There are very few studies which provide empirical support to the view that cultures where women are politically, socially and economically repressed are more prone to violent conflict and instability. Furthermore, evidence for a direct relationship between the level of educational attainment amongst women and girls and the degree of fragility or stability is scarce and no studies that establish direct causality specifically between secondary education for women and fragility were identified during the period of this review.
Notwithstanding, arguments in favour of increasing access to education for women and girls’ in fragile states can be made on the basis of:
- empirical evidence that suggests that there is a correlation between gender equality and conflict;
- rights-based imperatives; and
- evidence suggesting that increasing access to education for girls is fundamental to achieving broader developmental objectives such as those outlined in the MDGs.
Furthermore, the literature asserts that education which leads to gender empowerment is as worthwhile in fragile contexts as pursuing other stabilisation objectives such as security sector reform, institutional reform and macro economic development.
