Chapter 25: Girls’ schooling and the global education and development agenda
Restricted access

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.

Access options

Get access to the full article by using one of the access options below.

Other access options

Redeem Token

Institutional Login

Log in with Open Athens, Shibboleth, or your institutional credentials

Login via Institutional Access

Personal login

Log in with your Elgar Online account

Login with you Elgar account