Handbook of Research on Gender and Economic Life
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Handbook of Research on Gender and Economic Life

Edited by Deborah M. Figart and Tonia L. Warnecke

The Handbook illuminates complex facets of the economic and social provisioning process across the globe. The contributors – academics, policy analysts and practitioners from wide-ranging areas of expertise – discuss the methodological approaches to, and analytical tools for, conducting research on the gender dimension of economic life. They also provide analyses of major issues facing both developed and developing countries. Topics explored include civil society, discrimination, informal work, working time, central bank policy, health, education, food security, poverty, migration, environmental activism and the financial crisis.
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Chapter 25: Girls’ schooling and the global education and development agenda

Elaine Unterhalter and Amy North


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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