkot. “I realized how important education is in showing people their potential.”

When Parbati began teaching the classes, she noticed that the women who attended the trainings lacked the literacy skills needed to sign their own names. As she taught them the Nepali alphabet and numeracy skills, she noticed they gained interest in learning even more. Parbati helped the women gain a sense of pride as they no longer had to sign official documents with a thumbprint.

Parbati also organized interactive sessions with learners in Achham, where she discussed pregnancy, family planning and menstrual hygiene. She advocates for ending harmful practices, including sexual harassment, violence against women and girls and early marriage.

Teaching literacy to women has been especially rewarding for her as a facilitator as she has witnessed the transformation of women from learners to entrepreneurs. Beyond literacy, the functional literacy classes teach women about organizing savings and investment groups. Many of the women started their own businesses.

Parbati noticed that the women of Simalkot are excelling in the classes and asking for more educational opportunities. “If they have come this far after one round of training, imagine what they can achieve with more.”

Ratan, a transformed mother from Duni

“The first day attending the class was one of the happiest days of my life”, says Ratan. “I wanted to continue my education to secure a good future for my child. I have to be a good example for my daughter.”

Ratan, then in grade 6, was forced to drop out of school because she was arranged to be married. She became a mother at age 21 and cared for her family. Ratan’s options were limited, as engaging in public activities  outside of the home is often stigmatised according to social customs in the Sudurpashchim Province of Nepal.

After convincing her family, Ratan attended the functional literacy classes held under the Joint Programme. “At first, she was too shy and nervous to introduce herself in the class, but now, she can speak her mind in front of a crowd”, says Saraswoti, Ratan’s facilitator.

Ratan gained confidence as her literacy skills improved and she learned about family planning, reproductive health and hygiene, and harmful cultural practices. Ratan often shares her new knowledge, especially about reproductive health and hygiene, with women in her community. She has now found a greater sense of independence in life.

Before the training, Ratan lacked the skills to access her own bank account and withdraw money sent by her husband who is a migrant worker in India. Now, Ratan is financially literate, capable of accessing her own bank account, making withdrawals and deposits and organizing her family’s finances.

Last stop, Tanzania

In Tanzania, the Joint Programme reached girls and young women in remote areas where access to learning can be more limited. To prevent violence against girls and increase the retention of girls in school, 40 primary and 20 secondary schools across 4 districts now provide counselling services through 112 youth clubs. Out-of-school girls and young mothers were provided with vocational, literacy, numeracy as well as sexual and reproductive health programmes. Over 4,000 in-school and 1,000 out-of-school girls and young women benefited from quality educational opportunities. Over 180 local government officials, 440 teachers and 60 curriculum developers from higher learning institutions were trained on gender-responsive pedagogy, life skills, sexual and reproductive health, HIV and AIDS, and gender-based violence (GBV).

Fatma, a businesswoman from Mkoani

“When I dropped out of school, I could not even read full sentences. With the support from the Joint Programme, I gained the confidence to read, write and do basic mathematics. I now help other girls to learn how to read and write”, says Fatma, a businesswoman aged 25 from Mkoani.

Fatma dropped out of school like many girls and young women in Tanzania. Soon after, she was married and had three children. She felt like her dreams had ended when her education stopped at the age of 14. Life prospects are limited for girls and young mothers in Tanzania without an education, or the knowledge and skills for employment.

Fatma joined a community-based youth centre established by the Joint Programme, where she was taught basic literacy and numeracy. She also learned digital skills at the centre using a tablet and a smartphone provided by the Joint Programme to access other learning materials and build her entrepreneurship and vocational skills. She developed business management, accounting and communication skills.

Fatma is now pursuing her dreams. She opened a small grocery shop with the income she received for her work as a henna artist. She learned henna painting at the vocational training held under the Joint Programme. “I sell rice, sugar and some vegetables. It is such a big achievement being economically independent with my own income. My husband is supportive of my work.”

Fatma also provides guidance to young women in her community, sharing her own experience. “I helped my peers learn how to run a business. One of my friends also started her own business as a henna artist and a tailor.”

Ashura, an entrepreneur and role model from Kasulu

"People in the village no longer see me and other girls who dropped out as failures but see us as people leading our lives autonomously", says Ashura, an entrepreneur from Kasulu.

Ashura, a young mother now aged 22, could not continue learning after primary school due to her family's financial challenges. Girls and young mothers who drop out of school in Tanzania often take up household chores and are left behind from education. Without alternative learning opportunities and access to financial services, they are prevented from earning incomes and living autonomous lives.

When Ashura received entrepreneurship training and opportunities from the Joint Programme, she discovered how to run a small business making and selling products such as soap, batik and nutrition flour. She also learned how to apply for loans allocated to women’s groups by the District Council.

Starting out with seed money, Ashura increased her cash flow by selling sugarcane and rice. Together with a group of young women who had also benefited from the Joint Programme, Ashura formed an income-generating group to encourage women-led economic activities. Their financing model extended to the formation of a village community banking (or VICOBA).

VICOBA is particularly helpful when the existing social services are insufficient. "Each member of the group contributes 5,000-10,000 TZS (US$ 2-4) every two weeks. VICOBA money is like an insurance or a loan given to group members for any emergency needs", says Ashura.

As her life changed, Ashura noticed a change in the perception of community members vis-a-vis out-of-school girls, who were previously seen as failures and are now looked up to as role models in their community.

Rahma, a confident learner from Kasulu

“Through the Safe Space-TUSEME club, I gained the confidence to speak out to my friends, teachers and parents”, says Rahma, a grade 10 student. “I was motivated to study hard. That was why I passed the national exam with a good score.”

In Tanzania, only 69% of girls transition from primary to lower secondary education compared to 73% of boys, according to the UNESCO Institute for Statistics (2017). This is attributed to less support from the family, lack of confidence, gender-based violence (GBV) and adolescent pregnancy.

Rahma, aged 15, joined the Safe Space-TUSEME (‘Let’s speak out’ in Swahili) club established by the Joint Programme in her school. There, she learned about gender equality and GBV, where to report cases of GBV or seek guidance and counselling, and how to undertake collective action if faced with a GBV incident. Youth-led activities such as drama and poetry and advocacy with parents and teachers about the challenges faced by girls at school helped transform attitudes around girls’ education.

Encouraged through the club activities, Rahma successfully transitioned to secondary school with excellent exam results. Her relationship with her parents also changed positively: “Housework was considered only for girls. However, my parents don’t think like that anymore. They are encouraging me to study. They were delighted when I passed the national exam”, says Rahma.

Now, Rahma continues to take part in the Safe Space-TUSEME activities in her secondary school. Her club conducts campaigns to keep girls safe from adolescent pregnancy. “A night market is a common place where girls can be more vulnerable to adolescent pregnancy. With ongoing campaigns, now I see fewer friends are joining night markets”, says Rahma. She hopes other schools establish Safe Space-TUSEME clubs to support more girls to pursue their education. “I want to help other girls gain confidence.”

Warda, an ICT facilitator from Mkoani

"We can teach girls how to read and write and acquire vocational skills so that they can be financially independent. I hope that more girls gain confidence, leadership, independence, higher income and are safe from violence. I believe empowering women is empowering society", says Warda, a young woman from Mkoani.

Warda was unemployed after graduating from college. She joined an ICT lab established by the Joint Programme as a facilitator. Through this role, she acquired teaching skills for literacy, numeracy and entrepreneurship using tablets. More than 200 out-of-school girls and young mothers in Mkoani learned business management, accounting and communications skills as part of the ICT lab.

One of Warda’s students, Zuhura, did not know how to read and write but learned through a self-learning application on a tablet. Now she runs a small business selling pillows and teaching other girls how to read and write and gain other basic entrepreneurial skills. Warda also created an income-generating group together with her students called the 'Women Association for Community Development Strategies', enabling the group to raise funds and sustain business ventures.

Girls who learned about entrepreneurship through the course at the ICT lab felt empowered, but empowerment was not limited to learners. "I gained the confidence to teach adults from any background. I am delighted to see their transformation as well as mine", says Warda.

She is currently empowering more out-of-school girls while following a Master's course. Recently, she also started a part-time job in the Mkoani district office. She dreams of expanding this initiative to other districts in Pemba, Unguja Island and even the Tanzania mainland.

Angel, a science wiz from Sengerema

"I told myself, 'Angel, you will not fail'. I became number one in physics and moved to upper secondary school", says Angel, aged 17. “I believe girls can do as well as boys in sciences.”

In Tanzania, poor pedagogical practices have led to discrimination and girls' lower performance than boys, especially in mathematics and science subjects in national examinations during the past five years. It is one of the reasons hindering the transition of girls from secondary to upper secondary education.

Teachers at Angel's secondary school received a Joint Programme training on gender-responsive pedagogy to counter stereotypes and socio-cultural bias reinforcing the notion that science subjects are not only for boys and difficult for girls.

With support from her teacher, Angel's performance in science, technology, engineering and mathematics (STEM) subjects improved. She achieved excellent scores in her national exams in biology among other subjects. She became the best female student within her school and was selected to focus her studies on physics, chemistry and biology.

Angel inspires other girls in her secondary school to study hard including in STEM subjects and to pass the national examination. Four of Angel's peers also successfully transitioned to upper secondary school. Angel also brought a positive influence home. Her parents are proud of her achievements at school and support her education.

Safia, a woman leader from Pemba

"Through the Joint Programme, more community members encourage the education of girls and boys, while discouraging early marriage and unintended pregnancy. It was helpful to persuade the government offices to establish a secondary school in our community", says Safia. 

Safia is a community leader in Pemba island. She is one of five women leaders in 143 shehias (or wards) in the region, "Being a woman leader can be challenging, but my community members are very supportive", says Safia.

Safia became a champion for girls’ right to education through the Joint Programme. She and other community members developed dramas to engage her community to invest in girls’ education. They raised awareness among other community members about preventing early marriage and providing needed support for girls to continue their education. Since then, the number of girls transitioning to secondary education in her shehia increased from 5 to 15 girls.

Safia also advocated for the construction of the first secondary school for girls and boys in her shehia. Students used to go to neighbouring shehias to attend a secondary school. "It is very tough for students to transition to secondary education when there isn’t a secondary school in our community. Imagine girls taking boats to reach a secondary school in different shehias. It takes around 2 hours", says Safia.

"I expect more girls to continue schooling at the secondary school in our shehia. I hope that they will become women leaders like me when they grow up", says Safia.

Almachius, a community leader from Kasulu

"Through the Joint Programme activities, adolescent girls and young women became more empowered. Parents and community members, ward and district officers witnessed their growth. In return, they started to expand their support", says Almachius, a focal point for the Joint Programme in the Kasulu District Council.

Almachius has observed many positive achievements in the district. One of them is a loan from the District Council of 9,000,000 TZS (US$ 3,900), awarded to three women-led income-generating groups created by the Joint Programme. And in Heru Ushingo, the girls' transition rate from primary to secondary education has increased from 85% in 2017 to 99% in 2020 since the Joint Programme was initiated.

Also, 7 out of 15 schools in Kasulu have built more classrooms, toilets, water facilities and changing rooms for menstruation after trainings held by the Joint Programme on water, sanitation and hygiene. "It was possible because parents and community members who participated in the trainings donated bricks and volunteered to build school facilities. The Titye secondary school is even building a science, technology, engineering and mathematics laboratory", says Almachius.

As a result of this work, early marriage and unintended pregnancy rates have decreased. "Harmful social practices and gender-based violence decreased while reporting cases increased", says Almachius. The ward and district offices and schools worked closely with the Joint Programme to reinforce reporting mechanisms.

Almachius hopes to scale up this work to other wards in Kasulu. Six additional wards in Kasulu are already replicating the Joint Programme interventions to promote girls’ empowerment through education.

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