Education and Girls
Girls’ education: towards a better future for all
Cover photo: A schoolgirl in Surinam. (© Ron Giling/Still Pictures)
Girls’ education: towards a better future for all
Published by the Department for International Development
January 2005
ii
Foreword by the Secretary of State for International Development
‘To be educated means… I will not only be able to help myself, but also my family, my country, my people. The benefits will be many.’
MEDA WAGTOLE, SCHOOLGIRL, ETHIOPIA
At the turn of the millennium, the international community promised that by 2005, there would be as many girls as boys in school. Later this year, when leaders from around the world come together to take stock of the Millennium Development Goals, there will be no escaping the fact that we have collectively failed to keep this promise. Despite much progress, a child without an education is still much more likely to be a girl than a boy.
This strategy is a first step to get us back on track. It acknowledges that we all need to do substantially more to help girls get into school. It reminds us of the value of education for lifting nations out of instability and providing a more promising future to their people. And regardless of whether they live in a wealthy or poor country, nothing has as much impact on a child’s future wellbeing as their mother’s level of education.
We do not need complex international negotiations to help solve the problem of education. We just need to listen to governments, local communities, children, parents and teachers who know what challenges remain. And we need to provide them with enough funding to put their ideas on education into practice.
To this end, we plan to spend at least £1.4 billion over the next three years. This money will provide additional support to governments and more resources to strengthen international efforts to coordinate action on girls’ education.
The example set by countries like Malawi, where the
Cover photo: A schoolgirl in Surinam. (© Ron Giling/Still Pictures)
Girls’ education: towards a better future for all
Published by the Department for International Development
January 2005
ii
Foreword by the Secretary of State for International Development
‘To be educated means… I will not only be able to help myself, but also my family, my country, my people. The benefits will be many.’
MEDA WAGTOLE, SCHOOLGIRL, ETHIOPIA
At the turn of the millennium, the international community promised that by 2005, there would be as many girls as boys in school. Later this year, when leaders from around the world come together to take stock of the Millennium Development Goals, there will be no escaping the fact that we have collectively failed to keep this promise. Despite much progress, a child without an education is still much more likely to be a girl than a boy.
This strategy is a first step to get us back on track. It acknowledges that we all need to do substantially more to help girls get into school. It reminds us of the value of education for lifting nations out of instability and providing a more promising future to their people. And regardless of whether they live in a wealthy or poor country, nothing has as much impact on a child’s future wellbeing as their mother’s level of education.
We do not need complex international negotiations to help solve the problem of education. We just need to listen to governments, local communities, children, parents and teachers who know what challenges remain. And we need to provide them with enough funding to put their ideas on education into practice.
To this end, we plan to spend at least £1.4 billion over the next three years. This money will provide additional support to governments and more resources to strengthen international efforts to coordinate action on girls’ education.
The example set by countries like Malawi, where the