Elgar original reference
Edited by Deborah M. Figart and Tonia L. Warnecke
Chapter 25: Girls’ schooling and the global education and development agenda
At the turn of the millennium, the project of infusing a women’s rights perspective on gender and education into the global education and development agenda seemed particularly promising. However, despite economic growth, high-level political concern with the question of girls’ schooling, and unprecedented levels of women’s networking on gender issues, making progress on education through a framework concerned with women’s rights and gender equity has been difficult. The place of girls’ schooling in the global education and development agenda suggests both an opening and a closure. There is an opening because of the emphasis given to girls’ education in key frameworks, such as the Millennium Development Goals (MDGs) and the 2000 ‘Dakar Framework for Action – Education for All: Meeting Our Collective Commitments’ (Dakar Framework, 2000; UNGEI, 2010). This means that resources and skill can be allocated to this area. Institutions can be adapted to support girls to enter school, progress, and attain well.
You are not authenticated to view the full text of this chapter or article.
Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.
Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.
Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.