Girls' Education

Program Spotlight


The government of South Africa launched an intensive drive to harness and improve skills. Yet to study and become qualified in fields such as science, technology, and engineering means good grades are needed in math and science, subjects in which South African students do poorly: South Africa ranked the lowest of 45 countries that participated in the 2003 Trends in International Math and Science Studies (TIMSS) assessment for grades 4 and 8.

Background on Girls' Education

After years of progress in increasing gender parity for education, recent data from the World Bank show declines in primary enrollment and progression to secondary school for girls in low and middle-income countries.

Tackling this disparity is a high priority for the international community, as evidenced by the Global Goals that explicitly call for gender equality in education and beyond. In addition, committed education practitioners are stepping in to address gender imbalances in education access and quality.

The Center for Education Innovations (CEI) has identified more than 110 programs working to expand provision and improve the quality of girls’ education.

Database At-A-Glance

Click below to read our Database-at-a-Glance report and find highlights from seven common approaches & characteristics across ECD models. Learn about programs focusing on:

1) Addressing cultural attitudes through community engagement
2) A strong emphasis on life skills
3) Accelerating curricula to boost access and attendance
4) Community-based learning centers or informal learning opportunities
5) Emphasizing Science, Technology, Engineering, and Mathematics (STEM)
6) Ensuring safety inside and outside the classroom
7) Girl-friendly or gender sensitive teacher training

This topic page on girls' education in low- and middle-income countries features programs dedicated to girls' access to quality education.

Girls' Education Programs in the CEI Database

Recent Blog

Does skin in the game improve the level of play? The experience of 'Payment by Results' on the Girls’ Education Challenge
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