Abstract
Despite global efforts to expand educational opportunities for women, gender inequalities persist in many developing countries. Addressing the root causes of gender inequalities in secondary education we ask whether such disparities persist because of low state capacity or low willingness. Based on gender- and age-specific educational attainment data for 57 developing countries in 1970–2010, our analysis indicates that willingness factors are central to understanding gender equality in education: ethnically heterogeneous countries and countries where Islam is the primary religion experience lower levels of equality. However, key capacity factors like a country’s income level are unrelated to gender differences in education.
Highlights
Vast education inequalities between women and men persist in many parts of the world
Understanding what factors are associated with greater educational gender inequality, and what factors are present in countries that have achieved gender parity, is crucial for providing for a continued human and economic development
This is the first cross-national study that systematically analyses a wide range of obstacles to and drivers of educational gender parity in secondary education over time
Summary
Vast education inequalities between women and men persist in many parts of the world. In 2000, the world’s governments adopted the six Education for All (EFA) goals to meet the needs of all children, youth, and adults by 2015, including Goal 5: “eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.” (See http://www.unesco.org/new/en/education/themes/leadingthe-international-agenda/education-for-all/efa-goals/.) Millennium Development Goal (MDG) Number 3 was to eliminate gender disparities in primary and secondary education by 2005 and at all levels of education by 2015 This goal was not met and is echoed in the new Sustainable Development Goals (SDGs), which includes the quality aspect of equal education opportunities (cf SDG Target 4.1), which reads as follows: “by 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes” (see http://en.unesco.org/gem-report/sdg-goal-4). We identify two broad sets of factors that have been associated with the level of educational gender parity in the literature and define them as primarily reflecting state capacity or state willingness These include factors related to economic development, demography, culture, political institutions, and armed conflict.
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