How can equality in education be achieved? Will increased school enrolment lead to the development of society in general? This report by the United Nations Research Institute for Social Development (UNRISD) looks at global trends in female education and examines how household complexity shapes decisions about investing in education. It draws particularly on literature from South Asia and Sub-Saharan Africa.
Despite global advocacy on equality in education, inequality is still widespread. Gains have been made in female education, but these are vulnerable to changes in the social and economic spheres. The argument that female education is good for development has limited value. It is even more difficult to state that education affects women’s lives in a substantive way, even if it has positive effects on the fertility rate. Another key concern is the need to strike a balance between efficiency (keeping the costs down) and equity (access) by realising that these two goals are not mutually exclusive.
Access, retention, and achievement are challenges to equity in education and have to be addressed. Along with these, an analysis of the socio-economic complexity of household decision-making is essential. Key findings related to the factors that shape household or individual decisions about investing in education are:
- The macro economic context and the way it shapes employment opportunities.
- Household livelihoods and aspirations and the extent to which they permit resource commitment.
- Prospect and capacity assessment of each individual child.
- Factors relating to schooling provision, particularly proximity, inclusiveness and quality.
Investing in women’s education with the purpose of securing social returns that benefit society and the nation at large has its risks. It can result in bypassing or granting low priority to processes through which women secure there own interests. Other key recommendations and issues to consider by donors include:
- A shift in global education policy away from the emphasis on efficiency goals over those of equity is needed. This can ensure inclusiveness and access for all girls.
- A new research agenda aiming to link gender relations and economic structures with human rights and human needs is essential. This can enable the development of sustainable, long-term policies.
- Interventions targeted at improving female education must focus on creating enabling environments at local level for girls. This can contribute to develop their voice and help articulate their priorities without risking social censure.
- Policies and analysis should focus on household complexity and internal decision-making mechanisms. This will contribute to reaching all children and increasing their chances of accessing education.
