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.
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